1 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 1, Listening, Speaking, and Critical Thinking, 2nd Edition Publisher: Sherrise Roehr Executive Editor: Laura Le Dréan Managing Editor: Jennifer Monaghan Associate Development Editors: Lisl Bove and Jennifer Williams-Rapa © 2018 National Geographic Learning, a Cengage Learning Company ALL RIGHTS RESERVED. 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Locate your local office at international.cengage.com/region Visit National Geographic Learning online at NGL.Cengage.com/ELT Visit our corporate website at www.cengage.com Printed in the United States of America Print Number: 02 Print Year: 2019 Table of Contents Teaching with Pathways ������������������������������������������������������������������������������������������������������������������������������������������� iv Speaking Assessment Rubric ���������������������������������������������������������������������������������������������������������������������������������� x Using the Teacher’s Guide �������������������������������������������������������������������������������������������������������������������������������������� xi Pacing Guide ������������������������������������������������������������������������������������������������������������������������������������������������������������������ xii Unit 1 Living for Work..........................................................................................................................................1 Unit 2 Good Times, Good Feelings..........................................................................................................11 Unit 3 The Marketing Machine.................................................................................................................. 20 Unit 4 Wild Weather..........................................................................................................................................29 Unit 5 Focus on Food.......................................................................................................................................38 Unit 6 Housing for the Future.....................................................................................................................47 Unit 7 Exploring Space....................................................................................................................................57 Unit 8 Creative Arts ...........................................................................................................................................67 Unit 9 Our Relationship with Nature.......................................................................................................76 Unit 10 How We Communicate ...................................................................................................................86 Audio Scripts �������������������������������������������������������������������������������������������������������������������������������������������������������������������96 Video Scripts ����������������������������������������������������������������������������������������������������������������������������������������������������������������� 118 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 from National Geographic publications help explain complex processes. CHARTS AND GRAPHS present numerical information visually. ©Bruce Morser/National Geographic Creative MAPS show locations and geographical features, and illustrate historical facts and current trends. GRAPHIC ORGANIZERS show the relationships between ideas. Download movies At work At home Listen to music Uses of Technology in my Life “The Geography of Transport Systems” https://people.hofstra.edu/geotrans /eng/ch9en/conc9en/plate_tectonics.html 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. xi Pacing Guide One unit of Pathways Listening, Speaking, and Critical Thinking typically requires six hours to complete. If you have limited class time, we recommend focusing on Speaking activities in class and assigning Vocabulary, Video, and/or Listening activities as independent work. By setting aside some of these activities as homework, or by using expansion activities and the Online Workbook, a Pathways unit can be adapted to suit various course durations: Total course length: 45 hours Total course length: 60 hours Total course length: 90 hours Total course length: 120 hours 30-Week Course: 2 × 90 min classes per week 1 unit = 5 classes (7.5 classroom hours) 30-Week Course: 4 × 60 min classes per week 1 unit = 8 classes (8 classroom hours) This plan assumes that there is enough time to complete the entire student book in class. This plan assumes that there is enough time to complete the entire student book in class. – Some follow-up questions and expansion activities in the Teacher’s Guide can be used. – More follow-up questions and expansion activities in the Teacher’s Guide can be used. – Online Workbook activities can be done in a lab setting. – Online Workbook activities can be done in a lab setting. – ExamView unit tests can be done in class. – ExamView unit tests can be done in class. Class 1: Think and Discuss Explore the Theme A: Vocabulary Class 1: Think and Discuss Explore the Theme A: Vocabulary Class 1: Think and Discuss Explore the Theme A: Vocabulary Class 2: A: Listening Class 2: A: Listening A: Speaking Class 2: A: Listening 30-week course: 1 × 90 minute class per week 1 unit = 3 classes (4.5 classroom hours) 30-Week Course: 2 × 60 min classes per week This plan assumes that: This plan assumes that there is enough time to complete the entire student book in class. To make time for expansion activities: – The Vocabulary activities are assigned as homework and reviewed in class. 15-Week Course: 4 × 60 min classes per week 1 unit = 6 classes (6 classroom hours) – Listening B is assigned as homework through the Online – The Vocabulary activities can be assigned as homework and Workbook and reviewed in reviewed in class. class. – Online Workbook activities can be done in a lab setting. Class 1: Think and Discuss Explore the Theme A: Vocabulary A: Listening Class 2: A: Speaking Lesson Task Video Class 3: B: Vocabulary B: Listening B: Speaking Final Task Reflection Class 3: A: Speaking Lesson Task Class 4: Video B: Vocabulary Class 5: B: Listening B: Speaking Class 6: Final Task Reflection Class 3: Lesson Task Video Class 4: B: Vocabulary B: Listening Class 5: B: Speaking Final Task Reflection Class 3: A: Speaking Lesson Task Class 4: Video Class 5: B: Vocabulary B: Listening Class 6: B: Speaking Class 7: Final Task Reflection Class 8: Expansion activities / group projects xii Career Studies/Social Science ACADEMIC SKILLS LISTENING Identifying Main Ideas Taking Notes on Key Words and Phrases SPEAKING Communicating that You Don’t Understand Syllable Stress CRITICAL THINKING Evaluating Options UNIT OVERVIEW The theme of this unit is how people relate to their jobs and careers. “Working to live” means working in order to survive–doing what is necessary to keep yourself and your family healthy and secure. “Living for work” means enjoying your work and integrating it with your life. • LISTENING 1 In an interview, National Geographic photographer Annie Griffiths talks about her life and her job. She focuses on some of her favorite experiences and explains how she is able to connect with people to get beautiful photographs. • VIDEO Becoming a professional butler might not be everyone’s first career choice. However, the Ivor Spencer School for Butler Administrators in England prepares its students for this interesting job, which involves everything from selecting the best shoes for employers to ironing their newspapers. 0 1 MIN S ACADEMIC TR ACK 2 Living for Work UNIT OPENER THINK AND DISCUSS (page 1) Have students look at the photo and caption. Ask leading questions, such as: • Who is the man in the picture? (artist Todd Stone) • Where is he? (in his studio on the 67th floor of the World Trade Center in New York, U.S.) • What is he working on? (paintings of the city) ANSWER KEY THINK AND DISCUSS (page 1) 1.Possible answer: An artist needs specialized training in art, as well as creativity and organizational skills. 2. Answers will vary. 3. Possible answer: The title could be a reference to achieving a balance between personal life and work. EXPLORE THE THEME (pages 2–3) Have students analyze the bar graph in pairs. Ask them questions to check understanding of how a bar graph presents data, such as: • What is being compared in the bar graph? (the average number of hours millennials work per week) • How does it compare them? (it compares the number of hours worked in different countries) • LISTENING 2 Two students have a conversation about the job and life of oceanographer Sylvia Earle. They discuss Dr. Earle’s research and suggestions for how humans can limit the negative impact we are having on the health of our oceans. For the final task, students draw upon what they have learned in the unit to give a presentation about themselves, introducing themselves to the class and sharing what jobs they hope to have in the future. For additional information about the topics in this unit, here are some suggestions for online search terms: Todd Stone, average millennial work hours by country, Beverly and Dereck Joubert, Annie Griffiths, Galapagos Islands, Victoria Falls Zambia, Bedouin, King’s Cross Railway Station, Career Aptitude Tests, International Butler Academy Chengdu China, Dr. Sylvia Earle, marine biology, ocean economics 1 ANSWER KEY EXPLORE THE THEME (pages 2–3) 1. Possible answers: Millennials are people between 20 and 34 years old. They are usually progressive and interested in technology. 2. They work the most in India and the least in Australia and the U.K. 3. Answers will vary. 4. Possible answer: This office looks like it would be a comfortable place to work because it has a couch and a relaxed environment; however, it doesn’t look like the employees have any privacy. 3 Lesson A 0 MIN A S Ideas for… EXPANSION Ask students to explore this topic by considering different factors. Have them form pairs and consider age, gender, and profession. Examples: Members of older generations may work fewer hours but have more traditional jobs. Men may work more hours per week in Japan, while women may work more hours per week in India. Information technology (IT) professionals typically work more hours per week than fitness trainers. Prompt students with questions such as: How might this graph be different if we compared different age groups? Men and women? Professions? Have students choose one new topic, research the data, redraw the bar graph, and share their work in small groups. VOCABULARY 1.2 (page 4) Give students a minute to review the words before beginning the exercise. B 1.3 Meaning from Context (page 4) Have students focus on the five vocabulary words as they read along with the audio. Afterward, ask follow-up questions about the photo, such as: • Do you think photographing animals is a difficult job? Why or why not? • Would you want this job? Why or why not? • What other kinds of animals are found in Africa? C (page 4) Review the abbreviations for the parts of speech. Ask students to explain the function of each part of speech before beginning the exercise. Adjectives describe nouns; verbs express action; and nouns represent persons, places, things, or ideas. Ideas for… PRESENTING THE VOCABULARY SKILL: Recognizing Word Families Review the information in the box. Use word maps. Demonstrate on the board how to create word maps to help students recognize and remember word families. 1. Write the root of the word in a circle, for example, explor-. 2. Draw lines out of the circle, and write the different forms at the ends of the lines, for example, exploration, exploratory, etc. D (page 5) Explain to students that dictionaries provide information beyond the definitions of words. Draw the chart on the board. Have volunteers share responses. Record ideas on the board, and review answers as a class. 2 UNIT 1 E 1.4 (page 5) Review the meanings of the words in the box as a class. Have students form pairs and complete the activity, taking turns reading the article aloud. Ideas for… CHECKING COMPREHENSION Have students cover up the article and look at the photo on the right as they describe Annie Griffiths and her work to a partner. Each student should take a turn talking for two minutes to develop fluency. ANSWER KEY VOCABULARY A (page 4) 1. c; 2. a; 3. d; 4. e; 5. b C (page 4) 1. creative; 2. explore; 3. adventure; 4. communicate; 5. favorite D (page 5) Noun Verb Adjective communication, communicator experience communicate communicative, communicable experienced, experience experiential creation, creativity create creative E (page 5) 1. adventure; 2. favorite; 3. experiences; 4. ordinary; 5. skills 4 5 MIN LISTENING: An Interview with Annie Griffiths S Ideas for… EXPANSION To further students’ understanding of parts of speech, write example sentences for the first three words in exercise D on the board. Examples: Exploration is a way to learn about new places. We can explore new places on foot. It was an exploratory trip. Have students form pairs to complete this exercise for the remaining vocabulary words, underlining each vocabulary word and labeling its part of speech. Have them refer to their word maps as they work. Ask volunteers to write their answers on the board. BEFORE LISTENING A Critical Thinking: Predicting (page 6) Ideas for… MULTI-LEVEL CLASSES Ask students to bring in photos they’ve taken. In multi-level groups, have them each give a 1- to 2-minute “About My Photo” presentation. Lower-level students could provide simple answers about their photos as group members ask them wh- questions. Higher-level students could provide more detailed descriptions. WHILE LISTENING Ideas for… PRESENTING THE LISTENING SKILL: Identifying Main Ideas Complete this short activity to check students’ understanding of the difference between main ideas and supporting details. Write the following sentences on the board. 1. Beverly Joubert and her husband Dereck make interesting films about animals in Africa. Big cats such as lions are some of their favorite animals. 2. They make films and raise money to help them. Their Big Cats Initiative program provides money so that more than 100 conservationists can work in the field to help save the big cats. Have students form pairs and identify which part of each example sentence is the main idea and which part provides the supporting details. Lead a class review, and ask students to provide explanations for their answers. Answers: 1. Main idea: Beverly Joubert and her husband Dereck make interesting films about animals in Africa. Details: Big cats such as lions are some of their favorite animals. (additional information, examples) 2. Main idea: They make films and raise money to help them. Details: Their Big Cats Initiative program provides money so that more than 100 conservationists can work in the field to help save the big cats. (examples, explanations) Living for Work 3 B 1.1 Listening for Main 1.5 Ideas (page 6) ANSWER KEY LISTENING A (page 6) Answers will vary. B (page 6) ¸ Annie Griffiths travels around the world as a photographer. C (page 7) Wording and abbreviations will vary. Notes should include only key words and phrases. 1. S. Africa, Galápagos Isl., Mex. 2. learn diff cultures, diff views, take pictures of wildlife/landscapes 3. long assgnmnts, wanted them see world, didn’t want be away from them 4. smiles, gestures, is silly 5. curiosity, creativity, see things in new ways D (page 7) 1. T; 2. T; 3. T; 4. F E (page 7) Answers will vary. C 1.5 Note Taking (page 6) Have students form pairs to compare answers and share abbreviations for nouns, verbs, and numbers. AFTER LISTENING D Critical Thinking: Making Inferences (page 7) Lead a class review. Ask students to provide reasons for their choices. Explain that providing reasons will help them to recall specific parts of the listening passage. E Critical Thinking: Reflecting (page 7) Encourage students to share their personal experiences and opinions about the topics from the listening passage as they discuss the topics in pairs. Remind them to give specific examples to better illustrate their points. 4 UNIT 1 5 MIN S Ideas for… CHECKING COMPREHENSION Call on students to explain why the other two statements in exercise B are NOT the main idea of the interview. Make sure they understand that the statements are true, but they are only a small part of the whole interview. 4 Ideas for… PRESENTING THE NOTE-TAKING SKILL: Taking Notes on Key Words and Phrases The Note-Taking Skill box encourages students to listen for key words such as nouns, verbs, and numbers and encourages them to use abbreviations in their notes. Ask students about common ways to abbreviate words when they are taking notes. Write their ideas on the board, and have them make a reference list in their notebooks. Encourage students to add new abbreviations to their lists as the unit progresses. Suggested abbreviations: b/c (because), b/w (between), e.g. (for example), = (is), # (number), w/ (with), w/o (without) SPEAKING Ideas for… PRESENTING GRAMMAR FOR SPEAKING: The Simple Present vs. the Present Continuous Remind students that this is a verb tense review. Write examples of simple present tense versus present continuous tense sentences on the board. Have volunteers explain the difference in meaning between the two and choose appropriate adverbs of frequency or time expressions. Examples: 1. They work on the road./They are working on the road. (repeated action vs. action in progress) They work on the road every day./They are working on the road right now. 2. She lives in New York./She is living in New York. (permanent vs. temporary) She always lives in New York./She is living in New York while she is in college. A (page 8) Have students do the exercise individually and then compare answers with a partner before they practice the conversations. TIP Teach students to read a line of a conversation, look up from the page, and say the line to their partner. Doing this requires students to process the language to remember the line, and making eye contact while speaking is a natural way to role-play a real conversation. B (page 9) Have students work with different partners for exercises B, C, and D. C (page 9) Encourage students to use a dictionary and ask questions if they don’t know how to say something in English. D (page 9) Have students stand up and walk around the room with their partners as they discuss question 1. E (page 10) Have students review the schedule in pairs. Ask them which verb tense they will use to answer the questions. F (page 10) Have volunteers share examples from exercise F with the class. Then have students compare their own schedules with Erica’s schedule. Ask “What is one thing that is similar or different about your schedules?” G (page 10) Review the words that groups come up with to describe Erica’s job. Ask a volunteer to write them on the board. Ask groups to explain the meanings of their words to other groups as necessary. H (page 10) ANSWER KEY SPEAKING A (page 8) 1. work; 2. am cooking; 3. am writing; 4. show (or sell); 5. sell (or show); 6. am showing (or am selling); 7. help B (page 9) Possible answers: Police officers, teachers, and nurses help people. Photographers and journalists explore different places. Managers and lawyers need good communication skills. Pilots and flight attendants travel a lot. Computer programmers and web designers need special skills. C (page 9) Possible answers: Travelers are waiting for their trains, looking at the train schedules, buying tickets, waiting for passengers to arrive, carrying their baggage, etc. D (page 9) Possible answers: 1. Students are reading. The teacher is writing on the board. The computer is warming up. 2. My sister is probably making breakfast, feeding her baby, and getting ready for work. 3. A manager organizes projects, has meetings, and solves problems every day. E (page 10) 1. She works at the hotel from Tuesday to Saturday. She doesn’t work on Sunday or Monday. 2. Her longest day is Thursday. Her shortest day is Saturday. 3. Erica cleans the guest bathrooms, makes the beds, removes the trash, gets clean sheets and towels, cleans the dining room, and puts out menus and information cards. F–H (page 10) Answers will vary. Give students a few minutes to organize and take notes on their weekly schedules before discussing their schedules in pairs. Living for Work 5 LESSON TASK: Taking a Career Aptitude Test Video (page 11) • Go over the directions, and point out where students can take notes on their partners’ answers. • Have students review the interview questions silently and then answer any questions to clarify the meaning of any new words. • Give students 10 minutes to complete the interview (5 minutes for each partner). • Remind students to use abbreviations and record only key words and phrases. TIP Model the interview activity with a volunteer. Ask the volunteer one or two interview questions, and take notes related to the answers on the board. Ask follow-up questions to encourage students to give more details. B (page 11) Be sure students work with the same partners they interviewed in exercise A. C (page 11) Have volunteers explain to their group why they agree or disagree with their partners’ choices. ANSWER KEY LESSON TASK A–C (page 11) Answers will vary. 5 MIN VIEWING: Becoming a Butler S A 4 3 MIN S 5 (page 12) Overview of the Video Becoming a professional butler might not be everyone’s first career choice. However, the Ivor Spencer School for Butler Administrators in England prepares its students for this interesting job, which involves everything from selecting the best shoes for employers to ironing their newspapers. BEFORE VIEWING A Prior Knowledge (page 12) Discuss answers as a class, and encourage students to provide reasons for their opinions. B (page 12) Have students complete the exercise individually and then form pairs to compare their answers. WHILE VIEWING TIP Depending on students’ levels and goals, you can show the video with or without captions. Without captions, the students can concentrate on the images and general ideas and experience an authentic listening task. Showing the video with captions emphasizes the language and creates a reading task. C 1.2 Understanding Main Ideas (page 13) Ask volunteers to share their answers with the class and give reasons for their choices using phrases or images from the video. D 1.2 Understanding Details (page 13) Have students form pairs to compare answers. Encourage them to recall examples from the video as they discuss their answers. 6 UNIT 1 AFTER VIEWING Lesson B Critical Thinking: Evaluating (page 13) Ideas for… EXPANSION Ask students to work in pairs to make a Pros and Cons chart for one of the careers listed. Although they are working together, each partner should make his or her own chart for the same career. Provide a model T-chart on the board, if necessary. Give pairs 5 to 10 minutes to complete their entries. Then have each student choose a side and debate. They should try to convince their partners why that career is good or bad. After 5 minutes, ask students to switch roles and debate the opposite perspective. ANSWER KEY VIDEO A (page 12) 1. T; 2. T; 3. F; 4. T B (page 12) 1. d; 2. a; 3. b; 4. c . many; 2. few; 3. many countries; C (page 13) 1 4. difficult D (page 13) ¸ graduate from the school ¸ iron newspapers ¸ learn to walk correctly ¸ practice saying things E (page 13) Answers will vary. 0 MIN A S Have students first identify which entries in the box are “Pros” and which are “Cons.” Have them discuss this in pairs and write either a “P” or a “C” to the right of each word or phrase. 3 E VOCABULARY 1.6 Meaning from Context (page 14) Have three different pairs of volunteers read the conversations aloud for the class. B (page 15) Have students complete the exercise individually and then form pairs to compare their answers. Remind them to use the context clues from exercise A to guess the meanings of the words in blue. C 1.7 (page 15) Review answers as a class. Ideas for… CHECKING COMPREHENSION Check students’ understanding of the vocabulary words by having them discuss the following questions in small groups. 1. Although English can be challenging, what do you think is the easiest part of the language to learn? 2. What or whom in your life are you in charge of? 3. What is one initiative that you feel passionately about? 4. Would you like to be a manager? Why or why not? 5. Are you organized? Explain. D (page 15) Have volunteers role-play the situation in front of the class. E Critical Thinking: Reflecting (page 15) Have volunteers share tips on how to be a more organized student with the class. TIP Every question in exercise E has more than one part. Monitor pair work to make sure students address each part of the question. Provide model language, and clarify meaning, if needed. L i v in g f o r W o r k 7 ANSWER KEY VOCABULARY 5 MIN LISTENING: A Conversation about Dr. Sylvia Earle 1.8 Go over the information in the box, and ask students to clap or tap out the number of syllables in each example word on their desks or tables. To check their understanding of syllable stress, ask them to say the words aloud as they tap out the syllables again, but this time, have them tap slightly harder and speak slightly louder on the stressed syllables. 1.9 (page 16) Play the audio a second time to allow students to check their answers. B 1.10 (page 16) Encourage students to clap or tap on their desks as they say each word to help them understand the number of syllables. Monitor students to make sure they are pronouncing the words correctly. 8 (page 16) Have students use their dictionaries if they are unsure of the words’ meanings. Review answers as a class. WHILE LISTENING D 1.12 (page 17) Review the answer as a class. Ask students to give reasons for their choices. E 1.13 Listening for Main Ideas (page 17) Give students time to read the options before listening. F 1.13 Listening for Details (page 17) Remind students that they should check only the details that are not mentioned in the listening. Explain that it might be helpful to cross out the details that they do hear. AFTER LISTENING G Personalizing (page 17) Point out that this exercise asks for the students’ own opinions rather than information given in the listening. Ideas for… PRESENTING PRONUNCIATION: Syllable Stress A 1.11 S 4 B (page 15) 1. pollution; 2. search; 3. presentations; 4. physical; 5. effect C (page 15) 1. manager; 2. organized; 3. in charge of; 4. Although; 5. initiative E (page 15) 1. Possible answers: A nurse has a positive effect on his or her patients’ health by giving them physical care and medicine. A volunteer working with the environment helps clean up the planet and decreases pollution. An industrial engineer creates new solutions and systems to help people save time and money. 2. Possible answers: She says pollution is still a problem. Yes, she is right because our oceans still have trash, and many cities have air pollution. 3. Possible answers: Housekeepers, firefighters, and construction workers have physical jobs. They are good jobs, but they are tiring and can be dangerous. 4. Answers will vary. C UNIT 1 H (page 17) Ask students to give reasons for agreeing or disagreeing with question 3. Write their ideas on the board. Lead a class debate. ANSWER KEY LISTENING A (page 16) 1. study; 2. nurse; 3. travel; 4. remember; 5. reporter; 6. creative; 7. receive; 8. skills B (page 16) One syllable Two syllables Three syllables cook money adventure know travel officer fly teacher amazing yesterday C (page 16) 1. billion (2), marine (2) biologist (4), ocean (2), pollution (3), tuna (2) 2. billion, marine biologist, ocean, pollution, tuna 0 D Critical Thinking: Interpreting an Infographic (page 19) Ideas for… EXPANSION If there is time in class, have students search for a career-related infographic online. If there is not enough time to do this in class, you can assign it as homework. Students can give a brief summary of the content as a class presentation or to each other in pairs and explain how the words and images are used in the infographic to explain the data. MIN S 3 D (page 17) ¸ one that Becca missed E (page 17) ¸ People are having a bad effect on the oceans, but we can change that. F (page 17) ¸ Dr. Earle earns a high salary. ¸ Dr. Earle doesn’t eat fish. G–H (page 17) Answers will vary. SPEAKING Ideas for… PRESENTING THE SPEAKING SKILL: Communicating that You Don’t Understand Read the expressions in the box aloud, exaggerating intonation and demonstrating nonverbal cues. Conduct a class brainstorming session to generate additional expressions students could use, and write them on the board for reference. A 1.14 (page 18) Review answers as a class. B (page 18) Encourage students to use the correct intonation and nonverbal cues when saying the expressions from the Speaking Skill box. Ask a volunteer pair to role-play the conversation for the class. C (page 18) Remind students to choose from the expressions in the box and vary them each time they practice a conversation. Ideas for… EXPANSION Use exercise C as a template for an open-ended conversation that includes the expressions. Have students write two or three sentences that include general information about a career. They can talk about their own work experience or use details from the unit, such as the three interviews on page 14. Pair each student with a new partner, and then have them share each sentence. One student uses one of the expressions after each sentence as a response, so the other student must offer more detail as an answer. E Critical Thinking: Analyzing (page 19) Have volunteers share their ideas with the class. List their ideas on the board. Ask them to explain how those jobs might benefit from healthy coastal communities and coral reefs. ANSWER KEY SPEAKING A (page 18) The following should be underlined: I’m sorry?; Do you mean …?; I’m not sure what you mean.; What are those? C (page 18) Answers will vary. D (page 19) 1. 2 million people, or 1 in 10 residents 2. A shark attracting scuba divers is more valuable at $1.9 million. A shark as food is worth $108. 3. Possible answer: Because the global seafood industry relies on healthy fish habitats 4. Possible answer: To show how much money the ocean represents for communities and industries 5. Answers will vary. E (page 19) Possible answers: Cooks, marine biologists, tour guides, hotel workers, and photographers L i v in g f o r W o r k 9 3 MIN FINAL TASK: Speaking About Yourself S 5 A Organizing Ideas (page 20) Read the assignment together as a class. Encourage students to include as many supporting details and examples as they can to make their presentations more interesting and engaging. B 1.5 (page 20) Have students form pairs to compare answers and take turns reading the short presentation aloud. TIP Remind students how to be a good audience during a presentation. Ideas include turning phones off and putting them away, maintaining eye contact with the presenter, and displaying positive body language and facial expressions that show interest, such as smiles and head nods. C Presenting (page 20) If possible, aim to leave 2 to 3 minutes for follow-up questions after each student’s presentation. ANSWER KEY FINAL TASK A (page 20) Answers will vary. B (page 20) 1. Hi, everyone. My name is Alejandro, but please call me Alex. I’m from Bogotá. 2. I want to travel the world, and I want to help people, too, so I think this is a good job for me. 3. Answers will vary. 10 UNIT 1 REFLECTION • Have students answer questions 1 and 2 on their own, and then 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. 2 Health Psychology/Sociology Science ACADEMIC SKILLS LISTENING Listening for Main Understanding theIdeas Speaker’s PurposeKey Words and Phrases Writing SPEAKING Keeping a Conversation Going Using a Split Page to Take Notes Final -s Sounds SPEAKING Showing Interest CRITICAL THINKING Interpreting Intonation ofVisuals Yes/No and Wh- Questions CRITICAL THINKING Making Predictions UNIT OVERVIEW This unit is about fun, laughter, holidays, celebrations, and leisure time. It’s about having good times with other people and feeling good about ourselves. • LISTENING 1 A professor gives a lecture about laughter in humans and animals, discussing research about what makes us laugh and why. • VIDEO In this video, researchers, professors, and professionals discuss how laughter has a positive impact on our health. More than a form of communication, laughter helps people thrive. As more people understand the benefits of laughter, an exercise called “laughter yoga” is increasing in popularity. • LISTENING 2 A guest speaker from the parks department gives a presentation about the benefits of city parks. He gives information on their health, social, and environmental benefits. For the final task, students draw upon what they have learned in the unit to give a presentation about a celebration, holiday, or activity that makes them feel good. Students ask their classmates yes/no or wh- questions about the presentations. For additional information about the topics in this unit, here are some suggestions for online search terms: Singapore Supertrees, Happy Planet Index, University of Portsmouth ape laughter study, Professor Panksepp, High Line New York City, World Laughter Day, Dr. Madan Kataria, laughter yoga, Paris parks and gardens, Central Park, benefits of parks 0 MIN S ACADEMIC TR ACK 2 Good Times, Good Feelings UNIT OPENER THINK AND DISCUSS (page 21) Have students look at the photo and caption. Ask leading questions, such as: • Where are these people? (Singapore) • What do you see in the photo? (tall trees, modern buildings, a lot of people) • What do you know about Singapore’s Supertrees? (These are manmade structures with thousands of plants planted on them. They are as tall as a 16-story building. Some have solar panels that enable them to light up at night.) ANSWER KEY THINK AND DISCUSS (page 21) Possible answers: 1. They are doing yoga there because there is a lot of space. They probably feel good and relaxed. 2. exercise, listen to music, talk with friends EXPLORE THE THEME (pages 22–23) Read the information aloud. In small groups, have students analyze the map and discuss the questions. Ideas for… EXPANSION Have students pair up with classmates from the same country, if possible. Ask “How do you think your home country would rank in the four categories of the HPI if it is not already listed? Why?” Have representatives from each country share their ideas with the class. ANSWER KEY EXPLORE THE THEME (pages 22–23) 1. HPI is the Happy Planet Index. It is measured by life expectancy, wellbeing, environmental footprint, and inequality. 2. Costa Rica ranks as the happiest country. 3. South America has the most “happy” countries. 4. A low environmental footprint is better. A low percentage of inequality is better. 5. Answers will vary. 11 0 MIN A S 3 Lesson A VOCABULARY 1.16 TIP Make sure student examples are appropriate by giving students time to practice before they give their presentations. As they practice, keep an eye out for humor that’s inappropriate or offensive. In such a case, talk to the student one on one. Suggest different topics, and provide a brief explanation. (page 24) ANSWER KEY After listening to the words, ask volunteers to give a definition or a sample sentence with one of the words. B 1.17 VOCABULARY C (page 24) 1. amusing; 2. comedy; 3. sound; 4. researcher; 5. happiness; 6. led; 7. joke; 8. recorded; 9. laughter; 10. situations D (page 25) 1. situations; 2. happiness; 3. led; 4. researcher; 5. joke, amusing; 6. laughter, comedy; 7. recorded; 8. sound E (page 25) 1. researcher; 2. happiness; 3. leaders, followers; 4. laughter, laugh F (page 25) Answers will vary. Meaning from Context (page 24) Before listening, ask students what they know about chimpanzees and how they think this photo relates to the unit theme. C (page 24) Have students work in pairs. Remind them to use context clues from exercise B to match the words in blue to their definitions. Review answers as a class. (page 25) Ideas for… PRESENTING THE VOCABULARY SKILL: Noun Suffixes Ask students to define a part of speech. Ask “What is a part of speech? What does it do? What are some examples?” (The part of speech shows how a particular word will act within a specific sentence. Examples include nouns, verbs, adjectives, adverbs.) Review this information with the class. Specifically review the difference between a verb and a noun. Have students circle the suffixes of the examples in the box. E (page 25) Ask students to write the answers in their books and circle the suffix of each word. Ideas for… EXPANSION For more practice with noun suffixes, have students work in pairs to identify the noun forms of these verbs: visit, participate, reside, and invent. Ask them to write an example sentence for each verb. F Personalizing (page 25) Invite volunteers to come to the front of the class and demonstrate something they do that makes other people laugh. 12 UNIT 2 5 MIN LISTENING: A Lecture about Laughter S Have students complete the exercise individually and then role-play the exchanges in pairs. Ask volunteers to role-play the exchanges aloud for the class to check answers. 4 D BEFORE LISTENING A Critical Thinking: Predicting (page 26) Review the information in the Critical Thinking box with the class. Have students form pairs and try to answer the three questions about the listening they are about to hear. Ask volunteers to share their predictions with the class. WHILE LISTENING Ideas for… PRESENTING THE LISTENING SKILL: Understanding the Speaker’s Purpose Review the information in the box. To check understanding of the term purpose, ask “Why are you here in class today? What is your main goal, or main purpose, for learning English?” B 1.18 (page 26) Have students form pairs to compare answers. Play the audio again, if necessary. 1.3 Checking Predictions (page 26) Discuss which predictions were correct as a class. Have students suggest reasons for why the other topics were not included in the lecture. D 1.19 Listening for Main Ideas (page 27) Give students time to read the statements and possible answers before they listen to the audio again. E 1.19 Listening for Main Details (page 27) Have students guess which words will fill in the blanks before listening to the audio again. AFTER LISTENING F Critical Thinking: Reflecting (page 27) Have volunteers share any culturally specific situations in which it is not appropriate to laugh. TIP During group work, be sure to walk around the classroom and monitor student participation. If students aren’t speaking up in group discussions, consider putting them in same-level groups. This way, you could give the lower-level groups more support and attention and allow the higher-level groups to have more autonomy. ANSWER KEY LISTENING A (page 26) Answers will vary. B (page 26) 1. b; 2. b nswers will vary. The following are in C (page 26) A the lecture: ¸ facts about laughter ¸ research results D (page 27) 1. c; 2. c E (page 27) 1. Bowling Green; 2. high; 3. 80; 4. laugh F (page 27) Answers will vary. 4 1.19 5 MIN S C SPEAKING Ideas for… PRESENTING GRAMMAR FOR SPEAKING: The Simple Present in Yes/No and Wh- Questions Explain to students that yes/no questions require a simple “yes” or “no” answer and wh- questions require an answer with more information than just “yes” or “no.” Read the questions in the box aloud, and call on students to respond with the short answers in the box. Ask a number of other yes/no and wh- questions, and ask volunteers to respond with the short answer they think is best. Then give students some practice forming yes/no and wh- questions in the simple present tense. Prepare a list of statements about your family members or other people. Examples: • My family enjoys funny movies. • Our children think everything is funny. Say each sentence to the class. Then call on one student to change the sentence into a yes/no or wh- question. Give students a chance to ask you their own yes/no or wh- questions. A (page 28) Point out to students that these are all yes/no questions. Have them complete the exercise individually and review the correct questions as a class. B (page 28) Remind students to first answer the questions individually and then form pairs to compare their answers. Conduct a class poll based on students’ answers to the survey. Are most students happy or not so happy? Why? C (page 29) Point out to students that these are all wh- information questions. Have them complete the exercise individually and then review answers as a class. D (page 29) Encourage students to respond with details in their answers. G o o d T i m e s , G o o d F e e l ing s 13 E (page 29) Review the Everyday Language box before students discuss the topics. Ask the questions aloud, and have students repeat them. Keep track of time during this exercise. Students in pairs should take turns speaking and listening. Each student in a pair should speak for 5 minutes before they switch roles. F 1.20 (page 29) Have students switch roles and practice the conversation again. G (page 29) Read the example dialogue aloud with a volunteer. Make sure you are “Student A” to model how to speak unclearly. Make sure students understand that they should make up the words to speak unclearly. Ask volunteers to role-play one of their conversations in front of the class. Ideas for… PRESENTING PRONUNCIATION: Intonation of Yes/No and Wh- Questions 1.21 Read the examples in the box aloud with exaggerated rising and falling intonation. Ask students to repeat them. Review the difference between function words and content words: 1. Function words help make sentences grammatically correct. Examples are pronouns, prepositions, and auxiliary verbs. Because function words don’t give us information, we usually don’t stress them. 2. Content words carry meaning. They help us form a picture in our minds by giving us the content of a story. Examples are nouns, verbs, and adjectives. Because we want our listeners to pay attention to this information, we emphasize these words with added stress or rising intonation. H 1.22 (page 30) Have students mark the question intonation individually. Review answers as a class. Ask volunteers to give reasons for marking rising or falling intonation on specific words and phrases. I (page 30) Have students stand up and walk around. Suggest that they ask follow-up questions to keep the conversations going. 14 UNIT 2 J (page 30) Lead a class brainstorming session to generate names of well-known TV shows and movies. Write students’ ideas on the board for reference. ANSWER KEY SPEAKING A (page 28) 1. Are; 2. Do, do (or like); 3. Do, have; 4. Do, take; 5. Do, get; 6. Do, like B (page 28) Answers will vary. C (page 29) 1. When do you get up in the morning? 2. What is your favorite food? 3. Who do you send a lot of text messages or emails to? 4. How do you relax on the weekends? 5. Where is the closest park in this city? 6. Why are trees good for the environment? E (page 29) Answers will vary. H (page 30) Conversation 1 A: What’s the name of the park? B: It’s called the High Line. A: Is it in New York City? B: Yes, it is. A: Why do people go there? B: It’s a good place to relax. Conversation 2 A: Do you like to go to the park? B: Yes, I do. I go there to run. A: Why do you do that? B: It’s good exercise, and I enjoy being outdoors. A: Are you going again tomorrow? B: Yes. Do you want to come? I–J (page 30) Answers will vary. LESSON TASK: Discussing Fun Activities Video (page 31) Point out where students can record their answers. Suggest that they write their answers in note form rather than in full sentences. Provide help with spelling or vocabulary as needed. B (page 31) Give students 10 minutes to complete the interview (5 minutes for each partner). Remind them to focus on using the correct intonation as they ask the questions. If it is helpful, have students first draw intonation arrows on the questions in their books as reminders. C (page 31) Ask for volunteers to share what they learned about their partner with the class. 5 MIN (page 32) Overview of the Video In this video, researchers, professors, and professionals discuss how laughter has a positive impact on our health. More than a form of communication, laughter helps people thrive. As more people understand the benefits of laughter, an exercise called “laughter yoga” is increasing in popularity. BEFORE VIEWING A A–C (page 31) Answers will vary. Prior Knowledge (page 32) Have volunteers share what they like to do for fun with the class. ANSWER KEY LESSON TASK VIEWING: Laughter Yoga S A 4 3 MIN S 5 B Meaning from Context (page 32) Read the information in the box aloud for the class. Have students work in pairs to define the underlined words. Review the meaning of the new vocabulary as a class. C (page 33) Have volunteers share ideas with the class. Make a list of ways laughter helps people on the board. Ideas for… EXPANSION Arrange students in groups of three or more. Have them stand in a circle and look their classmates in the eyes. Tell them that everyone should laugh at the same time for at least 2 minutes. Ask them to start with small, short laughs and then move onto longer, deeper laughs. Keep track of time. After the activity, lead a class discussion. Ask “How did you feel during the exercise? Why? How do you feel now?” WHILE VIEWING D 1.4 Understanding Main Ideas (page 33) Give students time to read the questions before watching the video. If necessary, review the following terms: • Health issues means health problems. • Calories are a way to measure how much energy you get from food. • To burn up calories means to use calories. G o o d T i m e s , G o o d F e e l ing s 15 1.4 AFTER VIEWING (page 33) Have students form small groups to discuss the questions. While discussing the questions, students will perform several critical thinking tasks, including giving a personal reaction, identifying the main purpose of the video, and making cultural comparisons. ANSWER KEY VIDEO A (page 32) Answers will vary. B (page 32) Possible answers: instinctive = natural contagious = spreads from person to person ease = to make something less difficult behavior = a way of acting bottom line = the most important point C (page 33) 1. Other people will start laughing, too. 2. It eases awkward situations, helps certain diseases, and brings people together. D (page 33) Possible answers: 1. They laugh to improve their health and feel good. 2. It can ease pain and depression and improve heart health. 3. You can burn up to 40 calories. 4. They start laughing at just 3 to 4 months. 5. They use it to communicate with their mothers before they can talk. E (page 33) 1. F; 2. T; 3. F; 4. T F (page 33) 1. a. to tell us about the benefits of laughter 2.–5. Answers will vary. 16 UNIT 2 0 MIN A S Review answers as a class. Ask students how they would correct the false statements. (Suggested corrections: 1. Laughter yoga is actually a way for people to use laughter without telling jokes. 3. Laughter is not present at birth. It appears at about 3 to 4 months of age.) F Lesson B Understanding Details (page 33) 3 E VOCABULARY 1.23 Meaning from Context (page 34) Explain that the term free time means time when someone isn’t working or studying. Ask students to estimate how many hours of free time they have in a normal day or normal week. TIP To engage students in listening activities and make it easier for them to remember and discuss information, encourage them to add real-life examples to the content. For example, in exercise A, ask them if they know anybody in a similar situation or if they can come up with a name for each person in the listening. B (page 34) Have students complete the exercise individually and then form pairs to compare their answers. Review any unfamiliar abbreviations for parts of speech, such as adj for adjective and adv for adverb. Ideas for… CHECKING COMPREHENSION After students complete exercise B, go back to each paragraph and call on students to point out the context clues near each vocabulary word. Example: The first speaker doesn’t have much free time because of his full-time job. He works a lot, so free time must be time when he’s not working. C (page 35) Have students work in pairs. If possible, show photos of the parks and gardens in Paris as they complete the exercise. Remind students to use the parts of speech given to help them fill in each blank with the appropriate word. Ask volunteers to take turns reading the article aloud to review answers. D (page 35) Draw a T-chart on the board. Write the title Parks at the top. Label the left column Advantages and the right column Disadvantages. Lead a class discussion, and write students’ ideas on the board for future reference. Ideas for… MULTI-LEVEL CLASSES Have higher-level students come up to the board and take notes on students’ ideas as you lead class reviews and discussions. ANSWER KEY VOCABULARY B (page 34) 1. d; 2. g; 3. e; 4. b; 5. c; 6. j; 7. i; 8. a; 9. f; 10. h C (page 35) 1. free time; 2. enjoy; 3. disadvantage; 4. benefits; 5. relax; 6. exercise; 7. outdoors; 8. healthy; 9. Crime; 10. common D (page 35) Possible answers: 1. It gives them a green space in which to spend their free time. It is a good place to exercise outdoors. 2. Then the money cannot be spent on other things such as education or infrastructure. It takes up space that businesses could use. 4 5 MIN A LISTENING: A Talk about City Parks S TIP Point out that the article only mentions one drawback (the cost). Ask students why the cost is a drawback (for example, money the city spends on parks becomes unavailable for other things such as housing or police). Critical Thinking: Predicting (page 36) Have students refer to the T-chart on the board from exercise D (on the previous page) as they discuss their predictions in groups. Ask volunteers to share their predictions with the class. Ideas for… PRESENTING THE NOTE-TAKING SKILL: Using a Split Page to Take Notes Review the information in the box. Demonstrate on the board how students can organize split-page notes. WHILE LISTENING B 1.24 Listening for Main Ideas (page 36) Give students time to read the statements before listening. Pause the audio to allow students to fill in the blanks after each sentence, if necessary. Review answers as a class. C 1.24 Listening for Details (page 37) Read the statements and answer choices together as a class before listening. Review any unfamiliar words. Have students complete the exercise individually and then form pairs to compare their answers. D Note Taking (page 37) Have students form pairs and read through the notes and use them to retell the information presented in the listening. Elicit student ideas about which questions the notes answer, and write the first question together as a class. (What are the health benefits of parks?) G o o d T i m e s , G o o d F e e l ing s 17 AFTER LISTENING Critical Thinking: Ranking (page 37) E Ask students to work individually to rank the benefits according to their own ideas. F (page 37) Remind students to give specific examples and information to support their decisions. ANSWER KEY Ideas for… MULTI-LEVEL CLASSES Give lower-level students time to write a script for the conversation. Higher-level students can improvise. Ideas for… EXPANSION Review the information in the Everyday Language box. Explain to students that small talk is different in every culture. Have them get in small groups and share which topics are “safe” and “unsafe” for small talk in their home country or countries. LISTENING A B C D (page 36) Answers will vary. (page 36) 1. benefits; 2. health; 3. crime; 4. problems (page 37) 1. b; 2. a; 3. b; 4. c (page 37) Possible answers: 0 MIN S 3 hat are the health benefits of parks? W What are the social benefits of parks? What are the disadvantages of parks? E (page 37) Answers will vary. SPEAKING Ideas for… PRESENTING THE SPEAKING SKILL: Showing Interest For someone learning a new language, knowing how to respond to something a person says can be confusing. There are many possible ways to respond with interest. Have different volunteers read the short conversations aloud. Ask students which expressions of interest they like best and why. A (page 38) Have students use each expression in the box only once. The process of elimination may be helpful in choosing an appropriate expression. B (page 38) Have volunteers role-play their conversation in front of the class. Encourage the audience to show interest and ask questions to find out more. 18 UNIT 2 C 1.25 (page 39) Have students complete the exercise individually. D (page 39) Have volunteers role-play the conversation in front of the class. ANSWER KEY SPEAKING A (page 38) 1. Oh, why not? 2. Really? / How funny! 3. Good for you! / Really? 4. How funny! / Really? 5. Oh, that’s too bad. / Really? B (page 38) Answers will vary. C (page 39) Answers will vary. Possible answers: There are a lot of people here today. It’s a beautiful day to be outdoors. Do you know if it’s going to last? It’s great that the kids can play here. 3 MIN FINAL TASK: Presenting on a Celebration or Holiday S 5 A Brainstorming (page 40) Read the assignment aloud for the class. Conduct a class brainstorming session, and write students’ ideas on the board. B Organizing Ideas (page 40) REFLECTION • Have students answer questions 1 and 2 on their own, and then 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. Tell students to model their notes after the example in the book. Encourage them to include as many personal examples as possible. Give students time to practice their presentations. Ideas for… PRESENTING THE PRESENTATION SKILL: Speaking to a Group Remind students that how loud they need to speak will depend on where the presentation, event, or meeting is being held. Model what effective and ineffective speaking to a group would sound like. C Presenting (page 40) Review the instructions with the class. Arrange students in same-level groups of three. Encourage students to write down possible yes/no or wh- questions as they listen, which they can ask after the presenter finishes. ANSWER KEY FINAL TASK A–C (page 40) Answers will vary. G o o d T i m e s , G o o d F e e l ing s 19 3 The Marketing Machine ACADEMIC TR ACK Health Science Business/Marketing ACADEMIC SKILLS LISTENING Main Ideas Listening for Examples WritingAbbreviations Key Words and Phrases Using SPEAKING Keeping a Conversation Going SPEAKING Clarifying Final -s Sounds The Simple Past -ed Endings CRITICAL THINKING Interpreting Visuals CRITICAL THINKING Applying Information UNIT OVERVIEW This unit explores traditional marketing methods and modern business trends that companies around the world use to attract customers and sell their products and services. • LISTENING 1 A business correspondent and the head of a marketing company discuss successful marketing techniques in a newscast format. They explain the roles of mascots in sales. • VIDEO Cartoon characters called Yuru-kyara are mascots that represent Japan’s 47 prefectures. They entertain visitors, both young and old, and provide photo opportunities as they promote their districts. 0 MIN S 2 • LISTENING 2 In an interview, a graphic designer explains how she identifies her target audiences and then develops successful marketing campaigns to reach them for her clients. For the final task, students draw upon what they have learned in the unit to develop and present a marketing plan for a product or service of their choice. For additional information about the topics in this unit, here are some suggestions for online search terms: Guangzhou China, Bay Area Bike Share, the on-demand economy, mascots, Hello Kitty, Frosted Flakes Tony the Tiger, Kumamon, marketing strategies, graphic design UNIT OPENER THINK AND DISCUSS (page 41) Have students look at the photo and caption. Ask leading questions, such as: • Where are these people? (on the street in Guangzhou, China) 20 • What are they looking at? (a white car displayed in a fish tank with goldfish) • What brand is the car? What do you know about that brand? (a Cadillac, it’s a luxury car) ANSWER KEY THINK AND DISCUSS (page 41) 1. Possible answer: It shows one interesting and unique way to market a product. 2. Answers will vary. 3. Possible answer: Different ways to market common products. EXPLORE THE THEME (pages 42–43) Have students read through and analyze the information in the infographic in pairs. Ask them questions to check their understanding of how this infographic presents data, such as: • What is being compared in the pie chart? (types of on-demand industries) • How does it compare them? (It shows which industries are the most popular.) • What other information is presented in the infographic? (the rate of growth of each of the industries) Ideas for… EXPANSION Have students share their opinions and personal experiences. Ask “Have you had positive experiences with on-demand services? Why or why not?” ANSWER KEY EXPLORE THE THEME (pages 42–43) 1. Possible answer: Companies that cut your hair at your house or deliver precooked meals. Answers to the second question will vary. 2. Delivery is the largest industry. Subscription, pet care, and family care are just starting out. 3. Possible answers: People don’t have time to shop for things in a store because they are too busy. People want things immediately. 0 MIN A S 3 Lesson A VOCABULARY 1.26 Have volunteers share online shopping websites they use. If possible, bring up the websites, and have the class analyze how the companies advertise their products. ANSWER KEY Meaning from Context (page 44) VOCABULARY Play the audio two times. The first time, have students listen for the words in blue. The second time, have students listen for the main ideas. B (page 44) 1. encourage; 2. quality; 3. customers; 4. product; 5. aim; 6. characters; 7. section; 8. popular; 9. advertise; 10. recognize C (page 45) 1. advertise; 2. recognize; 3. situate; 4. educate; 5. soften; 6. communicate; 7. create; 8. organize D (page 45) 1. popular; 2. aim; 3. customers; 4. section E (page 45) 1. Answers will vary. 2. Possible answer: In TV commercials or on billboards in the street; on popular websites 3. Possible answer: They use bright colors and famous people. 4. Possible answers: Coca-Cola, Apple, Nike, etc. Ideas for… PRESENTING THE VOCABULARY SKILL: Common Verb Suffixes Review the information in the box. Have students circle the suffixes of the examples. (page 45) Have students first determine whether each word is a noun or adjective. Ask them to write (n) next to the nouns and (adj) next to the adjectives. Then have them complete the exercise individually. Have them form pairs to compare answers and then check their answers in a dictionary. D MIN (page 44) Have students work in pairs. Remind them to use the context to help match each word in blue to its definition. Review answers as a class. C 5 (page 45) Have students complete the exercise individually. Review answers as a class before students practice the exchange in pairs. Encourage them to ask their partners follow-up questions to keep the conversation going as appropriate. LISTENING: A Newscast about Marketing S 4 Ideas for… CHECKING COMPREHENSION Check students’ understanding of the text by asking follow-up questions, such as: • What’s a popular breakfast food in the United States? (cereal) • Where do you usually find it? (in the middle section of the supermarket) • How would you describe the cereal boxes? (designed with colorful characters) • How would you describe the cereal? (sweet) • Why do some people worry about cereal advertising? (Much of cereal advertising is aimed at children, but they think sugary cereal is unhealthy for young people.) B Personalizing (page 45) E BEFORE LISTENING A (page 46) Have volunteers share their experiences with Hello Kitty. Ask the class to name other famous mascots. WHILE LISTENING Ideas for… PRESENTING THE NOTE-TAKING SKILL: Using Abbreviations Review the three ways to abbreviate words. Provide several additional examples for each technique that would be useful and relevant for students. Some common abbreviations in English are: DOB – date of birth FAQs – frequently asked questions ASAP – as soon as possible BRB – be right back ETA – estimated time of arrival FYI – for your information VIP – very important person The Marke ting Machine 21 B 1.27 1.5 Listening for Main Ideas ANSWER KEY (page 47) LISTENING Have students complete the exercise individually. Play the audio as many times as necessary. Have them form pairs to compare notes. A (page 46) Possible answers: 1. The Japanese company Sanrio uses Hello Kitty to advertise many products including handbags, clothing, and stationery. 2. Mascots can help people identify and remember a company and its products. B (page 47) Possible answers: 1. ID, rmbr, undrstnd prod. 2. not do smthng bad, not age, not sick, no vac., no sal., be imprvd, good toys 3. encour. ppl to comm., shr 4. prom. pblc serv., consrvtn. & environ. C (page 47) 1. b; 2. d; 3. a; 4. e; 5. c D (page 47) 1. F (They are inexpensive.); 2. T; 3. F (It is 91 percent more.); 4. T; 5. T E (page 47) Answers will vary. Ideas for… PRESENTING THE LISTENING SKILL: Listening for Examples Read the examples in the box aloud. Speak at a slower speed when you pronounce the expressions. C 1.27 Listening for Examples (page 47) Give students time to read the ideas and examples before listening again. Compare answers as a class. D 1.27 Listening for Details (page 47) E 5 MIN Critical Thinking: Analyzing (page 47) Discuss question 4 as a class. Have students share examples of popular products and mascots that could help sell them. Write their ideas on the board. Ideas for… EXPANSION Arrange students in groups of three. Ask each group to create a new mascot for a popular product. They can refer to the list on the board for ideas. Ask them to draw or describe the mascot and the product for the class and explain why their group thinks the mascot will help sell this product. S AFTER LISTENING 4 Give students time to read the statements before listening again. When reviewing answers, have volunteers share how they corrected the false statements. SPEAKING Ideas for… PRESENTING THE SPEAKING SKILL: Clarifying Lead a quick review. Ask students “What are some expressions we can use to ask for clarification?” Write their answers on the board. Then have volunteers read the expressions and the conversation in the box aloud. A (page 48) Have students underline the expressions individually and then form pairs to compare their answers. Have volunteers role-play the conversations in front of the class. Ideas for… EXPANSION Have students look at the photo on page 48. Read the caption aloud for the class, and ask students to respond to what they see. Ask “Do you think this is a good marketing technique? Would you drink this cola? Why or why not?” 22 UNIT 3 B (page 49) Have students complete the conversation and practice in pairs. Ideas for… EXPANSION Have students get in small groups and brainstorm examples of popular logos. Have them choose two of the examples to analyze. Ask them to describe how each logo helps make its company successful. C (page 49) Have students complete the exercise in pairs. Review answers as a class by having one volunteer read a question and another volunteer answer with the correct response. D (page 49) Ask students to stand up and find new partners. Keep track of time, and give them 3 minutes to discuss the first topic. When time is up, ask them to find a different classmate and discuss the second topic. Repeat for the remaining topics. E (page 49) Conduct a class brainstorming session. Ask students to recall topics from this unit and other units. Write them on the board for students to refer to as they complete exercise E. Ideas for… PRESENTING GRAMMAR FOR SPEAKING: The Simple Past Review the usage and spelling rules, and have volunteers read the examples of questions and answers aloud. To check students’ understanding of question formation in the simple past tense, write statements using the simple past tense on the board. Examples: 1. Dr. James Levine invented the treadmill desk. 2. Hello Kitty was introduced in 1974. Call on students to ask yes/no and wh- questions about each statement. As students ask questions, edit the statements on the board so they are correctly formed questions. Examples: 1. Did Dr. James invent the treadmill desk? Who invented the treadmill desk? What did Dr. James Levine invent? What kind of desk did Dr. Levine invent? 2. Was Hello Kitty introduced in 1974? When was Hello Kitty introduced? What was introduced in 1974? Underline the verbs in the questions. Point out how auxiliary verbs are used in question formation. TIP Keep in mind that many students will have learned how to use the simple past tense to talk about the past, but the variables in the formation of the past tense in questions add a degree of difficulty. F (page 50) Have students complete the exercise individually and then form pairs to compare their answers. Ask volunteers to spell the past tense verb forms correctly on the board. G (page 50) Encourage students to answer the questions with personal examples. The Marke ting Machine 23 3 5 MIN SPEAKING A (page 48) The following expressions are used to clarify: No, I mean that.; In other words,; Yes, that’s what I’m saying. B (page 49) Possible answers: 1. Let me explain. 2. Yes, I mean 3. other words C (page 49) 1. b; 2. a; 3. c; 4. d D (page 49) Answers will vary. F (page 50) 1. sold; 2. made; 3. bought; 4. found; 5. aimed; 6. attracted G (page 50) Possible questions are as follows. Answers will vary. 1. Did you eat cereal for breakfast this morning? 2. Did you watch television last weekend? 3. What commercials were on television last night? 4. What did you learn from the newscast about mascots? 5. How did customers order products before the Internet? 6. Did that company send you marketing information in the mail? 24 UNIT 3 LESSON TASK: Discussing a Timeline S ANSWER KEY A (page 51) Give students time to read the timeline. Review the pronunciation of difficult words or names. As they complete the exercise in pairs, encourage students to start their sentences with time expressions, such as “In 1951, …” or “One year later, …” B (page 51) Encourage students to use expressions to ask for and provide clarification and respond with short answers when appropriate. C Critical Thinking: Analyzing (page 51) Lead a class discussion to analyze the images. Ask students “How would you describe the Tony of 1952? How would you describe the Tony of today? What are they wearing? What are they doing? What’s the same? What’s different?” Write students’ ideas in key words and phrases on the board for them to refer to as they complete exercise C. ANSWER KEY LESSON TASK A (page 51) Possible answers: In 1951, Tony was one of four mascots designed for Kellogg’s Sugar Frosted Flakes cereal. In 1952, Tony beat Katy the Kangaroo and three others to get the job. In 1952, Tony’s son, Tony Junior, was added to the family. Tony’s daughter, Antoinette, was added to the family in 1974. In 1999, Tony was listed as number 9 on Ad Age’s list: Top 10 Advertising Icons of the Century. Tony turned 65 in 2016. B–C (page 51) Answers will vary. 5 MIN VIEWING: Mascots: Fun for Everyone (page 52) S 4 Video Overview of the Video Cartoon characters called Yuru-kyara are mascots that represent Japan’s 47 prefectures. They entertain visitors, both young and old, and provide photo opportunities as they promote their districts. BEFORE VIEWING A (page 52) Have students work in pairs to look up the words in a dictionary and match them with their meanings. Review answers as a class. If necessary, provide sample sentences using the vocabulary to enhance understanding. WHILE VIEWING C 1.6 Understanding Main Ideas (page 53) Review the answer as a class. Ask students to share any specific examples about the main idea that they can recall from the video. D 1.6 E (page 53) Read the sentences aloud for the class, and give students a minute to choose an answer. Ask them to provide reasons for their choice. Review the correct answer. F Critical Thinking: Synthesizing (page 53) Lead a class review. Ask students to recall information about using mascots from Lesson A. Write their ideas in a list on the board. Then ask them to recall information about using mascots from the video. Write these ideas in a separate list on the board. Tell them to refer to the lists as they discuss the questions in pairs. ANSWER KEY (page 52) Have students take the quiz individually and then form pairs to compare their answers. Ask the class to share any other interesting or fun facts they know about Japan. B AFTER VIEWING Understanding Details (page 53) Give students time to read the sentences before they watch the video. Pause the video after each sentence to allow students time to fill in the blanks. Review answers as a class. VIDEO A B C D (page 52) 1. c; 2. a; 3. a (page 52) 1. e; 2. c; 3. d; 4. h; 5. b; 6. i; 7. g; 8. a; 9. f (page 53) c. entertainment and marketing (page 53) 1. 47; 2. bear; 3. 30 billion; 4. books; 5. elderly; 6. police force, shops; 7. marketing E (page 53) 2. Mascots are an excellent way for places in Japan to advertise because everyone likes them. F (page 53) 1. Possible answer: The newscast had more specific reasons for using mascots. The video was fun but not as informative. 2. Possible answers: In the video, the mascots are used to make an impression on people. They are cute, colorful, and easy to recognize. The newscast also included this information. The video also mentions that the mascots help the police force, shops, and public relations (PR) campaigns for the prefectures. 3. Possible answer: The Japanese mascots are similar to the mascots in Lesson A because they are colorful and attractive, and they are used for public service, too. They are different because they represent locations in Japan, not specific commercial products. 4. Answers will vary. The Marke ting Machine 25 0 ANSWER KEY VOCABULARY MIN A S 3 Lesson B C (page 54) 1. stand out; 2. achieve; 3. energy; 4. figure out; 5. result; 6. design; 7. complicated; 8. join; 9. attract; 10. visual D (page 55) 1. stand out; 2. attract; 3. result; 4. join; 5. complicated, figure, out; 6. visual; 7. design; 8. achieve, energy E (page 55) Possible answers: Vocabulary words include: results, achieve, attract, figure out, visuals, design 1. You need to know what your story or message is and how to measure results. 2. Your customers—the people who you want to attract and sell to. 3. You can use digital channels, such as email and social media, and talk to people in person at stores. 4. When you have reached your financial goals and have made an impact with your audience. VOCABULARY 1.28 (page 54) Play the audio twice. The second time, ask students to repeat the words. B 1.29 Meaning from Context (page 54) Have students read the title and predict what information they will learn from the text. C (page 54) Have students complete the exercise in pairs. Ask them to first identify the part of speech for each word in blue as it is used in the text. Review answers as a class. D (page 55) (page 55) Check students’ understanding of how the diagram presents information by asking questions, such as: • What is the first step to successful marketing? What is the last step? (First: Plan, Last: Measure Results) • According to the diagram, how many steps are there in successful marketing? (7) Encourage students to use the vocabulary words as they discuss the questions in pairs. Review answers as a class. 5 MIN LISTENING: An Interview with a Graphic Designer S E 4 Have students complete the exercise individually and then review the answers as a class. Ask volunteers to read the sentences aloud and identify the context clues that helped them choose the correct word for each blank. BEFORE LISTENING Ideas for… PRESENTING PRONUNCIATION: The Simple Past -ed Endings 1.30 Review the information in the box and then play the audio. Explain that the -ed ending adds an extra syllable and that the /t/ and /d/ endings sound very similar. Ask students to clap or tap out the syllables in the example words as you play the audio one more time. A 1.31 (page 56) Have students complete the exercise individually then compare answers as a class. Play the audio one more time and pause after each word for students to repeat it. B (page 56) Ask volunteers to share their answers and give reasons for their choices. 26 U NI T 3 WHILE LISTENING C 1.32 Listening for Main Ideas (page 56) Read through the questions and answer choices as a class before listening. D 1.32 Listening for Details (page 57) Give students time to read the sentences before listening again. Review answers as a class. Ask students whether they agree with question 6. Ask volunteers to provide any real-life examples of social media marketing. AFTER LISTENING Critical Thinking: Applying (page 57) E Encourage students to choose products or services they use. Have volunteers present their product or service to the class, using visuals if possible. ANSWER KEY LISTENING 0 MIN A S 3 A (page 56) 1. /әd/; 2. /t/ or /d/; 3. /әd/; 4. /t/ or /d/; 5. /t/ or /d/; 6. /t/ or /d/; 7. /әd/; 8. /әd/ B (page 56) Answers will vary. The actual words in the listening are: 1. studied; 2. got; 3. helped C (page 56) 1. b; 2. a; 3. c D (page 57) 1. graphic design 2. marketing and publicity 3. the results 4. to get more people to join 5. poster, T-shirts 6. share information, information about what they like E (page 57) Answers will vary. SPEAKING (page 58) Lead a class discussion. Ask students “How are infographics different from other visuals (bar graphs, pie charts, diagrams, etc.)? Do you think they are an effective way to present information? Why or why not?” B Critical Thinking: Interpreting An Infographic (page 58) Answer the first question together as a class. Demonstrate how to look for context clues in the infographic to find the answer. For example, key words in the first question include percent, brain, process, and hear. Students should look for images, symbols, or similar words that represent these key concepts in the infographic. C (page 59) Ask each pair of students to write two more whquestions about the infographic. Have pairs form groups of four and take turns asking and answering each other’s new questions. D Personalizing (page 59) Take a class survey for question 1 to determine students’ learning styles. E Critical Thinking: Applying (page 59) Have students work in the same groups as they did for exercise D. Review the exercise instructions as a class. If possible, show additional infographics for students to refer to as they create their infographics. TIP In group projects, assign roles so that everyone participates. For example, a group leader keeps the conversation on track; a time keeper keeps track of the time; a recorder takes notes on the discussion; a designer draws the group’s ideas; and a reporter uses the recorder’s notes to report the information to the whole class. ANSWER KEY SPEAKING A (page 58) Answers will vary. B (page 58) 1. 10; 2. 90, visual; 3. 35; 4. see and do; 5. color C (page 59) Possible answers: 1. We take in information visually, verbally, auditorily, and through touch. 2. More of our brains are devoted to processing visual information. 3. Things we see and do are easiest to remember. D–E (page 59) Answers will vary. The Marke ting Machine 27 3 MIN A FINAL TASK: Presenting a Marketing Plan S 5 Brainstorming (page 59) Have students work in different groups than they did for exercises D and E. Read the assignment aloud for the class. First, have students look back at the infographic on page 43 and choose an industry. Then have them brainstorm products or services in that industry. Explain that they should list the product or service, not the name brand—for example, cereal (not Kellogg’s), soda (not Coca-Cola), stationary (not Hello Kitty), etc. B Organizing Ideas (page 59) Remind students they don’t have to use all the elements in their marketing plans. Ideas for… PRESENTING THE PRESENTATION SKILL: Ending Strong Review the information in the box. Ask students which ending they think is the strongest and why. C (page 60) Walk around as groups work. Monitor students’ participation, and provide help when needed. 28 U NI T 3 D (page 60) Keep track of time. Give each student 3 minutes to practice his or her part of the presentation and 2 minutes for feedback. Remind students that when they provide feedback, it is helpful to say one good thing about the presentation and one thing that could be improved. Elicit areas for feedback such as the speaker’s volume, speed, and clarity. E Presenting (page 60) Leave time at the end of each presentation for followup questions. When all groups have given their presentations, have the class vote on which product they would most likely buy. ANSWER KEY FINAL TASK A–E (pages 59–60) Answers will vary. REFLECTION • Have students answer questions 1 and 2 on their own, and then 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. 4 Health Environmental Science Science ACADEMIC SKILLS LISTENING Listening for Main Ideas Definitions Writing Words and Phrases Using a Key T-Chart SPEAKING Keeping a Conversation Going SPEAKING Expressing Likes and Dislikes Final -s Sounds Reduced of CRITICAL THINKING Interpreting Visuals CRITICAL THINKING Activating Prior Knowledge UNIT OVERVIEW This unit is about the weather, covering normal conditions such as rain, wind, and high and low temperatures, as well as extreme weather such as floods, droughts, and tornadoes. It also explores the earth’s climate and how weather patterns change over time. • LISTENING 1 In a podcast about all things meteorological, students learn about strange weather phenomena such as water spouts, fire tornadoes, ball lightening, snow rollers, and ice flowers. • VIDEO Tim Samaras was a severe storms researcher. When dangerous storms, such as tornadoes, are nearby, it’s an opportunity for researchers to gain valuable information that helps scientists understand how tornadoes form and move and predict where tornadoes will occur in the future. • LISTENING 2 Three friends have a conversation about changes in the global climate and how these changes are affecting Greenland. The average temperature there is rising faster than it is in the rest of the planet, leading to the melting of ice, the rising of sea levels, and the “greening” of Greenland. For the final task, students draw upon what they have learned in the unit to explain the process of global warming and participate in a discussion about reducing greenhouse gases. For additional information about the topics in this unit, here are some suggestions for online search terms: Zhangjiajie Hunan Province China, extreme weather around the world, snow roller, water spout, ice flower, ball lightning, fire tornado, Bear Glacier Alaska, effects of climate change on precipitation, storm chaser Tim Samaras, Inuit culture, effects of climate change in Greenland, ways to reduce greenhouse gases 0 MIN S ACADEMIC TR ACK 2 Wild Weather UNIT OPENER THINK AND DISCUSS (page 61) Have students look at the photo and caption. Ask leading questions, such as: • Who do you see in the photo? (three people: two women and a child) • Where are they? (in Zhangjiajie, Hunan Province in China) • What are they doing? (taking a picture; walking across an ice-covered bridge) • How do you think they feel? (cold but happy) ANSWER KEY THINK AND DISCUSS (page 61) Possible answers: 1. The image is from China. You would typically expect this extremely cold weather in places farther north, the Arctic, parts of Eastern Europe, etc. 2. Wild Weather probably refers to examples of extreme weather, or unusual weather. EXPLORE THE THEME (pages 62–63) Ask students whether they’ve ever seen a storm cloud like this one. If so, have them share their experiences. In small groups, have them take turns reading the examples of extreme weather. Have them discuss the questions and share ideas with the class. ANSWER KEY EXPLORE THE THEME (pages 62–63) 1. Possible answer: It looks like a huge storm cloud before a tornado. It looks threatening and frightening. Answers to the second question will vary. 2. Answers will vary. 3. Possible answer: Hurricanes might be the most dangerous because they also cause other problems such as flooding. 4. Answers will vary. 29 0 Ideas for… EXPANSION Have students form pairs and do research to identify the hottest and coldest places in the world. Ask them to share with their partners if there is a place in the world where they would not ever live because of the temperature and give reasons why. MIN A S 3 Lesson A VOCABULARY 1.33 Meaning from Context (page 64) Have students read and complete the exercise in pairs before they listen to the audio to check their answers. ANSWER KEY VOCABULARY B (page 65) Have students complete the exercise individually. To review answers, ask two volunteers to come to the front of the class and act like weather reporters. Encourage them to improvise as they take turns giving the forecast (saying the statements). After each weather report, ask the class to call out the correct answer. D Personalizing (page 65) After a short discussion in pairs, have students stand up and walk around as they take turns asking and answering the questions in random order. Encourage them to talk to each classmate at least once. 30 4 5 MIN UNIT 4 LISTENING: A Podcast about Strange Weather BEFORE LISTENING A (page 65) Have students write the ten vocabulary words in a list. Encourage them to cross out the words after they’ve used them. Review the answers as a class. Call on students to read the sentences aloud. C A (page 64) 1. rainfall; 2. amount; 3. storms; 4. flooding; 5. drought; 6. destroyed; 7. temperature; 8. predict; 9. measure; 10. forecasts B (page 65) 1. drought; 2. destroy; 3. forecast; 4. amount; 5. storm, storms; 6. rainfall, flooding; 7. temperature; 8. predict; 9. measure C (page 65) 1. b; 2. a; 3. d; 4. e; 5. c D (page 65) Answers will vary. S Ideas for… CHECKING COMPREHENSION Check students’ understanding of the magazine article by asking follow-up questions, such as: • Why is rainfall so important? (because all life on Earth depends on it) • What was the impact of the flood in southern China? (Three hundred people were killed; 700,000 acres of farmland were underwater.) • What was the impact of the drought in Telangana, India? (It destroyed food crops, and drinking water supplies dried up.) • What happened in February of 2016 in South Korea? (A huge snowstorm occurred.) • What do meteorologists do? (try to predict rainfall and watch weather conditions) Prior Knowledge (page 66) Review the information in the Critical Thinking box about the importance of prior knowledge and how to activate it. Encourage students to use examples from their own lives as they discuss the questions in pairs. TIP Review the meaning of the term podcast, and show some examples, if possible. Some students may not be familiar with this type of broadcast. (A podcast is a series of digital audio files, usually episodes, which a person can access online, download, and listen to.) B (page 66) Ask students leading questions to help them discuss the photo, such as: • What do you see in the photo? • Where do you think this is? • Why did this happen? Ideas for… PRESENTING THE LISTENING SKILL: Listening for Definitions Review the information, and read the examples aloud. As you do, ask students to circle the form of be in the simple present tense and the word or. WHILE LISTENING C 1.34 1.7 Listening for Main Ideas (page 66) Give students time to read the statements and answer choices before listening. Have them form pairs to compare answers. D 1.34 Listening for Details (page 67) Have students guess the answers before listening again. Then have them listen and check their answers. Ideas for… EXPANSION Have students brainstorm possible reasons that weather forecasts are more accurate now than they were in the past. For example, they might say that satellites and other forms of technology give meteorologists better data to use. Other factors might include better computers and more sharing of information worldwide via the Internet. In addition to these high-tech factors, training for meteorologists could be improving. AFTER LISTENING E Critical Thinking: Analyzing (page 67) Have volunteers from each group share their group’s ideas. Ask the students which weather situation sounds the most dangerous and why. F (page 67) Have volunteers say the sentences aloud in front of the class. Ideas for… EXPANSION Have students complete the following exercise in pairs: 1. Find all the sentences with the word of in the text on page 64, Water from the Sky: Too Much or Not Enough? (The word of appears 15 times in the text.) 2. In the sentence, circle the word of together with the words before and after it. 3. Practice saying the sentences both with careful speech and with a reduced of. ANSWER KEY LISTENING A (page 66) Answers will vary. B (page 66) Possible answer: This photo may show fish that have been thrown onto land as a result of strange weather. This strange weather is probably described in the listening. C (page 66) 1. b; 2. a; 3. c D (page 67) 1. b; 2. e; 3. d; 4. a; 5. c E (page 67) Possible answer: A fire tornado would be difficult to study because it is too dangerous to get close to. A waterspout might be difficult to study, since it forms over the water and loses power when it gets to land. Ideas for… PRESENTING THE PRONUNCIATION SKILL: Reduced of 1.35 Explain to students that unstressed words are words that are not pronounced as loudly or clearly as others. Remind them that this happens in most natural conversation in English but even more in very informal contexts. Say the examples in the box aloud. Slow down your speech, and articulate every word to model careful speech. Speak faster, and combine your words to model the reduced of. W i l d W e at h e r 31 4 MIN S 5 SPEAKING Ideas for… PRESENTING GRAMMAR FOR SPEAKING: Count and Noncount Nouns Make simple line drawings of three flowers on the board. Ask students “How many flowers do you see?” (three) Now draw many small lines to represent rain. Tell students “It’s raining. How many rain? One, two, three?” Encourage students to correct you by saying “How much rain?” Explain that in many languages, there are some things we can count, such as flowers, and some things we cannot count, such as rain. Go over the information in the box. Call on students to read the examples in the table aloud. Point out and explain how to use the quantity words a, an, some, a lot of, and any. • A or an means one so these words are used with singular nouns in statements and questions. The only difference is that an is used with words beginning with a vowel sound. • Some and a lot of are used with plural or noncount nouns in statements and questions. A lot of is also used in negative statements. • Any is also used with plural or noncount nouns, but usually only in negative statements and questions. A (page 68) Note that the answers to this exercise represent common usage but may vary in special circumstances such as literary usage (for example, the waters of the Nile, the sands of time) or colloquial expressions. Ideas for… EXPANSION Have students choose two count nouns and two noncount nouns from their charts. For each noun, write an affirmative statement, a negative statement, and a question. 32 UNIT 4 TIP To reinforce the most common count and noncount usages of the nouns in exercise A, use the words in sentences as you go over the answers. Examples: T: What kind of noun is water? S: It’s a noncount noun. T: Right. There is a little water in the glass. And what kind of noun is street? S: It’s a count noun. T: Good. There are two very busy streets in this city. B (page 69) If there is time, for additional practice, have students talk about other photos in this unit using count and noncount nouns. C (page 69) Have students complete the exercise individually. Remind them to look at the examples in the Grammar For Speaking box to see how the quantity words are used. D (page 70) Have two volunteers role-play the conversation in front of the class. E (page 70) Remind students that any is only used in negative statements and questions (in reference to questions 4, 6, and 7). SPEAKING A (page 68) Count Noncount Both Count and Noncount sand cloud food flooding drought wind lightning person snow street thunder water B (page 69) Possible answers: I see some snow in the mountains. I see a lot of ice in the water. I don’t see any animals. A person is in a kayak. There aren’t any other people nearby. C (page 69) 1. a; 2. any; 3. Some; 4. some, a lot of; 5. a; 6. a; 7. a lot of; 8. an E (page 70) Possible answers: 1. Does the photo show a drought or some flooding? It shows a drought. 2. Are there a lot of plants growing here? No, not a lot. There are some trees growing. 3. What might be some problems caused by this situation? People and animals might go hungry because they can’t grow food and don’t have fresh water to drink. 4. Are there any places in the world having a drought or a flood right now? If so, where? Answers will vary. 5. Are there some places that are having other extreme weather? If so, where and what kind of weather? Answers will vary. 6. Do you see any animals in the photo? No. 7. Do any people live here? There are no people in the photo. It would be a hard place for people to live. 8. Does this location get a lot of sunshine? Yes, it seems to get a lot of sunshine. 3 5 MIN LESSON TASK: Discussing Travel Plans S ANSWER KEY • Arrange students in same-level groups of three, and briefly review each step in the lesson task. • Allow groups to work at their own pace as they move through the different steps. • Walk around, and monitor students’ participation. Provide additional support to lower-level groups. • Ask volunteers from each group to share their group’s itinerary when they have finished the activity. Ideas for… EXPANSION To expand on the itinerary activity and review the simple past tense, have students write journal entries for one or more days of the vacation they planned. Ask them to be creative and write about where they went, what they did, and how the weather was. Follow up by reading the journal entries yourself and making written comments on them or by having students read and comment on each other’s work. ANSWER KEY LESSON TASK (page 71) Answers will vary. W i l d W e at h e r 33 5 MIN VIEWING: Tornado Chase S 4 Video (page 72) Overview of the Video Tim Samaras was a severe storms researcher. When dangerous storms, such as tornadoes, are nearby, it’s an opportunity for researchers to gain valuable information that helps scientists understand how tornadoes form and move and predict where tornadoes will occur in the future. BEFORE VIEWING A Meaning from Context (page 72) Have students complete the exercise in pairs. Ask them questions to further their understanding of the underlined words, such as: • Is there a long path up to the front door of your apartment or house? • Where can you look for shelter if there is a storm? • Have you ever been chased by an animal? B (page 73) Have each pair of students share one piece of new information they learned in exercise A with the class. C Prior Knowledge (page 73) Have volunteers share different ways their countries prepare for dangerous weather (for example, drills in schools, evacuation routes, emergency shelters). WHILE VIEWING D 1.8 Understanding Main Ideas (page 73) Ask students to give reasons for choosing their answers and explain the details from the video that they remember. E 1.8 Understanding Details (page 73) Give students time to read the sentences and answer choices before watching the video again. For a more challenging task, turn the captions off. AFTER VIEWING F Critical Thinking: Analyzing (page 53) Invite volunteers to share whether being a tornado chaser would be a good career for them. Ask them to provide specific examples for their opinions. 34 UNIT 4 Ideas for… EXPANSION In the video, the narrator explains that the tornado was an F-4 tornado. Explain that F-4 is a ranking on the Fujita Scale, a scale that scientists use to rank the intensity of a tornado. Ask students to research the Fujita Scale on the Internet and take brief notes on the different rankings. Then discuss the scale as a class. Encourage students to share information they learned from their research. ANSWER KEY VIDEO B (page 73) Possible answers: 1. Tornadoes occur on every continent except Antarctica. 2. A good tornado shelter would be some place underground away from the storm, such as a basement. 3. Some people feel scared, but other people might feel excited. C (page 73) 1. Possible answers: Very cold temperatures can cause frostbite. Icy conditions can make walking or driving dangerous. A lot of snow can trap people in an area. A lot of rain can cause flooding. 2. Answers will vary. D (page 73) ¸ find a road that takes them close to the tornado ¸ deploy Tim Samaras’s probes ¸ escape from the tornado E (page 73) 1. b; 2. c; 3. a; 4. b F (page 73) 1. Possible answers: To get their data, they have to be as close to the tornado as possible. They understand that their work is important because if they can learn more about tornadoes, they may be able to predict them sooner and save lives. 2. Answers will vary. 3. Possible answer: Earthquakes might be the most dangerous because they can also cause tsunamis (huge waves). 4. Possible answers: Some dangerous jobs include firefighter, police officer, construction worker, and pilot. 0 MIN A S 3 Lesson B VOCABULARY Ask students whether they can think of other places where warmer temperatures are dramatically changing people’s lives. Invite volunteers to explain where and how. Meaning from Context (page 74) ANSWER KEY VOCABULARY Ideas for… CHECKING COMPREHENSION Write on the board How has our climate changed? Have students form pairs. Partner A covers up the reading in exercise A and speaks for 2 minutes straight to answer the question. Partner B keeps track of time. When time is up, partners switch. After this first round, allow students a few minutes to re-read the information in exercise A. Then have students repeat the task, but this time, they only have 1 minute each to answer the question. B B (page 74) 1. coast; 2. melting; 3. average; 4. slightly; 5. rise; 6. pattern; 7. heat; 8. grow; 9. instead; 10. exist C (page 75) 1. beach; 2. melting; 3. rising; 4. average D (page 75) 1. rising; 2. pattern; 3. growing; 4. instead; 5. melting; 6. heat E (page 75) Possible answers: 1. Life is changing dramatically for people in Greenland. 2. Most people settled on the coast. This was probably because the middle of the country was covered with ice. This is probably still true, even though the temperatures are rising. 3. Greenland will have more land for growing food, but in other parts of the world this might increase temperatures, raise sea levels, and/or cause droughts. 1.36 (page 74) (page 75) Have students complete the exercise individually. Review answers as a class. Ask students to provide reasons why they believe each answer is the best choice. Point out that the alternative answer would be understood but wouldn’t sound quite right. D (page 75) Have students complete the exercise in pairs. Have volunteers take turns reading the information aloud to review answers. (The word coast is not used.) Ask students which two words in the box have a similar meaning (growing and rising). Point out that we use the word rising when talking about temperatures and growing when talking about food. 5 MIN LISTENING: A Conversation about Greenland S C 4 Have students complete the exercise in pairs. Review answers as a class. Ideas for… PRESENTING THE VOCABULARY SKILL: Words with Similar Meanings Review the information in the box. Encourage students to look up similar words in the dictionary if they are unsure which is the best choice in a certain context. If possible, bring up an online dictionary, and show students exactly where they can find example sentences. Critical Thinking: Applying (page 75) E BEFORE LISTENING A Prior Knowledge (page 76) Ideas for… MULTI-LEVEL CLASSES In recall and review activities such as exercise A, lowerlevel students should go back and refer to information in the text and take notes, while higher-level students should try to write notes from memory. B Critical Thinking: Predicting (page 76) Have students share items on their lists with the class. Write their ideas on the board. Make another list of class predictions for future reference. W i l d W e at h e r 35 WHILE LISTENING C 1.37 Ideas for… EXPANSION Have students get in small groups and share other expressions or nonverbal ways to show thanks and appreciation. Ask volunteers to model their ideas in front of the class. Listening for Main Ideas (page 76) Give students time to read the questions before listening. Tell them they are going to listen to an informal conversation among old friends at a dinner party. ANSWER KEY Ideas for… PRESENTING THE NOTE-TAKING SKILL: Using a T-Chart Review the information in the box. Ask students to give examples of different situations in their personal, professional, or academic lives when they might use a T-chart to organize information (for example, when trying to decide which car to buy or during a lecture in a university class). LISTENING A (page 76) Possible answers: The summers in Greenland are becoming longer and warmer. Some of the ice is melting. People are growing more food. B (page 76) Answers will vary. C (page 76) 1. friends; 2. Greenland; 3. Canada; 4. having dinner, talking D (page 77) Possible answers: Ideas for… EXPANSION Ask students to draw a T-chart on a blank piece of lined paper. Give them 5 to 10 minutes to list the benefits and drawbacks of living in another country. Have them form pairs or small groups to compare their charts to find out which classmates have opinions and experiences similar to their own. D 1.37 Climate Change in Greenland Note Taking (page 77) Remind students to abbreviate the words they hear in their notes and not to write complete sentences. After listening, have students form pairs to compare their notes. 1.37 AFTER LISTENING F Critical Thinking: Reflecting (page 77) Have volunteers share their answers to question 3. Make a class list of steps that students, as well as other people, can take to help address the problem of climate change. G (page 77) Review the Everyday Language: Showing Thanks and Appreciation box. Encourage students to use the expressions in their role-playing. 36 UNIT 4 shorter winters more trees grow vegetables grow grass for animals minerals temperatures rising twice as fast as in other places ice is melting sea levels could rise 24 ft. env. probs w/mining less rain 0 MIN S Give students time to read the sentences and answer choices before listening again. Ask volunteers to share whether their predictions from exercise B were correct. Drawbacks E (page 77) 1. a; 2. a; 3. c F (page 77) Answers will vary. Listening for Details (page 77) 3 E Benefits SPEAKING Ideas for… PRESENTING THE SPEAKING SKILL: Expressing Likes and Dislikes Go over the information in the box. Point out to students that the word really makes the feeling stronger. Say a few examples aloud using emphasis to demonstrate the difference between I like and I really like. Review the expressions in the box, completing them with examples from your own life. Explain that the expression I don’t care for is similar in meaning to I don’t like but a little more polite. Explain that the expression I can’t stand is similar in meaning to I really don’t like but a little more aggressive. A 1.38 (page 78) Ask students if they know of any meteorologists from television. What ideas do they have about the job? B (page 78) Have two volunteers role-play the interview in front of the class. C (page 78) Have students share their weather preferences. Take a class survey to see which students have the same likes and dislikes. D (page 79) On the board, write examples of how to ask somebody about their likes and dislikes. For example: Do you like …, So you like ___ then?, How do you feel about…, etc. Remind students to give reasons for their preferences when they answer. ANSWER KEY SPEAKING 5 MIN A FINAL TASK: Discussing Ways to Reduce Greenhouse Gases S 3 B (page 78) The following should be underlined: I really like it. I’ve always liked science. Even I can’t stand it when I want to do something outdoors and it rains! I loved it! I did a lot of research. I really don’t like the cold! But Antarctica is very interesting. C–D (pages 78–79) Answers will vary. 1.39 Critical Thinking: Ranking (page 80) As you monitor students’ discussions, encourage them to consider how each item in the list reduces greenhouse gases on a larger scale. For example, using less electricity at home might mean fewer power plants will be built. On the other hand, some kinds of power plants (such as geothermal or hydroelectric plants) don’t produce a lot of greenhouse gases, so using less electricity might not be the most helpful way to reduce greenhouse gases. Ideas for… PRESENTING THE PRESENTATION SKILL: Making Eye Contact Review the information in the box. Model effective and ineffective eye contact. Remind students that although not making enough eye contact can cause the presentation to be unclear, too much eye contact, or staring at one particular spot, is also distracting. D Presenting (page 80) Keep track of time as students give their presentations. Give each pair 3 minutes. Ask that both members of each pair participate in their defense to the class. ANSWER KEY FINAL TASK A (page 79) Possible answers: global warming = result of greenhouse gases + Earth’s temp. prod. CO2 when burn oil, coal, gas, and breathe prod. methane when mine coal, raise cattle, grow rice CFCs in fridges + spray cans gases collect in atmsphr; keep heat in B–D (page 80) Answers will vary. Note Taking (page 79) Have students listen to the audio once to get the main ideas. Then play it again and have them take notes. Remind them to focus on the process and the effects of greenhouse gases. B C Critical Thinking: Analyzing Visuals (page 80) Remind students to include both the causes and effects of global warming in their explanations. If this exercise is too challenging for students to complete in pairs, call on volunteers and complete it as a class. REFLECTION • Have students answer questions 1 and 2 on their own, and then 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 they are still unsure of on the board. Lead a class review of the challenging words and re-teach terms as necessary. W i l d W e at h e r 37 Focus on Food 0 MIN S ACADEMIC TR ACK 2 5 UNIT OPENER Health CulturalScience Studies ACADEMIC SKILLS LISTENING Listening for Main Ideas Reasons Writing Words and Phrases Using anKey Outline SPEAKING Keeping Conversation SPEAKING Telling a aStory with TimeGoing Markers Final -s Sounds Sentence Stress CRITICAL THINKING Interpreting Visuals CRITICAL THINKING Analyzing Visuals THINK AND DISCUSS (page 81) Have students look at the photo and caption. Ask leading questions, such as: • Who are the people in this photo? (Mexican women) • What are they doing? Why? (preparing tamales for a Sunday meal; Hundreds of people will eat the food together.) • What is a tamale? (a filling such as meat, cheese, or vegetables wrapped in dough) UNIT OVERVIEW ANSWER KEY This unit focuses on foods that we love and have fond memories of and foods that make us say, “Ugh, that’s disgusting!” It also explores innovative and inspiring ways people are tackling the global problems of food waste and hunger. THINK AND DISCUSS (page 81) • LISTENING 1 In a radio show about ugly food, a nutrition professor encourages us to rethink how we purchase fruits and vegetables. All our senses help us choose food that is good for us. Often, food that looks a little off is actually very healthy, and choosing it can help prevent food waste. • VIDEO This video presents National Geographic Explorer and activist Tristram Stuart, also known as the leader of the “food-waste revolution”—an initiative to provide solutions to the world’s food waste problem by making the most of foods that are often considered too ugly to sell. He explains how we can help prevent food waste by changing our shopping habits. • LISTENING 2 A professor gives a lecture about feeding the world, drawing on the research by Dr. Jonathan Foley who suggests several solutions to the problem. For the final task, students draw upon what they have learned in the unit to prepare and present a personal plan to stop food waste. For additional information about the topics in this unit, here are some suggestions for online search terms: Mexico City, tamales, environmental impact of imported food, how flavor is created by the senses, ugly food, mooncakes, Mid-Autumn Festival, food waste, Tristram Stuart, Feedback charity, large-scale vs. small-scale farming, Honda rice, Dr. Jonathan Foley, fruit and vegetable supply chain 38 1. Possible answer: The photo might make you think of family parties and meals. 2. Possible answers: the school cafeteria, at home, sometimes at a restaurant; with family, with friends, by myself 3. Answers will vary. EXPLORE THE THEME (pages 82–83) In small groups, have students look at the photo, read the information in the list, and discuss the questions. TIP Encourage students to share their opinions about each food pictured. ANSWER KEY EXPLORE THE THEME (pages 82–83) 1. Possible answer: Students can list any foods in the photo, including grapes, cherries, bananas, coconuts, pineapples, watermelon, kiwi, strawberries, lemons, limes, pomegranates, peppers, asparagus, mushrooms, artichokes, avocados, etc. Answers to the second question will vary. 2. Foods by truck: red grapes, chili peppers; Foods by plane: apricots, white asparagus, mushrooms; Foods by boat: red bananas, pineapples, orange peppers 3. Possible answer: The New York City markets have food from other countries when some of the same food is also grown in the U.S. 4. Possible answer: Costs to the environment include pollution from transportation and consumption of natural resources, such as oil. 0 MIN A S 3 Lesson A VOCABULARY 2.2 As students describe a food, suggest that their partners close their eyes to help them imagine the experience. ANSWER KEY (page 84) VOCABULARY B (page 84) 1. The seven senses are memory, movement, sight, smell, sound, touch, and taste. 2. Flavor begins in the brain. 3. Answers will vary. C (page 84) Answers will vary. D (page 85) 1. brain; 2. taste; 3. nervous; 4. waste; 5. memory; 6. senses; 7. expect; 8. nutrition; 9. texture; 10. smell E (page 85) 1. V; 2. N; 3. N; 4. V; 5. V; 6. V F (page 85) Answers will vary. (page 84) Have volunteers share their memories of favorite food experiences with the class. Remind them to use the words in blue and specific examples from their personal experience. D (page 85) 5 MIN LISTENING: A Radio Show about Ugly Food S TIP Encourage students to study more than just the definitions of new words. In order to use new vocabulary in a meaningful and effective way, students also need to know connotation, level of formality, word family, pronunciation pattern, and spelling. 4 Remind students to use context clues from the sentences in exercise A to match the words to the definitions. Ideas for… PRESENTING THE VOCABULARY SKILL: Recognizing Parts of Speech Review the information in the box. Have volunteers read the examples aloud. Ask the class what context clues in the examples helped them identify the parts of speech of the words in bold. Suggested answers: 1. The word in bold agrees with the third person subject and is followed by an adverb. 2. The subject is possessive, and the word in bold ends in -se rather than -ds. 3. The word in bold agrees with the subject “we” and is followed by the preposition “with.” 4. The verb of the sentence is “like”; the word in bold is preceded by the definite article “the” and followed by the preposition “of.” Personalizing (page 85) F Ask volunteers to share their responses to question 3. Encourage other students to agree or disagree and provide reasons. C (page 85) Have students complete the exercise individually and then form pairs to compare answers. Have volunteers point out the context clues in each sentence that helped them identify the correct part of speech. Meaning from Context (page 84) Humans have a multitude of senses. Activate prior knowledge by eliciting examples of senses from students and writing their ideas on the board (for example, sight, smell, taste, touch, hearing). B E BEFORE LISTENING A (page 86) Have students respond to what they see in the four photos. Ask “What are these foods called? Have you tried them? Are they common in your culture? How do they make you feel? Why?” Have them discuss these questions in pairs and add one more idea and example to the chart. WHILE LISTENING B 2.3 Listening for Main Ideas (page 87) Give students time to read the questions before they listen to the radio show. Ask them to underline key words or phrases they could listen for. (Suggested answers: 1. where, 2. people/food looks good, 3. nutritionist/ugly food) Review answers as a class. Focus on Food 39 TIP Explain to students that they might hear these exact key words when listening or they might hear words that are similar or related. To better prepare them to identify information when listening, conduct a class brainstorming session to generate words that are similar or related to the key words in the questions. For example, ask them what sense is related to the word “looks” in number 2 (sight). Ask them what part of our bodies we use to look at things (eyes). Write sight and eyes on the board next to the other key words to listen for. Ideas for… PRESENTING THE LISTENING SKILL: Listening for Reasons Read through the information and the expressions in the box. Ask a volunteer to read the examples aloud, and point out the key words that come before and after the reason in each example. Ideas for… EXPANSION Ask students “Where are farmers’ markets in your area? What kinds of fruits and vegetables are sold there?” Suggest that students visit a farmers’ market and complete a short reflection activity. (If there is no farmers’ market in the area, they can visit any supermarket.) They can either make a short audio recording or write a short journal entry describing their experience. Remind students to pay attention to all their senses and to use the vocabulary from Lesson A in their descriptions. Have them report back to the class. C 2.3 Listening for Details (page 87) Have students read the sentences and underline the reasons before listening. After they have listened to the audio, have them form pairs to compare their answers and correct the false statements. AFTER LISTENING D Critical Thinking: Evaluating (page 87) Conduct a class brainstorming session to generate all the reasons to eat ugly food that students can remember. If necessary, play the audio one more time while students take notes. List students’ ideas on the board for reference as they discuss question 2. 40 UN I T 5 Ideas for… EXPANSION Ask students to write down an answer to each question in exercise D. Remind them to use the phrases in the Listening Skill box to support and explain their ideas. Check students’ sentences for correct word order. ANSWER KEY LISTENING A (page 86) Answers will vary. B (page 87) Possible answers: 1. At a farmers’ market/Kings Road Market 2.People like food that looks good because they expect it to taste good, too. 3.The nutritionist thinks ugly food can be healthier for us, save us money, and reduce food waste. C (page 87) 1. F, That’s why 2. T, because 3. F, That’s because 4. F, because 5. T, so 6. F, because D (page 87) 1. Answers will vary. 2.Possible answer: It’s important to reduce the amount of food waste because hunger is a global problem. 3.–4. Answers will vary. 5.Possible answer: People who like to try new foods are likely adventurous and open. 4 MIN S 5 SPEAKING Ideas for… PRESENTING THE SPEAKING SKILL: Telling a Story with Time Markers Review the information in the box. Explain that the term time markers refers to words that help the reader or listener understand when a story or details in the story happened. Ask volunteers to take turns reading the examples. Point out the time markers in bold and their specific purposes. A (page 88) Conduct a class brainstorming session to help students find topics for their food stories. Ask them to share traditional foods that are eaten on holidays or during celebrations in their cultures. Write students’ ideas on the board. Ask them to recall a specific event or situation involving these or any other foods and write down a few key words about this memory in their notebooks. B Organizing Ideas (page 88) Have students choose a story topic from the ideas on the board or in their notebook. Encourage them to choose a topic they know a lot about. Review the chart as a class. Explain that background refers to a description of the setting, such as where you were, who you were with, and when the event took place. Details refers to specific examples you can remember, and ending refers to interesting ways students could finish their presentations. Provide help as needed as students write notes individually. Ideas for… PRESENTING GRAMMAR FOR SPEAKING: Descriptive Adjectives Review the information in the box, and have volunteers read the examples aloud. Draw students’ attention to the position of the adjective in each example sentence. Ideas for… EXPANSION To increase understanding of the descriptive adjectives in the box, have each student take turns with a partner describing one or more foods that associated with each adjective. D Have students share their sentences in pairs. For question 3, ask students to complete the sentence for all three verbs. Suggest that students give feedback and suggestions to their partners, if necessary. E (page 89) Review the pronunciation of the adjectives in the box. Say each word aloud, and have students repeat each one. Encourage them to use their dictionaries to look up meanings and find synonyms. 2.4 (page 89) Listen to the example presentation as a class. After listening, ask the class “How did the student describe the background? What were some details? How did the student end the presentation?” Have students circle the descriptive adjectives used (flavorful, delicious, spicy) and underline the time markers (When I was little, every Friday morning). Give them a few minutes to make any final edits to their plans before they give their presentations. Ideas for… PRESENTING PRONUNCIATION: Sentence Stress 2.5 Review the information in the box. Have students analyze the example sentences, identifying the parts of speech of the content words. Play the audio. The first time, ask students to pay attention to how the speaker stressed the syllables. The second time, pause after each example so students can repeat. F 2.6 (page 90) Have students work in pairs to first identify which words are content words and then underline which syllables in those words are stressed. G C (page 89) (page 90) Invite volunteers to share their favorite recipes with the class. Have students share tips on markets in the area that have culturally specific foods or where they find the best deals. Focus on Food 41 Ideas for… EXPANSION Have students cover the caption of the photo on page 90 and try to guess what the caption says. Ask them “Do you identify with this photo? Does your family eat meals like this? What’s the same or different?” Ideas for… MULTI-LEVEL CLASSES For exercise G, put students in same-level pairs. Give lower-level students time to write their answers, identifying the content words and marking the stressed syllables before they present their answers. Higher-level students could discuss their answers without notes. Encourage them to ask follow-up questions to keep the conversation going. ANSWER KEY SPEAKING A–E (pages 88–89) Answers will vary. F (page 90) 1. When I was a child, my favorite holiday food was homemade cinnamon rolls. 2.In the morning, my mother warmed the rolls up in the oven. 3.Then she put white icing on top of the warm rolls. 4.We children counted the rolls very carefully. 5. We wanted to divide them equally. 6.I loved the rolls because they were soft and warm, and of course, very sweet. 7. Even today, I can remember the wonderful taste. G (page 90) Answers will vary. TIP Prepare students to conduct surveys by reviewing some expressions to ask for clarification or show interest, such as: • How do you spell that? • Can you say that one more time? • Interesting, tell me more… • Really? I can’t believe that! B Tell students to include as much information and as many examples as they remember about each classmate. Ideas for… MULTI-LEVEL CLASSES Divide the class into mixed-level groups for exercise B. This way, lower-level students benefit from hearing presentations given by higher-level students, and higher-level students benefit from supporting their lower-level classmates with suggestions for improvement and positive feedback. Ideas for… EXPANSION Ask students to write down the ingredients of one of their favorite dishes and list the instructions for how to make it. Have them share the recipe in a small group. Create a class cookbook based on these recipes. Ideas for… EXPANSION Direct students’ attention to the Everyday Language for Giving Opinions on Food box. Read the expressions aloud, and have students repeat them. Remind students that there are also nonverbal ways to express these opinions. Ask them to share with a small group any gestures, facial expressions, or other nonverbal communication that expresses positive or negative opinions about food. 5 A LESSON TASK: Conducting a Survey about Food S 3 C MIN (page 91) Review the instructions for the assignment as a class. Tell students they are going to stand up and talk to three different classmates about food. Before they begin, give students time to think about how they will answer each question. If necessary, they can write notes below each question in the chart to use for reference. 42 UN I T 5 (page 91) (page 91) Remind students to give reasons for the opinions and share personal experiences. ANSWER KEY LESSON TASK A–C (page 91) Answers will vary. 5 MIN VIEWING: Food -Waste Rebel (page 92) S 4 Video Overview of the Video This video presents National Geographic Explorer and activist Tristram Stuart, also known as the leader of the “food-waste revolution”—an initiative to provide solutions to the world’s food waste problem by making the most of foods that are often considered too ugly to sell. He explains how we can help prevent food waste by changing our shopping habits. BEFORE VIEWING A (page 92) Have students take the quiz individually and then form pairs to compare answers. Ask the class what else they know about food waste. Write students’ ideas on the board. B (page 93) Have students complete the exercise in pairs. Review answers as a class. WHILE VIEWING D 1.9 Understanding Main Ideas (page 93) Give students time to read the questions before they watch the video. Review the answers as a class. E 1.9 Understanding Details (page 93) Give students time to read the quotes before watching the video again so they know what key words to listen for. If necessary, pause the video after each quote to give students time to fill in the blanks. AFTER VIEWING F Critical Thinking: Reflecting (page 93) Lead a class brainstorming session about ways to demand that businesses stop wasting food. Write students’ ideas in a list on the board. Ideas for… EXPANSION Ask students to choose one idea from the list on the board and work in pairs to write a short letter to a business, asking the owner or owners to take action to address the food waste problem. ANSWER KEY VIDEO Ideas for… CHECKING COMPREHENSION Ask students’ follow-up questions to deepen their understanding of the phrases in exercise B, such as: • What kinds of foods do more affluent people eat? (expensive foods such as caviar) • What are some examples of products that were once valuable but are now disposable commodities? (electronic items such as calculators and digital watches) • What is one human activity that has little negative impact on the environment? (bike riding) • Do you have any scars? How did you get them? • How do advertisements trigger our evolutionary impulse? (by convincing us that we need or want something) C (page 93) Read the information in the box aloud for the class. Ask “What is a rebel?” (a person who resists authority or convention) Have volunteers share ideas about what they think a food-waste rebel is and why. A (page 92) 1. b; 2. c; 3. a B (page 93)1. c; 2. e; 3. a; 4. d; 5. b ossible answer: C (page 93) P A “food-waste rebel” is someone who thinks the way that people and businesses waste food is wrong and wants to make a change. D (page 93) Possible answers: 1. People waste more food now than in the past because food has gotten cheaper and become more disposable. Also, corporations encourage people to take more than they need. 2.Food waste is a big problem in grocery stores as well as in homes. (page 93) 1. last 40; 2. billions of dollars; 3. normal, E perfect F (page 93) 1. Answers will vary. 2.Possible answer: It takes a lot of work and resources to produce food. In order to save our resources, such as land and water, we have to stop wasting food. 3.Possible answer: Talk to the owners of businesses or start organizations like Stuart did. Focus on Food 43 3 MIN S 0 A VOCABULARY 2.7 (page 94) Have students form pairs to compare their answers and work together to define any new words. B 2.8 Meaning from Context (page 94) Have students complete the exercise individually and then form pairs to compare answers. Play the audio two times, if necessary for students to complete the blanks. 4 MIN LISTENING: A Lecture about Feeding the World S Lesson B 5 BEFORE LISTENING A 2.9 (page 96) If possible, bring up Internet photos of Dr. Jonathan Foley and the California Academic of Sciences to create context. Review answers as a class. Ask volunteers how they corrected the false statements. WHILE LISTENING B 2.10 1.10 Listening for Main Ideas (page 96) Ideas for… CHECKING COMPREHENSION To make sure students have understood the main ideas of the text on page 94, write the following question words on the board: Who? What? Where? How? Why? Lead a class discussion, asking students: • Who provides people with food for survival? (farmers) • What was the one solution for providing enough food in the 1960s? (large-scale farming) • What was the problem with this solution? (It required too much water and used chemical fertilizers.) • Where do many people like to get their food these days? (from small farms or their own gardens) • How is this better for the environment? (Fewer natural resources are used.) • Why is this better for our health? (We know where our food comes from.) C (page 95) To review answers, call on students to read the complete sentences aloud. D (page 95) Have volunteers share their food buying habits with the class. Take a class survey. How many students buy their food at farmers’ markets? How many buy their food at a grocery store? How many grow their own food? ANSWER KEY VOCABULARY B (page 94) 1. survival; 2. crops; 3. feed; 4. solution; 5. large-scale; 6. significant; 7. land; 8. environment; 9. area; 10. percent C (page 95) 1. c; 2. f; 3. a; 4. b; 5. d; 6. e D (page 95) Answers will vary. 44 UN I T 5 Give students time to read the questions before they listen to the whole lecture. Have them form pairs to compare answers. Ideas for… PRESENTING THE NOTE-TAKING SKILL: Using an Outline Review the information in the box, and explain the difference between main ideas and supporting details. The main idea is the central point or key concept being expressed in the listening or reading. It is often the purpose or reason for sharing the information. Supporting details clarify, explain, describe, expand, or further illustrate the main idea. C 2.10 Listening for Details (page 97) Before they listen to the lecture, have students analyze the partial notes in the outline. Ask them to point to the main ideas and say them aloud in pairs. Have them underline key words or phrases to listen for. After they have listened to the lecture, have them form pairs to compare their notes. Review answers as a class. Ask students whether they liked taking notes in an outline and why. AFTER LISTENING D Critical Thinking: Evaluating (page 97) Have students discuss the questions in pairs and take notes on the answers. Remind them to provide reasons for their answers. While students are discussing the questions, write on the board: Question 1: Feeding the world is the most important challenge facing us. Do you agree or disagree? 3 0 MIN S Question 2: It would be better for the environment and people’s health if everyone ate more fruits and vegetables. Do you agree or disagree? Have students find new partners and choose either question 1 or 2 to debate. Each partner should debate a different side (agree or disagree) for 5 minutes and then switch roles to debate the opposite side. A LISTENING A (page 96) 1. T; 2. F (He is calm and reasonable.); 3. F (He sees this as one of the solutions.); 4. T B (page 96) 1. 35%; twice as much or 100% more 2.People are beginning to eat differently—more meat, more eggs, more milk—so animals will eat a lot of the food farmers grow. 3. Africa, Latin America, and Eastern Europe C (page 97) II. Steps Step One: Stop deforestation a. stop burning rainforests b. grow crops on land size of South America c. keep animals on land size of Africa Step Two: Grow more on the farms we already have Step Three: Use resources more efficiently a. example of resource: water Step Four: Change how we eat b. food to feed animals and make fuel c.the fewer animal foods we eat, the more food for people Step Five: Reduce food waste III. Conclusion d. Eat less meat and other animal foods e. Waste less food D (page 97) 1. Possible answer: It is a very important challenge. The population is growing, and we will soon have to feed around nine billion people. 2.Possible answer: People will likely be healthier. It will also have a positive effect on the environment because we won’t cut down as many forests to get land for farming. 3. Answers will vary. 2.11 (page 98) Encourage students to list various food shopping options: big supermarkets, small local shops, farmers’ markets, convenience stores. B ANSWER KEY SPEAKING (page 98) Review the time markers as a class. Play the audio again to increase students’ understanding of the content. Encourage students to use expressions from the text to help them talk about where they get their food. For example, they could start sentences with “I have always shopped for food at…” or “When I was a child, …”. C Critical Thinking: Analyzing Visuals (page 99) As a class, find the infographic’s title, labels, and the legend that explains what the colors mean. Then have students analyze the infographic in small groups and answer the questions. ANSWER KEY SPEAKING B (page 98) Speaker 1 Time markers: I have always, As a child, now, Recently, these days Interesting details: Possible answers: I went there with my parents; have everything I need; convenient foods like ready-to-eat salads, side dishes, and even main dishes like chicken and lasagna Speaker 2 Time markers: When I was a child, from spring to fall, Later, never Interesting details: Possible answers: grow a lot of my food myself; I watched my parents and grandparents; home-grown food tastes much better; red, ripe tomatoes and different kinds of lettuce; grow cucumbers, onions, and even some strawberries; raise a few chickens; buy special food; If I cut the top off a carrot, for example, the chickens are happy to eat it C (page 99) 1. how fruits and vegetables are lost and wasted 2. Australia, Canada, New Zealand, and the U.S. 3. 47% 4.the most loss: picking and sorting; the most waste: in homes 5. Answers will vary. Focus on Food 45 3 MIN A FINAL TASK: Presenting a Plan to Stop Food Waste S 5 Critical Thinking: Analyzing Visuals (page 99) Read the assignment instructions aloud for the class. Have students complete the exercise in pairs and share whether any of the numbers were surprising or shocking to them. B Critical Thinking: Evaluating (page 100) Give students time to read the solutions and answer questions in small groups. Walk around, and provide help when needed. Review students’ ideas as a class. C Personalizing (page 100) Have each student decide on two or three steps he or she will take to prevent food waste. Tell students to design an action plan with specific ideas and instructions for how to carry out these steps. Ask leading questions to help students develop their ideas. For example, if they choose to prevent food waste through shopping for food, you can ask: “Where will you shop for food? What kinds of foods will you buy? Where will those foods come from?” Ideas for… PRESENTING THE PRESENTATION SKILL: Using an Effective Hook Review the information in the box, and read the example aloud. Ask students whether they think the example is an effective hook. Ask them to give reasons why or why not. D Presenting (page 100) Give students time to practice their presentations. After students have given their presentations to their groups, encourage group members to ask follow-up questions and provide positive feedback or suggestions for improvement. 46 UN I T 5 ANSWER KEY FINAL TASK A (page 99) 20% farms 3% shipping/storage 2% processing (juicing, baking) 9% supermarkets 19% homes (page 100) B 1. Possible answer: Solutions for the problems of loss on farms and waste in homes would help the most. 2.–3. Answers will vary. C (page 100) Answers will vary. REFLECTION • Have students answer questions 1 and 2 on their own, and then 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. 6 Health Engineering/Urban Science Planning ACADEMIC SKILLS LISTENING Listening for Main Ideas Using Context Clues Writing and Phrases Making Key NoteWords of Numbers SPEAKING Keeping Conversation Going SPEAKING Agreeingaand Disagreeing Final -s Sounds Focus Words CRITICAL THINKING Interpreting CRITICAL THINKING Prioritizing Visuals UNIT OVERVIEW This unit is about the spaces we create and the places we choose to live. It covers practical and aesthetic considerations as well as sustainable solutions that tackle environmental concerns associated with housing. • LISTENING 1 A professor gives a lecture about architectural and engineering solutions for coastal cities. In the face of rising sea levels and an increasing population, architects and engineers are coming up with innovative housing solutions. • VIDEO Steel is strong, versatile, and 100% recyclable. In this video, students will learn how converting old steel shipping containers into livable spaces is an innovative solution that provides new purpose for the containers and housing for people. • LISTENING 2 Two people have a conversation about building homes in Egypt, discussing the pros and cons of the Egyptian government’s decision to divert water from the Nile to ‘green’ the desert and allow people to move there. For the final task, students draw upon what they have learned in the unit to role-play a meeting between potential buyers and real estate agents. Students discuss the type of property that interests them and prioritize their needs. For additional information about the topics in this unit, here are some suggestions for online search terms: Ecocapsule, Slovakia, sustainability in cities, Antoni Gaudí, Barcelona, Park Güell, Hurricane Katrina, HafenCity, WaterStudio, Hamburg Germany, Hong Kong China, Midway City California, recycled shipping container apartments, Medano Beach Cabo San Lucas Mexico, Baja California, Egypt, Nile River, Michael Furbish, straw-bale houses 0 MIN S ACADEMIC TR ACK 2 Housing for the Future UNIT OPENER THINK AND DISCUSS (page 101) Have students look at the photo and caption. Ask guiding questions, such as: • Where was this photo taken? (Slovakia) • How would you describe the landscape? (mountains above a city, an isolated area) ANSWER KEY THINK AND DISCUSS (page 101) 1. Possible answers: A very modern looking house with solar panels and a wind-powered energy source. The reason for the design is probably to be environmentally friendly. 2. Answers will vary. 3. Possible answers: Houses were traditionally made from stone or wood—generally from materials found in the area. In the future, they are likely to be more energy efficient and hi-tech. EXPLORE THE THEME (pages 102–103) • Draw a circle on the board and write the word sustainability inside. Ask students to say any word or phrase they think of when they see or hear this word. Write an example word on the board to start the discussion. Draw a short line out from the circle and write environment. Write all student ideas on the board. As a class, come up with a definition of sustainability based on these ideas. • Ask students questions to check their understanding of how the table is presenting information, such as: - What is this comparing? (how sustainable different cities are) - How does the table compare them? (considers three measures of sustainability: people, planet, and economy) • In small groups, have students look at the images, analyze the table, and discuss the questions. • If students are interested in learning more about these iconic buildings, here are their names: 1 Zurich, Grossmünster Cathedral; 2 Singapore, Supertree; 5 London, The Gherkin; 6 Frankfurt, The Europaturm; 47 3 Lesson A 0 MIN A Ideas for… EXPANSION Ask students to estimate how the city where they currently live would rank based on the three measures of sustainability. If the city where they live is already listed in the table, ask them to estimate how the city or nearest city to where they were born would rank. ANSWER KEY EXPLORE THE THEME (pages 102–103) 1. The measures of sustainability are People, Planet, and Economy. “People” measures quality of life factors; “Planet” measures green factors; “Economy” measures the business environment. Answers to the second question will vary. 2. New York ranks 26th overall. It ranks 77th for people, 33rd for planet, and 8th for economy. Answers will vary as to why. Possible reasons for low people ranking: there are a lot of people/it’s crowded; not everyone can afford the high costs. 3. Possible answer: Planning sustainable cities is important because the population is increasing and resources are decreasing. S 11 Amsterdam, canal step gables; 26 New York, the Statue of Liberty; 33 Toronto, the CN Tower; 52 Dubai, the Burj Al Arab; 55 Kuala Lumpur, the Petronas Twin Towers; 72 Doha, the Burj Qatar; 74 Shanghai, the Oriental Pearl Tower; 98 Nairobi, the Kenyatta International Conference Centre VOCABULARY 2.12 (page 104) Have students complete the exercise in pairs. Remind them to use the parts of speech to help them decide which word best fits the context of the sentence. B 2.13 Meaning from Context (page 104) Ask students to share any information they already know about Antoni Gaudí. (He lived from 1852 to 1926 and was from Barcelona, Spain.) Point out Barcelona, Spain on a world map. Have them complete the exercise in pairs. Review answers as a class. Call on students to read the sentences aloud. C (page 105) Show a photo of Gaudí’s Park Güell for student to reference as they discuss. If possible, show a few other examples of Gaudí buildings and have volunteers share their opinions about Gaudí’s architecture. Ask “Do you like this style of architecture? Why or why not?” Ideas for… PRESENTING THE VOCABULARY SKILL: Recognizing Adjective Endings Remind students that an adjective is a word that describes a noun by giving additional information about size, shape, age, color, origin, or material, among other qualities. Explain that some adjectives are formed from nouns and others are formed from verbs. There is no simple rule for adding suffixes, but there are common patterns. Ask students to circle the suffixes for adjectives as you read the examples in the box. D (page 105) Have students complete the exercise in pairs. Suggest that they make their best guesses to fill in the chart and then take turns looking up the adjectives in the dictionary to check their work. E 2.14 (page 105) Have students complete the exercise individually and then compare their answers in pairs. After listening, ask them to identify whether each answer is a noun, a verb, or an adjective. (Question 1 is a noun; the rest are adjectives.) Ask them to circle the suffixes in the answers that are adjectives. Have volunteers read the conversation aloud in front of the class. 48 UNIT 6 WHILE LISTENING ANSWER KEY VOCABULARY B A (page 104) 1. comfortable; 2. residents; 3. mainly; 4. obvious; 5. impact; 6. deal with; 7. remove; 8. architect; 9. technology; 10. zone B (page 104) 1. residents; 2. architect; 3. obvious; 4. comfortable; 5. mainly; 6. Zone C (page 105) Answers will vary. D (page 105) Noun structure architecture type space Adjective structural architectural typical spacious Verb protect comfort move ignore Adjective protective comfortable movable ignorant 5 MIN LISTENING: A Lecture about Housing Solutions BEFORE LISTENING Ideas for… PRESENTING THE LISTENING SKILL: Using Context Clues Review the information in the box. Have volunteers read the examples aloud for the two context clues presented. For the first, ask students how they would define the word commitment based on the context clues “take care of a house” and “stay there a long time.” (Commitment: A promise or responsibility to do or give something.) For the second, ask students how they would define the word lease more specifically based on the context clues. (Lease: a legal agreement to pay to use someone else’s building.) A Have students compare their answer in pairs and discuss what clues from the lecture helped them choose the correct answer. Have volunteers share their ideas with the class. Ideas for… PRESENTING THE NOTE-TAKING SKILL: Making Note of Numbers Review the symbols in the box. Elicit additional symbols or variations on the symbols from the class. Write students’ ideas on the board for reference. C 2.16 Listening for Numbers (page 107) Remind students they are listening specifically for numbers. Have them complete the exercise individually and then compare answers in pairs. If necessary, play the audio again. Ask volunteers to write the abbreviations they used on the board. Review answers as a class. S 4 E (page 105) 1. architecture; 2. impactful; 3. comfortable; 4. obvious; 5. residential; 6. negative; 7. attractive 1.11 Listening for Main 2.16 Ideas (page 106) 2.15 Using Context Clues (page 106) Review answers as a class. Ask students to work in pairs to define the four words based on the context clues. Suggested answers: 1. Congestion: when a place is so crowded with people or vehicles that it’s hard to move around 2. Demographics: the particular features of a population or place 3. Geriatric: relating to old age 4. Real estate agent: someone whose job is to show apartments or houses Ideas for… EXPANSION Have students analyze the statistics they learned in exercise C. Write on the board: Which of these numbers surprises or shocks you? Have students discuss the question in pairs. Remind them to give reasons to explain their reactions. Encourage them to compare this information with any other information they know about housing, weather, or the environment. D 2.17 Using Context Clues (page 107) Ask students to underline the context clues. Then ask them to look back at the Listening Skill box and identify the type of context clues they found in each statement. (1. Definition; 2. Nearby words and phrases) AFTER LISTENING E Critical Thinking: Reflecting (page 107) Read through the questions as a class. If necessary, play the audio again and encourage students to specifically listen for the answers to questions 1 and 2. Housing for the Future 49 4 5 MIN S ANSWER KEY SPEAKING LISTENING A (page 106) Context clues for congestion: everyone is looking for a place to park; it’s hard to cross the street Context clues for demographics: young families with good jobs Context clues for geriatric: we’re still young enough Context clues for real estate agent: ask to show us apartments B (page 106) b. Architects are designing new solutions to deal with rising sea levels. C (page 107) 1. 90 2. 3 3. 16 mil. (16 M) 4. >60%, 1/3 5. 48, 30-60 cm 6. 60,000 (60k), 5m x 20m 7. >200 D (page 107) Possible answers: 1. These are all basically walls or embankments to prevent flooding. 2. take them apart and put them together in places that need them E (page 107) Possible answers: 1. Designing buildings to have parking garages on the lowest floors and living in houseboats. 2. The cars in parking garages might get flooded, and traditional houseboats are very small. 3. Coastal cities like San Francisco, U.S.A. or Rio de Janeiro in Brazil. They can start investing in creative solutions for different kinds of housing. Ideas for… PRESENTING GRAMMAR FOR SPEAKING: Coordinating Conjunctions Review the information in the box. Ask volunteers to read the examples aloud and point out the relationship each coordinating conjunction shows. Then complete an activity to check students’ understanding. Write the four pairs of sentences below in a column on the board: 1. I liked the large apartment. I rented the small apartment. 2. She can live alone. She can live with a roommate. 3. Sasha got a job in Moscow. He is looking for an apartment there. 4. Jerry has a new car. He likes it very much. In a column next to the sentences, write the coordinating conjunctions and, but, or, and so. Go over each pair of sentences. Then point to the coordinating conjunctions and ask students “What is the relationship between these two sentences?” Have students tell you which coordinating conjunction corresponds with each pair of sentences. As students provide answers, draw lines from the sentence pairs to the correct coordinating conjunctions. (Answers: 1. but 2. or 3. so 4. and) A (page 108) Have students complete the exercise individually and then compare answers in pairs. Review answers as a class. B (page 108) Have students complete the exercise individually. Provide help with vocabulary or spelling as necessary. C (page 109) Ask volunteers to share their ideas with the class. Ideas for… PRESENTING THE SPEAKING SKILL: Agreeing and Disagreeing Review the information and read the examples for the class. When reading the expressions to show agreement, be sure the words are short with a higher pitch. When reading the expressions to show disagreement, be sure you draw the words out longer and use a lower pitch. Elicit additional examples for agreeing and disagreeing from students and discuss if these examples are polite or not. 50 UNIT 6 D (page 109) 2.I like my neighborhood, but sometimes it is noisy at night. 3.The building has friendly residents, and it allows pets. 4. I can eat dinner at home, or I can go out to eat. 5. I love big cities, so I want to live in Hong Kong. 6.Apartments downtown are expensive, so I’ll look for an apartment a little farther away. Encourage students to give reasons for their opinions and ask follow-up questions to continue the conversation. To review answers, say one of the statements and call on a student to agree or disagree. E 2.18 (page 109) Ask two volunteers to role-play the conversation in front of the class. F E (page 109) B: Being close to the bus line is good, but the east side is dangerous. A: T hat’s a good point, but I think the neighborhood is improving. B: That’s good. A: I agree. F (page 110) Possible answers: Option 1: Benefits: close to university = don’t need car, res mangr takes care probs; Drawback: downtown = noisy Option 2: Benefits: house = more space, near park for jogging, bike riding; Drawback: quiet area may be boring Option 3: Benefits: very large, near beach; Drawback: prob expnsve G (page 110) Answers will vary. (page 110) Encourage students to use abbreviations and symbols as they write benefits and drawbacks. Ideas for… EXPANSION Review the information in the Critical Thinking box about prioritizing. Relate the concept to students’ lives by asking “What priorities did you consider when deciding how and where to study English?” Give students five minutes to take some notes and then have them share their ideas in pairs. G Critical Thinking: Prioritizing (page 110) ANSWER KEY SPEAKING A (page 108) 1. so, a result 2. but, a contrast 3. or, a choice 4. but, a contrast 5. and, an addition/two good things 6. so, a result B (page 108) Possible answers: 1.Our apartment is large, so we have a lot of parties there. 5 MIN A LESSON TASK: Discussing Lifest yle Choices S Ideas for… EXPANSION Have students find two house or apartment listings in a local newspaper or on a local website. Ask them to list the positive and negative points about each place, and present them to a small group. Have the group vote on which place they would rather live and explain why. 3 Take a class vote on which house is the best place to live. Ask each group to vote for just one option and give reasons to support their decision. (page 110) Explain to students that Dylan is a typical man and that they are going to learn a little about his daily life. Read through the information in the chart and do one example statement together as a class. Ideas for… MULTI-LEVEL CLASSES To practice coordinating conjunctions, lower-level students could write out four sentences based on the information in exercise A. Higher-level students could write a short story titled “A Day in the Life of Dylan”. Ideas for… EXPANSION Review the Everyday Language for Expressing Disagreement in an informal context. In a small group, ask students to share other verbal or non-verbal ways to express disagreement. As a class, decide which of these ways are polite, which are informal, and which should be used carefully. Housing for the Future 51 B Video (page 111) (page 111) • Conduct a class brainstorm about the general area where the students live. (This can be the city, country, or state.) Ask “What are the good points about where we live?” • Read through the features in the chart. • Write on the board any additional features students mention. • Have students prioritize the features individually, compare their answers, and discuss the question in pairs. 5 MIN Overview of the Video Steel is strong, versatile, and 100% recyclable. In this video, students will learn how converting old steel shipping containers into livable spaces is an innovative solution that provides new purpose for the containers and housing for people. BEFORE VIEWING A ANSWER KEY LESSON TASK A (page 110) Possible answers: He loves music, so he goes to concerts in the city. He works downtown, but he lives in the country. He is an excellent cook, and he gardens on Saturday mornings. He often hikes, or he goes out with friends. B (page 111) Underlined expressions show disagreement; words in bold are coordinating conjunctions. A: The climate here is too cold, so I want to move. B: Where do you want to go? A: San Francisco, California. B: Are you sure about that? A: I think so. California is really warm, right? B: The southern part of California is warm, but the northern part is cooler. A: That’s a good point. I’ll move to Los Angeles then. B: Hmm, I don’t know . . . That may not be the best place for you. A: Why not? You said it’s warm in southern California. B: It is warm, but you don’t like big cities, and Los Angeles is very big. A: You’re right. I probably need to think about this a little more. C (page 111) Answers will vary. 52 UNIT 6 VIEWING: Livable Spaces of Steel (page 112) S C 4 Ask two volunteers to role-play the conversation in front of the class. Critical Thinking: Reflecting (page 112) Encourage students to show photos or images of houses as they discuss in pairs. TIP Allow students to use photos and other images whenever possible and appropriate. With these visuals, they can better understand an exercise or the unit theme by relating it to their immediate context. The practice of describing these photos to classmates helps them review and expand target vocabulary. B 2.19 Meaning from Context (page 112) Say the target vocabulary aloud for the class and have students repeat. After listening, have them underline the context clues individually and then compare their answers and define the words in pairs. C Critical Thinking: Predicting (page 113) Have students share their predictions in pairs. Remind them to give reasons for their answers. WHILE VIEWING D 1.12 Checking Predictions (page 113) Before watching, remind students to focus on understanding the main idea, not every detail. E 1.12 Understanding Details (page 113) Give students time to review the information before watching again. Tell them to listen for the numbers as they watch. Have them compare answers in pairs. Play the video again if necessary. AFTER VIEWING F (page 113) Ask each group to share at least one other way shipping containers could be used. Encourage them to use the new vocabulary from exercise B on page 112 as they present their idea to the class. G Critical Thinking: Synthesizing (page 113) While students discuss in small groups, draw a Venn diagram on the board (two circles that overlap in the middle). In the left circle, write Costal City Home Designs, and in the right circle, write Shipping Container Home Design. Be sure the middle area where the two circles overlap is big enough to write three or four similarities. Explain the Venn diagram to the class: • Each circle represents one item that is being compared: Item 1 is Costal City Home Designs, and Item 2 is Shipping Container Home Design. • The left circle represents the qualities that are unique to Item 1. The right circle represents qualities that are unique to Item 2. In these two areas, students should write the differences. • The middle area represents qualities that both Item 1 and Item 2 have in common. In this area, they should write the similarities. Give students time to draw and fill in their own Venn diagram on a blank piece of paper. Then assign the three sections on the board to volunteers. Ask them to come up and write their notes on the board. Go over their responses together as a class, modifying the responses as necessary. ANSWER KEY VIDEO A (page 112) Answers will vary. B (page 112) versatile: can be made into everything from knives and forks to toaster ovens and bridges standardized: so now they are all the same transport: on roads, railroad, and on the sea sound: steel is so strong beat up: old C (page 113) Answers will vary. D (page 113) ¸ why recycling containers is a good idea ¸ a way to use containers as housing E (page 113) 1 ½ tons iron ore ½ ton coal 75% energy 40% water 86% air pollution 76% water pollution 1 ¼ tons solid waste % goods transported in steel containers: 90% # containers worldwide: 200 million F (page 113) 1.Possible answer: The amount of space might be surprising, as well as how warm and comfortable they are. 2. Answers will vary. 3.Possible answer: They could be used as portable shops. That way, if the owner wants to move the shop to a new location, they can. G (page 113) Possible answer: There are many similarities. Both design ideas use traditional materials—steel, concrete, and foam—in creative ways to solve housing problems. Also, they both make the living structures flexible and easy to move around and repurpose. Finally, the designs help reduce environmental problems, like pollution and waste. HOUSING FOR THE FUTURE 53 3 MIN S 0 A VOCABULARY 2.20 (page 114) Have students complete the exercise individually and then compare their answers in pairs. B 4 LISTENING: A Conversation about Building Homes BEFORE LISTENING A Prior Knowledge (page 116) Review the statements as a class. Give students a few minutes to complete the exercise and then compare answers in pairs. (page 114) Have students switch partners. Review the vacation choices as a class. Explain any new or confusing phrases such as rapid development, historical feel, or local residents. Encourage students to share personal experiences and specific examples as they discuss. C MIN S Lesson B 5 2.21 Meaning from Context (page 115) Have students complete the exercise in pairs. Remind them to use the parts of speech and context clues to decide which word fills in the blank. Ask two volunteers to role-play the conversation in front of the class. Ideas for… EXPANSION Write on the board: Where is paradise for you? Have students describe this place in pairs and explain why it’s perfect for them. ANSWER KEY VOCABULARY A (page 114) 1. build; 2. especially; 3. tourists; 4. desert; 5. property; 6. location; 7. population; 8. damage; 9. rapid; 10. belong to B (page 114) Answers will vary. C (page 115) 1. location; 2. tourists; 3. desert; 4. property; 5. belong to; 6. especially; 7. population; 8. rapid; 9. build; 10. damage WHILE LISTENING B 2.22 Listening for Main Ideas (page 116) Give students time to look at the map before listening. To focus their attention and check comprehension of the map, ask: • How many countries are shown on the map? (12) • What seas do you see? (Mediterranean Sea and Red Sea) • Which country pictured shares a border with Egypt? (Sudan) • On what continent is Egypt located? (Most of Egypt is located within the continent of Africa, but the Sinai Peninsula in the northeast of Egypt is part of the continent of Asia.) Ideas for… PRESENTING PRONUNCIATION: Focus Words 2.23 Review the information in the box. Write the example sentence on the board and separate the phrases with a slash: The rest of the country is desert, / so they grow a lot of their food / along the Nile. This will help students identify the focus words at the end of the phrases. Read the example sentence aloud for the class, exaggerating the stress on the focus words. Ask students to point to the content and focus words on the board. Underline the content words and circle the focus words. Point out that only the first syllable in the word desert is stressed, but that both food and Nile are completely stressed because they are mono-syllabic words. Have students practice saying the example sentence in pairs. Remind them that to stress a word, we make it higher, louder, and longer. C 2.24 Listening for Focus Words (page 117) Before listening, have students read the sentences and predict the stress in the focus words in pairs. Review answers as a class. Have students practice saying the sentences, mimicking the stress pattern they heard. 54 UNIT 6 AFTER LISTENING Critical Thinking: Reflecting (page 117) D Ask volunteers to share their ideas on whether they agree with Egypt’s plan or not. Encourage other students to respond, using appropriate language for agreeing and disagreeing. ANSWER KEY LISTENING 0 MIN A S 3 A (page 116) 1. F; 2. T; 3. T; 4. F B (page 116) 1. b. an article 2. c. places for people to live 3.a. they’re not sure who the Nile River water belongs to C (page 117) 1. Egypt; 2. growing; 3. Nile River; 4. great, green; 5. damage, environment D (page 117) Possible answer: The Egyptian government has a plan to “green” the desert by moving water from the Nile River to new land so people can grow food. The government is encouraging people to move there by building new roads and offering land at low prices. This may be a good plan to provide more room for people to live in Egypt, but it may not be good for the river. SPEAKING 2.25 (page 118) Give students time to read the caption and look at the photo before listening. Tell students the house is made of an unusual material. Ask “What do you think you’re going to learn in this listening?” Have a volunteer write the coordinating conjunctions on the board that students will listen for. B (page 118) Review answers as a class. For each answer, call on a student to point out the coordinating conjunctions in the article and explain the relationship between ideas. (There are six coordinating conjunctions in the text.) C (page 118) Ask volunteers to share ways they “go green” in their own lives. Write students’ ideas on the board. TIP The title of the article and exercise C contain the expression go green. Explain to students that when we go green, we do things that are good for the environment, like using less electricity or not using plastic bags. D (page 119) Elicit the four coordinating conjunctions from the students. Suggest they write them down in the margin to the right of exercise D. Tell students they will use one coordinating conjunction two times. E (page 119) If students disagree on the relationship between ideas in any sentences, ask them to explain their reasons. F Critical Thinking: Prioritizing (page 119) Have students complete the exercise individually and then share their ideas in a group. Remind them to give reasons for their decisions. G (page 119) Write on the board: What kind of place do you want to live? Have students stand up and talk to at least five different classmates. Ask them to take turns asking and answering the question on the board. Encourage them to ask follow-up questions to keep the conversation going. ANSWER KEY SPEAKING A–B (page 118) What is your house made of? Building a house from concrete (a mixture of sand, water, and cement) or metal requires large amounts of energy, and (an addition) it pollutes the air. Building a house from wood means cutting down trees and damaging the environment. Builder Michael Furbish has another idea: Use straw to make buildings. “Most other building materials require a lot of energy use in production and manufacturing at a factory,” explains Furbish. Straw is a kind of grass, and (two good things) it takes little energy to grow. It’s not very nutritious for animals, however, so (a result) farmers normally dry it and use it for animals to sleep on. After the straw is dry, farmers use a machine to make bales—large rectangular bricks of straw. Builders such as Furbish use the bales to build walls. They cover the walls with plaster inside and outside. The plaster becomes hard when it’s dry, so (a result) it keeps out water as well as insects and small animals. Furbish used about 900 straw bales for his family’s two-story, three-bedroom house. His company used H o u s in g f o r th e Futu r e 55 about 4000 bales to build an elementary school in Maryland, U.S.A. Do you think a straw-bale house is for you? You won’t know until you try living in one, but (a contrast) for Furbish, it’s a greener way to build. 5 MIN A FINAL TASK: Role-Playing a Meeting with Real Estate Agents (page 119) • Review the assignment with the class. Explain to students that they have the opportunity to role-play two different people—a real estate agent and a client. • Write real estate agent on the board or show a photo of a real estate agent. Ask “Do you remember the real estate agents from Lesson A? What was their job?” (to show clients properties to buy) • Encourage students to write down the features of each type of property before choosing. Remind them to look back through the unit for examples and vocabulary words. B Brainstorming (page 120) Tell students each pair should write one list. Walk around as they work and provide help as needed. C Critical Thinking: Prioritizing (page 120) Set a time limit and keep track of time. Ideas for… PRESENTING THE PRESENTATION SKILL: Role-Playing Review the information in the box. Ask students “Have you done role-plays before? How did it make you feel? Do you think this is a good way to learn English? Why or why not?” Have them share their experiences and opinions. 56 Role-Playing (page 120) Encourage students to use notes if necessary. Ideas for… MULTI-LEVEL CLASSES If you don’t have an even number of pairs in the class, ask a pair of higher-level students to do the role-play by themselves, with one person acting as the agent and one as the client. Then they can switch roles. TIP Since all of the students will be doing their roleplays at the same time, walk around the classroom and take notes on behavior or language you notice. Then at the end of the activity, give the class general feedback on presentation techniques such as eye contact and language usage. ANSWER KEY FINAL TASK A–D (pages 119–120) Answers will vary. S 3 C (page 118) 1. Possible answer: You dry the straw and use a machine to make it into bales. You use the bales to build the walls and cover them with plaster inside and out. When the plaster dries, your house is ready. 2. Answers will vary. 3. Possible answer: Ways of going green include recycling, growing your own food, and riding a bike or taking public transportation instead of driving a car. D (page 119) 1. or; 2. but; 3. so; 4. and; 5. but F (page 119) Answers will vary. D UNIT 6 REFLECTION • Have students answer questions 1–2 on their own, and then discuss their answers in pairs or small groups. • Ask students to discuss similarities and differences in their answers for questions 1–2. • For question 3, have students compare answers and then write the words they are still unsure of on the board. Lead a class review of the challenging words and reteach terms as necessary. Health NaturalScience Science ACADEMIC SKILLS LISTENING Listening for Main Ideas Making Inferences Writing Using a Key MindWords Map and Phrases SPEAKING Keeping a Conversation Going SPEAKING Asking Follow-Up Questions Final -s Sounds Contractions with Will CRITICAL THINKING Interpreting Visuals CRITICAL THINKING Analyzing Pros and Cons 0 7 MIN S ACADEMIC TR ACK 2 Exploring Space UNIT OPENER THINK AND DISCUSS (page 121) Have students look at the photo and caption. Ask guiding questions, such as: • How many people do you see in the photo? (2) • What is their job? (astronauts) • Where are they? (outside the International Space Station, ISS) ANSWER KEY UNIT OVERVIEW THINK AND DISCUSS (page 121) This unit looks at several kinds of space exploration with a focus on technology tools that allow people to view space, live in space, and send robots out to explore space. 1. Astronauts outside the International Space Station on a spacewalk. 2. Answers will vary. 3. Possible answer: To explore, to learn about other planets • LISTENING 1 A student gives a class presentation about the health challenges that people face living and working in space. • VIDEO Unmanned space probes, like rovers, can go places where no human being has been able to go. In this video, National Geographic Explorer and planetary geologist Bethany Ehlmann explains how rovers can help us understand Mars’ evidence of past life and its possibilities for future habitants. • LISTENING 2 A tour guide from the Yerkes Observatory explains what we can see using telescopes and what we can learn from studying the night sky. For the final task, students draw upon what they have learned in the unit to plan a trip to an astronomical site and present these plans to the group. For additional information about the topics in this unit, here are some suggestions for online search terms: NASA, astronaut Barry Wilmore, International Space Station, space missions, Trappist-1 star, astronaut health, Elon Musk, SpaceX, Mars rover Exploration, Galileo, Isaac Newton, Hubble Space Telescope, Keck Observatory, Mauna Kea volcano Hawaii, Giant Magellan Telescope, Hans Wolter, Albert Einstein, Yerkes Observatory Wisconsin, Yerkes Telescope, dark-sky movement, Austrian alps Tyrol, Palomar Observatory, Hortobágy National Park, Peter Harrison Planetarium EXPLORE THE THEME (pages 122–123) Read the title and caption aloud for the class. Ask students questions to check their understanding of what the infographic is about, such as: • What do you see in the infographic? (planets, moons, stars, missions) • What is this comparing? (space missions to the inner solar system and deep space) • How does it compare them? (how many have failed and succeeded from different countries) In small groups, have students discuss the questions. Ask volunteers which is their favorite planet and why. ANSWER KEY EXPLORE THE THEME (pages 122–123) 1. 1958, almost 200 2. 8 missions, 5 moons 3. to asteroids and comets and to deep space 57 0 ANSWER KEY VOCABULARY MIN A S 3 Lesson A B (page 124) 1. issue; 2. stressful; 3. definitely; 4. method; 5. period; 6. fortunately; 7. conditions; 8. challenges; 9. adapt; 10. exposed C (page 125) 1. period; 2. Fortunately; 3. challenges; 4. definitely; 5. conditions; 6. exposed; 7. issue; 8. adapt; 9. method; 10. stressful (page 125) 1. 5; 2. 1, 3; 3. 4; 4. 3, 1 D VOCABULARY 2.26 Meaning from Context (page 124) B MIN (page 124) Have students complete the exercise individually and then compare answers in pairs. Remind them to consider the parts of speech and look for context clues to help them match the words in blue to the correct definition. C 5 (page 125) Have students complete the exercise in pairs. Review answers as a class. Ask students to choose five of the vocabulary words and write new sentences that are true for them. BEFORE LISTENING A D (page 125) Review the dictionary entry as a class. Read the word and pronunciation aloud and have students repeat. Ask volunteers to take turns reading the different definitions and example sentences for the class. Then have students complete the exercise in pairs. Review answers as a class. 58 UNIT 7 Critical Thinking: Predicting (page 126) Remind students to use an “X” symbol to mark their answer. Ask volunteers to share their ideas with the class. Remind them to give reasons for their answer. WHILE LISTENING B Ideas for… PRESENTING THE VOCABULARY SKILL: Choosing the Correct Meaning Review the information in the box. Go over the dictionary entry, briefly explaining what information is given about the word. (It tells you the base form of the word, its pronunciation using the International Phonetic Alphabet, its part of speech, and if it’s count or noncount. It also provides three different definitions for different uses of the word and a sample sentence for each.) Have a volunteer read the example sentence below the definition for the class. Point out the context clues that help to show which definition of form is most appropriate (“of life”). LISTENING: A Class Presentation about Space Travel S 4 Have students cover the caption of the image and then try to guess what the caption is. After listening, ask them to look back at the photo and explain what they think the message of the visual is. (The visual supports the main idea of the article that there could be life on other planets by illustrating how similar this solar system looks to our own.) 1.13 Listening for Main 2.27 Ideas (page 126) Give students a minute to reread the topic choices before listening. Remind students to use a “¸” symbol to mark their answers. Encourage them to check off topics as they hear them rather than waiting until the end. Ideas for… PRESENTING THE NOTE-TAKING SKILL: Using a Mind Map Draw a sample mind map as you review the information in the box. C 2.27 Note Taking (page 127) Review the mind map as a class before listening. Ask “What is the main topic? What are the sub-topics? Where will you write the key details?” Give students time to copy the partial mind map into their notebooks and remind them to leave room to expand upon the map. Ideas for… PRESENTING THE LISTENING SKILL: Making Inferences Review the information in the box. Explain to students that we can infer things like where somebody works or how somebody is feeling based on what and how something is said. Give examples to help further students’ understanding of inferences. Say the following statements aloud, acting them out to provide more context. Then have volunteers respond to the question. 1. They laid down blankets, put on sunscreen, and ran to feel the water. Where are they? 2. Tommy lay under the kitchen sink and disconnected the water pipe. What is Tommy’s job? 3. Luisa walked up to the microphone. Her heart pounded and her mouth was dry. How is Luisa feeling? D 2.27 Making Inferences (page 127) Have students complete the exercise individually then compare answers in pairs. Play the audio again if necessary. Ask volunteers to share their answers with the class and give reasons to explain their choices, e.g.: 1. We infer this is false because the student had previously been assigned the presentation in the class. 2. We infer this is false because the speaker is a student, not an astronaut. 3. We infer this is true because the student states the conditions in space are hostile for humans. 4. We infer this is false because the student discusses how zero gravity causes astronauts to become weak. AFTER LISTENING E (page 127) Encourage pairs to take notes of their ideas in a list as they discuss. F Critical Thinking: Evaluating (page 127) Have students share and rank their ideas as a group. Call on a volunteer from each group to share their top two ideas for keeping astronauts healthy with the class. Create a class master list on the board and ask the whole class to work together to rank the ideas. ANSWER KEY LISTENING A (page 126) Answers will vary. X Astronauts have special jobs to do while they’re in space. B (page 126) ¸ Astronauts often don’t get enough sleep. ¸ Astronauts wear special spacesuits to protect their bodies. ¸ Astronauts need to get a lot of exercise in space. C (page 127) Wording will vary. Notes should include only key words and phrases. No air and no air pressure Need a spacesuit 2. No atmosphere 1. Extreme temperatures Need to exercise 3. Zero gravity Jetlag Space: A Hostile Environment 4. Rhythms 5. Closed habitat 6. Radiation Causes cancer, radiation sickness Likely to get sick D (page 127) 1. F; 2. F; 3. T; 4. F E (page 127) Possible answers: 1.You could train in space suits in a special environment to prepare for the extreme temperatures and having no air or air pressure. 2.You could work out for long periods every day to prepare for zero gravity and muscle loss. 3.You could practice waking up often and get special lighting to prepare for 90-minute days. 4.You could stay healthy and get medical training to prepare for the closed habitat. 5.You could get a space suit with protective material to prepare for the strong radiation. F (page 127) Answers will vary. E x p l o r i n g S p a c e 59 4 MIN S 5 SPEAKING Ideas for… PRESENTING PRONUNCIATION: Contractions with Will 2.28 Play the audio for the class. Have students repeat. Be sure to remind students that they may hear variations on this pronunciation depending on the variety of English and geographical location. Elicit from the class additional examples of contractions with will (he’ll, she’ll, we’ll, there’ll, my mom’ll, etc.) Write students’ ideas on the board. Ask students to write three sentences that are true for them using these contractions. Have them practice the pronunciation by reading their sentences aloud in pairs. A 2.29 (page 128) Ask students to create new sentences using contractions with will. Ideas for… CHECKING COMPREHENSION Have students take turns recalling information from the conversation in exercise D. Keep track of time and give each partner two minutes to talk. First, Partner A covers the conversation and says as much as s/he can remember while Partner B checks the information in the book. Suggest Partner B give a thumbs up if the information is correct and a thumbs down if it’s incorrect. After two minutes, partners switch roles. D Have students complete the exercise individually then compare answers in pairs. TIP As you discuss the conversations on page 129, point out that both will and be going to are used to speak generally about the future. In conversation, speakers tend to use both forms to talk about planned events. E Ideas for… PRESENTING GRAMMAR FOR SPEAKING: Will and Be Going To Remind students that the base form is the version of the verb without any endings (-s, -ing, or -ed). It is the same as the infinitive (e.g., to study, to walk, to eat) but without the to. Review the similarities and differences between will and be going to, and have volunteers read the examples aloud for the class. Ask students to underline the time expressions in the examples in their books (in the future, tomorrow, in 50 years, tonight, in 10 years). B (page 129) Be sure to review the difference between is going and be going to. Do the first two lines together as a class: A: How’s your presentation going? (no to = present continuous) B: Fine, but I think I’m going to change my topic a little. (has to = future tense) C (page 129) Have students work with a different partner than they did in exercise B. Encourage students to ask follow-up questions to keep the conversation going. Monitor their conversations for correct use of will and be going to. Make note of incorrect student sentences to write on the board. Ask the class to explain what is wrong with each sentence and correct it. 60 UNIT 7 2.30 (page 129) Critical Thinking: Analyzing (page 130) Try not to let students look up other information or images of Mars while they work. Ask them to infer the answers to the questions based on their background knowledge, the information in the book, and the image. Ideas for… PRESENTING THE SPEAKING SKILL: Asking Follow-Up Questions Have two volunteers read the example conversation aloud for the class. Ask students to brainstorm other possible follow-up questions. For example: • When did they start sending rockets into space? • How big does the rocket have to be to reach Mars? • Will people travel in the rockets? F (page 130) Walk around as students work and provide help with question formation as needed. Remind students to focus on using will and be going to in their questions. G (page 130) Give students time to complete the predictions and write down at least two reasons to support each prediction before discussing them in pairs. Writing down reasons will prepare them to continue the conversations. Have volunteers share their predictions with the class. ANSWER KEY E (page 130) Possible answers: 1.The environment will have less gravity and cooler temperatures than Earth. 2.I don’t think Mars will be ready for humans to live on by 2060. We still have a lot to learn about making it safe for humans to live there. F (page 130) Possible questions: 1. Will there be an age limit on who can use them? 2.How will that affect the projects currently going on there? 3.How will they protect themselves against the cold temperatures? 4.What kinds of jobs will humans have? Will they still work? 5. What kinds of power sources will we use instead? 6.What are different jobs that you might want to do? G (page 130) Answers will vary. 5 MIN A LESSON TASK: Discussing Future Plans S B (page 129) A: How’s your presentation going? B: Fine, but I think I’m going to change my topic a little. A: How are you going to change it? B: Well, I’m still going to talk about life on the International Space Station. A: Uh-huh. B: But I’ll add information about future research on the station. A: That sounds interesting. What kind of research are they going to do? B: Oh, research on human health, space science, and engineering. A: But aren’t they researching those things now? B: Sure, but the research projects will be even more international in the future. A: So astronauts from different countries will work together more? B: Exactly! C (page 129) Answers will vary. D (page 129) Going to Mars A:Did you read this article about Elon Musk? He’s the founder and CEO of SpaceX, which is a private company that promotes space exploration. He thinks humans will live on Mars, maybe as soon as 2060. B: Really? How will we get there? A:SpaceX is already sending rockets into space. He thinks they’ll have a rocket big enough to reach Mars by the mid-2020s. B: Are those rockets going to take people to Mars? A:Not right away. The first rockets will bring supplies. But landing a heavy spacecraft safely on Mars will be difficult because of the thin atmosphere. B: When are people going to go to Mars? A:Not long after. A spaceship will carry a crew into orbit. Once there, the ship will use solar panels to get energy from the sun. The crew will stay in orbit until Earth and Mars come close together, which happens every 26 months. Then the trip to Mars will be shorter. 3 SPEAKING Critical Thinking: Interpreting a Timeline (page 131) Have students complete the exercise individually. Remind them that the verb tense may change when inserted in the sentence and that there may be more than one correct answer. B (page 131) Remind students to focus on the pronunciation of the contractions with will. Monitor and assist as necessary. C Personalizing (page 131) Conduct a class brainstorm of different future goals. Write students’ ideas on the board for reference. D (page 131) Encourage students to make a timeline to help organize their plans for the future. Have them reference this timeline as they share their future plans with at least three different classmates. E x p l o r in g S p a c e 61 ANSWER KEY LESSON TASK A (page 131) 1. is taking classes/takes classes 2.will take his final exams/is going to take his final exams 3. will graduate/is going to graduate 4.will move back to Europe/is going to move back to Europe 5. will get married and have children C–D (page 131) Answers will vary. 4 Video 5 MIN VIEWING: How to Choose a Mars Landing Site (page 132) S Ideas for… PRESENTING THE PRESENTATION SKILL: Using Signal Words Review the information in the box. Have students look at the timeline at the top of the page and point to the signal words. Elicit other examples of signal words, and write students’ ideas on the board. Overview of the Video Unmanned space probes, like rovers, can go places where no human being has been able to go. In this video, National Geographic Explorer and planetary geologist Bethany Ehlmann explains how rovers can help us understand Mars’ evidence of past life and its possibilities for future habitants. BEFORE VIEWING A Critical Thinking: Evaluating (page 132) Tell students to reference earlier exercises in this unit to help them come up with advantages and disadvantages. Draw the chart on the board. Ask volunteers to come up to the board and add their ideas to the chart. B 2.31 Meaning from Context (page 133) Have students underline the context clues individually and then compare their ideas in pairs. After listening, have them work in pairs to define the five words in bold. Encourage them to use a dictionary and pay attention to the parts of speech and context clues to decide which definition works best. Suggested answers: 1. transition (v): to make a change from one state, place, or condition to another 2. evidence (n): something which shows that something else exists or is true 3. host (v): to provide the conditions that something or someone needs to exist in a place 4. assessment (n): a test or experiment 5. obstacles (n): things that make it difficult to do something WHILE VIEWING C 1.14 Understanding Details (page 133) Read the information about Bethany Ehlmann aloud for the class. Ask “Would you like this job? Why or why not?” If possible, show images as you review the geographic features in the box, and ask students for local or familiar examples of each. Review answers as a class. 62 UNIT 7 1.14 AFTER VIEWING Critical Thinking: Reflecting (page 133) Tell students they will learn all about telescopes in the next activity. ANSWER KEY VIDEO A (page 132) Possible answers: Advantages: it’s less dangerous; it’s cheaper than manned Disadvantages: people can adapt to unexpected conditions better than robots can; robots can get stuck C (page 133) ¸ canyon, ¸ lake, ¸ ocean, ¸ volcano D (page 133) 1. c; 2. b; 3. d; 4. a E (page 133) Possible answers: 1.We can learn about the possibility of life on other planets from space travel. The robotic explorers can send back images that provide a lot of information. We can learn about planets’ surfaces and orbits without leaving Earth. 2.The night sky reminds us that we are very small in a big universe. 3.Hopefully scientists will discover planets that can support life or that already have life. 0 MIN A S Explain to students that the issues listed are the main questions or topics discussed in the video and that the evidence provides the answers. It might be helpful for students to turn each issue into a question, for example: 1. How do they know that Mars had a transition? 2. How do they know if Mars can host life? 3. How do they choose a landing site? 4. How do they ensure safety? Give students time to read the information before watching the video again. Review answers as a class. E Lesson B Understanding Main Ideas (page 133) 3 D VOCABULARY 2.32 Meaning from Context (page 134) Write the word telescope on the board. Ask “What can you do with a telescope?” (see distant objects in space) Remind students of the unit theme and ask “How do we use telescopes in space exploration?” Preview the article by briefly discussing the section titles and directing students’ attention to the photo. Ideas for… CHECKING COMPREHENSION Draw a blank timeline on the board. Alongside the timeline, write the headings past, present, and future. Conduct a brief class discussion of the reading on page 134. Ask questions to elicit information from students, and make notes on the timeline based on their answers. For example: T: Let’s start with the past. In the reading, what two people were important to the history of the telescope? S: Galileo and Isaac Newton. T: Good, and what did Galileo do? B (page 135) Have students complete the exercise in pairs. Encourage them to check their answers in a dictionary. C (page 135) Review answers as a class. Call on volunteers to read the sentences aloud and give reasons for their choices. D Prior Knowledge (page 135) Review the questions and answer choices as a class. Address any questions regarding pronunciation or vocabulary. If students are unsure of an answer, instruct them to make a prediction or their best guess. Encourage students to share any prior knowledge they have about the questions as they discuss them with a partner. Ideas for… EXPANSION Have students research one of the planets and present their planet to a small group. Ask them to record details about its history, composition, size, and position relative to the Sun and Earth and make a conclusion about if they would like to live there. Remind them to use the vocabulary from Lessons A and B. E x p l o r in g S p a c e 63 ANSWER KEY VOCABULARY 5 MIN LISTENING: A Talk by a Tour Guide S 4 B (page 135) 1. necessary; 2. among; 3. invented; 4. observe; 5. completely; 6. discovered; 7. reach; 8. reflect; 9. view; 10. size C (page 135) 1. size; 2. reflects; 3. necessary; 4. discovered; 5. among D (page 135) 1. b; 2. b; 3. b; 4. c; 5. b; 6. a; 7. b BEFORE LISTENING A Making Inferences (page 136) Have students read the caption and look at the photo. They should complete the exercise individually. B (page 136) Review the Everyday Language for Asking for Another Person’s Opinion. Model the correct question intonation for each example and have students repeat. Have volunteers share their inferences with the class. C Critical Thinking: Reflecting (page 137) If possible, show students the website of the Yerkes Observatory as they discuss in pairs—especially the photographs of the building found in the image gallery. WHILE LISTENING D 2.33 Listening for Main Ideas (page 137) Give students time to read the statements and answer choices before listening. Review answers as a class. E 2.33 Listening for Details (page 137) Give students time to read the sentences and guess the answers before listening again to confirm their answers. AFTER LISTENING F Critical Thinking: Reflecting (page 137) Remind students to use signal words (discussed in the Presentation Skill box on page 131) and pay attention to the appropriate verb tenses as they discuss. 64 UNIT 7 TIP In the Critical Thinking exercise, students need to think about how the world has changed since the Yerkes Observatory was built in the 1890s. For example, an elevator was not considered a necessity at that time. Ideas for… EXPANSION Have students discuss in small groups: Have you ever been to an observatory or looked through a telescope? If so, how did it make you feel? ANSWER KEY LISTENING A (page 136) Possible answers: 1. The Yerkes Observatory is very old. 2. Older telescopes were very big and heavy. 3.Albert Einstein was involved in the research at Yerkes. B (page 136) Answers will vary. C (page 137) Possible answers: 1.Astronomers and other scientists use observatories to make discoveries. 2.To see small stars and galaxies they normally would not be able to see. 3. He wrote about the theory of relativity. D (page 137) 1. b; 2. c; 3. c E (page 137) 1. 1890s; 2. mirrors; 3. lenses; 4. 40-inch; 5. Einstein; 6. starfish/spiral F (page 137) 1.Possible answers: There’s no elevator because it’s an old building. Modern observatories probably have elevators because they are bigger and newer. Also, elevators are necessary to allow people with special needs to have access. 2.Possible answer: Yes, because it was built out in the country, high on a hill, away from the bright lights of the city. 3. Answers will vary. 3 MIN A S 0 ANSWER KEY SPEAKING SPEAKING 2.34 (page 138) A (page 138) Answers will vary. C (page 139) A: Hi! What are you reading? B: It’s information about a star party. A: A star party? Is that a party with a lot of movie stars or something? B: No. At star parties, people get together to look at the night sky. A: Do you need to go to a party to do that? B: Well, they’re going to a national park. It’s far from any cities. A: Is that because of the lights near a city? B: Exactly. People say it’s a lot of fun. Do you want to go? A: Maybe. When? B: The bus leaves at five o’clock on Friday afternoon. A: What time does the bus get back here? B: It gets back pretty late—around midnight. What do you think? A: It sounds like fun. Let’s go! D (page 139) Answers will vary. Before reading or listening, have students read the title and look at the photo. Ask them to guess what the darksky movement is. Have volunteers share their predictions with the class. After listening, have students complete the exercise individually. Encourage them to think of reasons to support their opinions. B (page 138) Remind students to use the Everyday Language: Asking for Another Person’s Opinion questions as they discuss in pairs. Have volunteers share their opinions with the class. C 2.35 (page 139) Have students underline the questions individually. Remind them to look for follow-up and opinion questions. Have them compare their ideas in pairs before practicing the conversation. Ask two volunteers to roleplay the conversation in front of the class. Ask students “Have you ever been to a star party? Would you like to go to one? Do you think a star party would be possible where you live now? Why or why not?” D (page 139) Ideas for… MULTI-LEVEL CLASSES This Critical Thinking activity works well with multilevel groups because it provides linguistic input (the language in the chart) for students to use in their discussion. As students add their own ideas, they can do so at their own language level. Ideas for… EXPANSION Have students debate the dark-sky movement. Ask them to choose to be either “pro” city lights or “pro” dark skies and debate their opinions in pairs. Keep track of time. After five minutes, partners should switch roles and debate the opposite perspective. 5 MIN A FINAL TASK: Presenting Travel Plans S 3 Review the information in the Critical Thinking box. Encourage students to add their own ideas to the chart before discussing in a small group. (page 140) Review the assignment with the class. If possible, show photos of the three possible destinations as students read their descriptions. Have students complete the exercise individually to form their own opinions. TIP You can begin this activity by putting students into pairs first. Have each pair of students read about each site. Then split the pairs and put students in small groups. Have each student tell the other group members about what they read. B Critical Thinking: Evaluating (page 140) Have group members share what they underlined and which site is most interesting to them. Since the sites are in different parts of the world, have students estimate the cost of travel from where they are currently living. Have them write a pros and cons list for each site, and then choose their final destination. E x p l o r i n g S p a c e 65 C Organizing Ideas (page 140) Remind students that each group member should have equal participation. Encourage them to use notes as they practice their presentations. D Presenting (page 140) During the presentations, walk around the classroom and take notes so that you can give general feedback to the class as a wrap-up activity. Focus on how well students have explained their choice. ANSWER KEY FINAL TASK A–D (pages 139–140) Answers will vary. 66 UNIT 7 REFLECTION • Have students answer questions 1–2 on their own, and then discuss their answers in pairs or small groups. • Ask students to discuss similarities and differences in their answers for questions 1–2. • For question 3, have students compare answers and then write the words they are still unsure of on the board. Lead a class review of the challenging words and reteach terms as necessary. 8 0 MIN S ACADEMIC TR ACK 2 Creative Arts UNIT OPENER Health Arts/Music Science ACADEMIC SKILLS LISTENING Listening for Main CauseIdeas and Effect Writing Key Words andCause Phrases Using Arrows to Show and SPEAKING Keeping Effect a Conversation Going Final -s Sounds SPEAKING Hedging CRITICAL THINKING Interpreting Visuals Linking CRITICAL THINKING Synthesizing THINK AND DISCUSS (page 141) Have students look at the photo and caption. Ask guiding questions, such as: • Who is the woman in the photo? (a Japanese craftswoman) • Where is she? (Okazaki, Aichi, Japan) • What holiday is she celebrating? (Children’s Day on May 5) ANSWER KEY UNIT OVERVIEW This unit explores different kinds of creative arts that span across time and reach across borders to bring people together, celebrate cultural differences, and even protect our planet. • LISTENING 1 A professor gives a lecture about temporary art such as snow and sand sculptures and street art done in chalk. Temporary art is often in public places and it brings people together. • VIDEO The video explains how a team of crafts people recycle old window panes and glass bottles, transforming them into beautiful stained glass vases, bowls, and windows. • LISTENING 2 A radio program gives information about the career of musician Jake Shimabukuro, explaining how he creates unique musical experiences with his ukulele. For the final task, students draw upon what they have learned in the unit to give a presentation about the benefits of art and music education, citing how creativity has been linked to better cultural understanding, career preparation, and communication skills. For additional information about the topics in this unit, here are some suggestions for online search terms: musha nobori, Okazaki Aichi Japan, Children’s Day, Changsha Hunan Province China, Qi Xinghua, Dresden Germany, Magic City—The Art Of The Street, Cannon Hall Museum, Kendra Haste, Jason Decaires Taylor, The Silent Evolution, Cancún Mexico, Jim Denevan, Canon Beach Oregon, Thai Elephant Conservation Center, Jennifer Maestre, Bruce Hall, Guido Daniele, recycled glass art, ukulele, Hawaii, Jake Shimabukuro, Mexican folk dancing, Guanajuato Mexico THINK AND DISCUSS (page 141) Possible answers: 1. She is making flags. 2. Creative arts refers to many different expressions of creativity, such as literature, dance, music, performing arts, visual arts (drawing, painting, photography), ceramics or pottery, film-making, etc. Answers to the second question will vary. EXPLORE THE THEME (pages 142–143) In small groups, have students look at the photos, read the captions, and discuss the questions. ANSWER KEY EXPLORE THE THEME (pages 142–143) 1. Possible answer: Art types include a large-scale mixed-media art installation in China, sculpture in the rhinoceros, and painting/street art in the mural 2. Possible answers: Creativity leads to innovation, productivity, growth; Arts education leads to better scores in school, better memory, better problemsolving skills, and better coordination. 3. Answers will vary. 67 0 ANSWER KEY VOCABULARY MIN S 3 Lesson A B (page 144) 1. sculpture; 2. public; 3. temporary; 4. display; 5. repeat; 6. solid; 7. forever; 8. copy; 9. conscious of; 10. constantly C (page 144) Answers will vary. D (page 145) 1. solid; 2. conscious of; 3. sculptures; 4. copies; 5. public; 6. displays; 7. repeat; 8. constantly; 9. temporary; 10. forever VOCABULARY A 3.2 (page 144) Have students complete the exercise in pairs. Remind students to look for clues in the definitions and pay attention to the parts of speech. For example, there are two verbs and two definitions that start with to. C (page 144) As students discuss the questions in pairs, have them focus on expressing personal opinions while recycling target vocabulary words. D 3.3 Meaning from Context (page 145) Have students complete the exercise individually and then compare answers in pairs. Ideas for… CHECKING COMPREHENSION Write these wh- question words on the board: who, what, where, when, and why. Use the words to ask students questions about the reading passage: 1. Who made these sculptures? Who is the artist? (Jason deCaires Taylor) 2. What sort of sculptures does this artist make? (sculptures of people) 3. Where are these sculptures? (in an underwater art museum, off the coast of Cancún Mexico) 4. Why are the sculptures underwater? (They make a good home for sea animals and plants, and they encourage tourism.) 5. When can people see the sculptures? (For how long?) (Taylor hopes the reefs will last forever but the sculptures are temporary since they are changing with the reef.) 68 UNIT 8 MIN (page 144) Have students circle the prefixes in the words in the box that are in the Vocabulary Skill box above. Point out that not all of the words have prefixes. Have students compare their answers in pairs. B 5 LISTENING: A Lecture about Temporary Art S 4 Ideas for… PRESENTING THE VOCABULARY SKILL: Prefixes Explain to students that prefixes are added to the beginning of word and suffixes are added to the end. Read through the examples in the box. Have students circle the prefixes in the example words. BEFORE LISTENING Ideas for… PRESENTING THE LISTENING SKILL: Listening for Cause and Effect Review the information in the box. Have volunteers read the examples aloud. Point out that the words affect and effect are commonly confused, and remind them that affect is a verb while effect is a noun. Have students create their own examples using cause and effect words and phrases to talk about topics or issues they care about. Ask them to write three sentences and share them in pairs. A (page 146) Remind students to use the signal words for cause and effect as they discuss the questions in pairs. WHILE LISTENING Ideas for… PRESENTING THE NOTE-TAKING SKILL: Using Arrows to Show Cause and Effect Review the information in the box. Have students take notes using arrows for the example sentences in the Listening Skill box. Ask volunteers to write their notes on the board. B 3.4 1.15 Note Taking (pages 146–147) Give students time to read through the partial notes before listening so they know what to listen for. There are three pieces of art discussed in the lecture. C 3.4 Listening for Details (page 147) eason art is temporary: R 1. chalk is temporary medium 2. rain and people’s feet ➞ damage it Have students compare their notes in pairs after listening again. If necessary, play the audio again to clear up any discrepancies in pairs’ notes. Location: beach Type of art: sand drawing Artist’s name: Jim Denevan Difference from other temporary art: artist works alone (doesn’t bring people together) Time to finish a piece: 7 hours Reason art is temporary: ocean tides ➞ piece will soon disappear D (page 147) Answers will vary. E (page 147) Possible answers: 1. The art mentioned in the lecture is temporary. Taylor’s work changes over time, but it will last. The location is important for both the temporary art and Taylor’s art. 2.Whether the materials are more permanent like stone or more temporary like chalk will affect the art. Weather and population density in the location will also have an impact on the kind of art produced. On the beach, you could find sand art. At the top of a mountain, you could find snow sculptures. In a city park, you could find performance art. On a lake or a river, you could find floating art shows. Ideas for… EXPANSION Have students research art exhibitions in nearby communities and cities. Ask them to visit the exhibit and write down details about the type of art, the location, and if it’s temporary or permanent. If it’s temporary, list the reasons why. Have them share their art experience with the class. AFTER LISTENING D (page 147) Have volunteers share their preferences and opinions with the class. E Critical Thinking: Synthesizing (page 147) Review the information in the Critical Thinking box. Tell students that visuals can help them organize information from various sources and make connections between the ideas. Ask each group to create some kind of visual (a chart, graph, infographic, table, or other design) based on the information they discuss in question 1. ANSWER KEY Location: Madrid, Spain Type of art: chalk drawing Importance: fun, interesting to watch ➞ people will pay 5 MIN S A (page 146) Possible answers: 1. Art positively affects people’s moods, so they create art to feel good and to express themselves. 2.Art could have a positive impact on a city’s economy by attracting more tourism. 3.Big art festivals bring people together and street art brightens up a community. B (pages 146–147) Suggested notes: Type of art: snow sculpture Reason art is temporary: sunny day ➞ snow will melt Location: Montreal, Canada Importance: 1. temporary art often outdoors/public places 2. temporary art brings people together 4 LISTENING SPEAKING Ideas for… PRESENTING GRAMMAR FOR SPEAKING: Modals Review the information in the box. Using modals of possibility and probability, ask students to write three sentences about the art pieces and exhibitions discussed in the unit. Using modals of necessity, ask them to write three sentences about things in their life that are or aren’t necessary. Have them share their sentences in pairs. A 3.5 (page 148) Ask students to underline the modals and then label them using “Poss” for possibility, “Prob” for probability, and “N” for necessity. Have them complete this exercise individually and then compare answers in pairs. C r e a ti v e A r t s 69 B ANSWER KEY (page 148) Have two different pairs of volunteers role-play the conversations in front of the class. Ideas for… PRESENTING THE SPEAKING SKILL: Hedging Explain to students that hedging is one way to be polite, but it can also make you sound like you are unsure of your opinions or ideas. How much they should “hedge” will depend on the context. Ask them to brainstorm in pairs personal or professional situations where they need to use hedging when speaking, and share their ideas with the class. C 3.6 (page 149) Remind students to use the context clues to help them decide which modal to choose. Have volunteers take turns reading the article aloud. When they get to an answer, ask them to give reasons for their choice. D (page 150) Walk around as students discuss and monitor group work. Check that every group member is sharing opinions and giving reasons. Make sure that students are hedging appropriately. E Personalizing (page 150) Have students stand up and talk to three different classmates. Keep track of time. Give students three minutes to talk about each question. After three minutes, call time and have them find a new partner. F (page 150) Arrange students in groups of three. Assign each student an artist to read about. After reading, each student presents his or her artist to the group. As each group member presents, the other members ask questions about the artist and his or her work. Keep track of time. Have students talk about each artist for five minutes. Ideas for… CHECKING COMPREHENSION The phrase may be can be easy to confuse with the adverb maybe. To find out whether your students understand the difference, write this example sentence on the board. Have them choose the correct word or phrase: I can’t find my book. It (1) maybe/may be at my apartment, or (2) maybe/may be I left it on the bus. (Answers: 1. may be 2. maybe) 70 UNIT 8 SPEAKING A (page 148) Conversation 1: A:Hmm. Jin isn’t answering her phone and I have to talk to her. B: She didn’t answer my email yesterday, either. A:She must be out of town. She always answers her phone. B: Right—she could be in Osaka. A:Now I remember! She had to go home for the week. B:She must be busy at home if she isn’t answering her phone or her email. Conversation 2: A: Who is the man over there near the door? B: He might be Ann’s father, but I’m not sure. A: No, he can’t be Ann’s father. He’s too young. B: We could go over there and ask him. A:Yes, but he may not want to talk to us now. He looks like he has to leave. B:If we hurry we might be able to speak with him before he goes. C (page 149) 1. might; 2. have to; 3. might; 4. could; 5. may D (page 150) Answers will vary. E (page 150) 1. Possible answer: Creating art is a universal form of communication. It connects people who speak different languages. 2.Answers will vary. 3.Possible answer: Monkeys might be able to create interesting art. They can use tools. F (page 150) Answers will vary. Video LESSON TASK: Discussing Art A (page 151) B (page 151) Encourage students to add their own ideas to the conversation and ask additional questions to keep the conversation going. 5 MIN VIEWING: Making Art from Recycled Glass (page 152) S Ask students to circle the modals for possibility and probability they find in the conversation. Encourage them to continue the conversation by giving their own reasons why the artist paints hands. 4 3 MIN S 5 Overview of the Video The video explains how a team of crafts people recycle old window panes and glass bottles, transforming them into beautiful stained glass vases, bowls, and windows. BEFORE VIEWING Ideas for… PRESENTING THE PRESENTATION SKILL: Speaking at an Appropriate Speed Review the information in the box. Ask different volunteers to tell the class about three things they like to do, talking at an appropriate speed. Have the class analyze if the speed was too fast, too slow, or just right. Explain to students that “found art” is an object with a non-art function that is used to make a piece of artwork. Ask: “Where do you think artists find these materials? Why do you think they decide to make art with them?” B Have students read the title and predict what they will learn in the listening. (page 151) Bring up other abstract photos online, and have students repeat the conversation. With every new piece you show, ask students to find a different partner and discuss. Repeat two or three times. Remind students to use modals for talking about possibility and probability as they speculate on what the photos might be and mean. ANSWER KEY LESSON TASK B (page 151) Possible answers: A: What do you think it is? B: Well, it could be a painting. A:Yes, or perhaps it’s a photograph of unique patterns in nature. B:That’s an interesting idea! A:It must not be temporary art because it seems too fragile. B: You’re right. It’s probably a drawing or painting. A B C (page 152) Meaning from Context (page 152) 3.7 (page 152) Review answers as a class. Ask students to identify the context clues that helped them understand the underlined words. WHILE VIEWING D 1.16 Understanding Main Ideas (page 153) Give students time to read the steps before watching the video. After watching, have them work in pairs and take turns retelling the steps in the process using transition words like first, second, then, next, last, etc. TIP If students are unfamiliar with the basic transition words like first, second, then, next, last, write them on the board for students to reference as they retell the process of making stained glass. Ideas for… EXPANSION Have students cover up exercise D as they retell the steps in pairs to develop fluency. Keep time and give each partner two minutes to summarize the steps in his or her own words. After two minutes, call time and have them switch. Have volunteers retell the steps in front of the class without looking at their notes. C r e a ti v e A r t s 71 1.16 AFTER VIEWING (page 153) Give students time to complete the chart individually. Suggest they use hedging in order to be polite as they discuss in pairs. G Critical Thinking: Synthesizing (page 153) Monitor student work to make sure they address all the parts of the discussion questions. Suggest that students organize their answers to question 2 in a visual (like a Venn diagram or other chart). Ask volunteers to draw their visuals on the board and share their answers with the class. ANSWER KEY VIDEO A–B (page 152) Answers will vary. C (page 152) 1. score; 2. sticky; 3. label; 4. kiln; 5. detergent D (page 153) a. 4, b. 1, c. 3, d. 2, e. 5, f. 6 E (page 153) 1. b; 2. a; 3. a; 4. b; 5. a F (page 153) Answers will vary. G (page 153) Possible answers: 1. The environment is often the motivation for both temporary and recycled art. The environment usually causes temporary art to be temporary, for example, warmth melting ice sculptures, rain washing away chalk drawings, and waves washing away sand castles. 2.Many artists of both temporary and recycled art create things because they want to have a positive impact on the environment, but the materials they use in their work are different. They are different from traditional painters or sculptors because they are usually more abstract and innovative. Their goal is not to create a lasting work of art, but to make a statement. 0 MIN A S Give students time to read the questions and answer choices before watching again. Encourage them to answer the questions from memory if they can. F Lesson B Understanding Details (page 153) 3 E VOCABULARY 3.8 Meaning from Context (page 154) Have students complete the exercise individually. After listening, have them work with a partner to identify the part of speech and say simple definitions for each word in blue. Suggested answers: 1. Afford is a verb. It means to be able to pay for something without difficulty. 2. Lively is an adjective. It means quick and full of energy. 3. Simple is an adjective. It means something without many details or not complex. 4. Typical is an adjective. It means characteristic or representative. 5. Perform is a verb. It means to give or present a performance. 6. Original is an adjective. It means new, or different from what has come before. 7. Appeal is a verb. It means to attract or please someone. 8. Interpret is a verb. It is a prize, or to play something in one’s own style. 9. Award is a noun. It is a prize, or something you get when you win a competition. 10. Traditional is an adjective. It means customary in a culture. B (page 154) In small groups, have students discuss the questions about the photograph while recycling target vocabulary words. C 3.9 (page 155) Have students complete the exercise individually. Suggest that they cross off each word after using it. D (page 155) Have three different pairs of volunteers read the completed conversations aloud for the class. E 3.10 (page 155) Conduct a brief follow-up discussion. For example, without looking at their books, have students tell you the history of the ukulele or why the instrument is popular in Hawaii. 72 UNIT 8 Ideas for… EXPANSION Have students connect new information to their background knowledge. Ask: What other instruments are culturally specific? What countries and genres are they most used in? ANSWER KEY VOCABULARY A (page 154) 1. have; 2. dance; 3. easy; 4. popular; 5. ticket; 6. other people; 7. like; 8. in his own style; 9. best; 10. long B (page 154) Possible answers: 1. a drum and cymbals, an accordion, and a harmonica 2. maybe folk or traditional music 3.They are outside, so they could be performing or just practicing. They are also all looking the same direction, as if they have an audience. C (page 155) 1. traditional; 2. simple; 3. lively; 4. interpret; 5. appeal; 6. afford E (page 155) 1. appeals; 2. afford; 3. traditional; 4. simple; 5. perform AFTER LISTENING D Ideas for… PRESENTING PRONUNCIATION: Linking Final Consonants to Vowel Sounds 3.12 Review the information in the box. Explain to students this is one example of many different kinds of linking in English. Read the example of the separate words in a slow articulated way and the example of the linked words in a more natural, faster manner. Exaggerate the difference between the two. E LISTENING: A Radio Program about Music S 4 MIN BEFORE LISTENING A Critical Thinking: Understanding Visuals (page 156) Have students cover the caption and predict the answers to the following questions: Where is the man in the photo from? What does he do? What instrument does he play? Then have students read the caption aloud and check if their predictions were correct. WHILE LISTENING B 3.11 Listening for Main Ideas (page 156) Ask the class which answer choice is best. Call on volunteers to give reasons to support their choice. C 3.11 Listening for Details (page 156) Give students time to read the notes before listening again. Have them compare their answers in pairs. 3.13 (page 157) Have students complete the exercise in pairs. F (page 157) Have students first say the words separately and then linked in order to better understand the difference between the two. G 3.14 (page 157) Before listening, have students read the excerpt and guess where the speaker will use linking. After listening, have them compare their marks in pairs. H 5 Critical Thinking: Reflecting (page 157) (page 157) Have volunteers read the entire excerpt aloud in front of the class. Remind them that presenters on a radio show rely completely on their voice to express meaning and emotion. Encourage them to exaggerate and act as if they were on a radio show. ANSWER KEY LISTENING A (page 156) 1. ¸ job, ¸ nationality 2. Possible answer: He is enjoying performing. 3.Answers will vary. B (page 156) b. to inform the audience about a musician C (page 156) 1. Peace; 2. Love; 3. award; 4. 2; 5. a singer; 6. play alone D (page 157) Answers will vary. E (page 157) 1. ten ‿ artists 2. violin music 3. favorite song C r e a ti v e A r t s 73 0 MIN A S 3 4. beautiful ‿ evening 5. they’re ‿ outdoors 6. Hawaiian musicians 7. good ‿ audience 8. rolled ‿under 9. interesting lyrics 10. gave ‿ it G (page 157) He started to perform his music ‿ in 1998, and ‿ in 1999, he won ‿ a top ‿ award for his work with two other musicians. Soon ‿ after that, Shimabukuro left the trio and began his solo career. He has become very popular ‿ on the Internet, where you can download his songs, or‿ if you can’t ‿ afford music downloads, you can watch videos ‿ of his performances for free. SPEAKING 3.15 (page 158) Have students underline the modals as they listen. Ask them to identify if they are modals of possibility, probability, or necessity. Then have them listen again to understand the content. B Brainstorming (page 158) Have volunteers share ideas of things that are probably necessary (or not necessary) for Alicia. For each one, take a class vote and ask the class if they agree or disagree and why. C (page 158) Remind students to use modals of possibility, probability, and necessity as well as hedging as they discuss. D 3.16 (page 159) Have students refer to the Grammar For Speaking box on page 148 to review modals if necessary. E (page 159) Have two pairs of volunteers role-play the conversations in front of the class. F (page 159) Review the Everyday Language: Responding to Invitations box. Elicit other ways students would make or accept an invitation. Write students’ ideas on the board. Remind students that it’s considered polite to give a reason after refusing an invitation. 74 UNIT 8 ANSWER KEY SPEAKING A (page 158) My name is Alicia, and I live in the state of Guanajuato in central Mexico. Here in Guanajuato, music and dancing are a big part of life. There are a lot of festivals here, and many kinds of music, but my favorite kind of music is traditional Mexican music—the kind of music my grandparents and great-grandparents listened to. I’m a folk dancer, and I love to perform at special events. To be a folk dancer, you have to love the culture and the music here. That’s the most important thing, but you also must work hard and practice a lot. We dance in groups, and every person has to know the steps. And you can’t buy traditional folk dancing dresses at the store, so we have to make our own. We wear traditional dresses that only come from this part of Mexico. B (page 158) Possible answers: • She probably has to travel a lot. • She must have to practice every day. • She might have to make her own dresses. • She must not have much time to go out with friends. • She probably has to be comfortable in front of large audiences. C (page 158) Possible answers: 1. It is difficult to be a folk dancer. It is very physical work and requires a lot of practice. 2.Alicia’s dancing is connected with her culture because she dances to traditional Mexican music that her great-grandparents listened to, and she wears traditional Mexican dresses. 3.Both Jake and Alicia practice arts that are linked to their cultures. Jake’s ukulele is a traditional Hawaiian instrument. Alicia’s dancing is traditional in the Mexican culture. Both Jake and Alicia travel and perform. The music Jake plays is less traditional and more popular. D (page 159) Conversation 1 A: Let’s go to the festival next weekend. B:That’s a great idea! Maybe we can learn some new dances. A:Yeah, we really have to try some new music. We might get some new ideas. B: I’d sort of like to leave on Friday. A:Sorry. I have to work late on Friday. But I could leave early Saturday. Conversation 2 A:I have to finish this project for tomorrow’s class. Do you want to go the library with me? B:I’m sorry. I can’t. I have to pick my sister up from the airport. A:That’s right. She’s been in Vancouver for the semester. You must be so excited! B: Yes! I really am. F (page 159) Answers will vary. D Organizing Ideas (page 160) Encourage students to decide which group member will present on which topic. E Presenting (page 160) During or after each group’s presentation, ask students to write one follow-up question they have about the group’s argument from the perspective of school officials. Leave time at the end of presentations for the audience to ask their questions. ANSWER KEY 5 MIN A A–E (pages 159–160) Answers will vary. FINAL TASK: Presenting the Benefits of Art Education S 3 FINAL TASK Critical Thinking: Reflecting (page 159) Review the assignment with the class. Arrange students in groups of three with classmates they haven’t worked with yet. Remind students to give reasons for their opinions and encourage them to share personal experiences. B (page 160) Give students a minute to read the situation individually and then ask a volunteer to read the situation aloud. REFLECTION • Have students answer questions 1–2 on their own, and then discuss their answers in pairs or small groups. • Ask students to discuss similarities and differences in their answers for questions 1–2. • For question 3, have students compare answers and then write the words they are still unsure of on the board. Lead a class review of the challenging words and reteach terms as necessary. Ideas for… MULTI-LEVEL CLASSES Keep higher-level students engaged by having them read instructions or assignments aloud for the class. C Brainstorming (page 160) Remind students they should discuss and take notes on all of the questions. Encourage them to add their own ideas about the benefits of art and music education with specific examples from their personal experience. C r e a ti v e A r t s 75 Health Anthropology Science ACADEMIC SKILLS LISTENING Listening forOpinions Main Ideas Identifying Writing Keyand Words and Phrases Reviewing Restating SPEAKING Keeping a Conversation SPEAKING Rephrasing Key Ideas Going Final -s Sounds Using Stress for Emphasis CRITICAL THINKING Interpreting Visuals CRITICAL THINKING Comparing and Contrasting 0 MIN S ACADEMIC TR ACK 2 1 9 Our Relationship Our Relationship with Nature with Nature UNIT OPENER THINK AND DISCUSS (page 161) Have students look at the photo and caption. Ask guiding questions, such as: • What do you see in the photo? (rocks, trees, two small people, a cave) • Where is the photo taken? (Hang Son Doong in Vietnam) • What are the people doing? (hiking in the cave) ANSWER KEY UNIT OVERVIEW THINK AND DISCUSS (page 161) With seven billion people living in urban areas, it can be easy to forget about the close relationship human beings have with nature. This unit discusses how people all over the world interact with, protect, and cherish the natural world. 1. Possible answer: The people look very small. 2. Answers will vary. • LISTENING 1 A professor gives a lecture about the ethics of seal hunting in North America. Students are asked to consider the issue from different perspectives. • VIDEO This video looks at humans’ history with horses from the earliest humans to our modern-day connection. In it we see how horses are used for transportation, sport, and even milk and meat in some cultures. • LISTENING 2 Three people have a conversation about Kariba, a town in Zimbabwe, Africa that was changed dramatically when a dam was built in the 1950s, creating a lake and nature reserve. Residents and animals need to find a balance so both can thrive in their shared spaces. For the final task, students draw upon what they have learned in the unit to give a presentation about an aspect of the natural world that is important to them, and the reasons why. For additional information about the topics in this unit, here are some suggestions for online search terms: Hang Son Doong Vietnam, Asher Jay, Maasai people, Sami people, Aboriginal people, Inuit people, harp seal hunting, New Jersey black bear research, Minnesota black bear research, history of horses, mountain gorillas, Kariba Town Zimbabwe, Kariba Dam, Cheryl Tuller wildcat sanctuary, Adélie Penguin, Rockhopper Penguin 76 EXPLORE THE THEME (pages 162–163) Read Asher Jay’s biography and quote aloud for the class. Check students’ understanding of key terms by asking: • What does it mean to care about something “through and through”? (to care completely) • How would you describe what “privilege” is? (a right or benefit given to some people and not to others) • Do you think you have the responsibility to protect the wild for future generations? Why or why not? In small groups, have students look at the photos, read the captions, and discuss the questions. Remind them to use the vocabulary and speaking skills they learned in Unit 8 to discuss the art. ANSWER KEY EXPLORE THE THEME (pages 162–163) 1. Possible answers: A creative conservationist is a person who uses creativity to help the environment. Asher Jay uses her art to bring attention to environmental issues. 2. Answers will vary. 3. Possible answers: People can take better care of animals and the environment. People can make choices that are better for the planet. 0 MIN S 3 Lesson A VOCABULARY TIP Reflecting on and personalizing information helps students understand their own culture, with its preferences and biases, and therefore take the first step toward understanding another person’s culture. D Ideas for… PRESENTING THE VOCABULARY SKILL: Collocations with Prepositions Ask students “What are some examples of prepositions? What are some example sentences using prepositions?” Write students’ ideas on the board. Circle the prepositions, and ask “What do prepositions do?” (show a word’s relationship to another nearby word) Review the information in the box. Ask students to circle the preposition in each collocation. In pairs, have them write example sentences for four of the examples. Ask volunteers to share the sentences with the class. Make sure that the collocations express the correct meaning. A 3.17 (page 164) Ask students which words they already know. Have them say simple definitions and write students’ ideas on the board. Then have students work in pairs to define any new words. Ask volunteers to write simple definitions on the board for reference. B 3.18 Meaning from Context (page 164) First, have students review the words in the boxes and write the correct prepositions next to the collocations. Then, have them complete the exercise in pairs. Ask two volunteers to read the articles aloud for the class. Review answers. Ideas for… CHECKING COMPREHENSION To check students’ understanding of the readings, ask them questions about the two cultures, such as: 1. Which culture lives in Europe: the Sami people or the Maasai people? (the Sami people) 2. Which culture moves to different places with their animals? (both cultures) 3.19 Meaning from Context (page 165) First, have students review the words in the box and write the correct prepositions next to the words to form collocations. Then have them complete the exercise in pairs. Ask a volunteer to read the article aloud for the class. Review answers. E Critical Thinking: Analyzing (page 165) Have a volunteer from each group share their group’s ideas with the class. Make a class list on the board about different ways we can show respect for the land. Ideas for… EXPANSION In small groups, have students discuss what animal species or other natural resources are in danger of extinction in their country or culture and identify the causes. Remind them to use the cause and effect language they learned in Unit 8. ANSWER KEY VOCABULARY B (page 164) 1. relationship; 2. depend; 3. raise; 4. share; 5. value; 6. respect; 7. ahead C (page 165) Answers will vary. D (page 165) 1. respect; 2. hunt; 3. within; 4. responsibility E (page 165) 1. Possible answer: They both value one kind of animal: the Sami value reindeer, and the Maasai value cattle. 2. Possible answer: They seem to really respect animals. Answers will vary. 3.–4. Answers will vary. 5. Possible answer: We can reduce all kinds of waste and recycle more. TIP Tell students that the plural form of reindeer is reindeer; there is no change in the spelling. C Critical Thinking: Reflecting (page 165) Give volunteers time to share the animals of their country and culture with the class. Ask students from the same country if they agree or disagree with the importance of that animal in their culture. O u r R e l at i o n s h i p w i t h N at u r e 77 4 MIN LISTENING: A Lecture about Ethics S 5 BEFORE LISTENING A 3.20 Critical Thinking: Comparing and Contrasting (page 166) Review the information in the Critical Thinking box. Draw a T-chart on the board to show students one way to organize and note similarities and differences. Do a quick example comparing and contrasting English with another language. In pairs, have students make a T-chart to organize their answer to question 2. B Critical Thinking: Reflecting (page 166) Write on the board the words wild and domestic. Elicit from students examples of each kind of animal (wild: tigers, monkeys; domestic: dogs, cats). Write students’ ideas on the board. Point out if any animals are considered wild in one country but domestic in another. Have students work with a different partner than in exercise A to discuss the questions. WHILE LISTENING C 3.21 1.17 Listening for Main Ideas (page 167) Have students complete the exercise individually. Ask volunteers to share how they corrected the false statements. Ideas for… PRESENTING THE LISTENING SKILL: Identifying Opinions Explain to students that distinguishing between facts and opinions is an important skill, and that speakers often use special emphasis when they give opinions. Review the information and examples in the box, exaggerating the words in bold. Have students point out which of the words are “positive” language and which are “negative” language and give reasons for their answers. Ideas for… EXPANSION Ask students to take note of the special language they hear people use to give their opinions online, on TV or radio, or in films. Have them take notes on this language for one or two days and then report back to the class. Ask “Which words do you think are most effective in supporting or criticizing an idea? Why?” 78 UNIT 9 D 3.21 Identifying Opinions (page 167) Have students write down any specific positive or negative language they hear as they listen again. Ask volunteers to share with the class the language they noticed. (Possible answers include: cute baby seals, red blood, disgusting, etc.) AFTER LISTENING Ideas for… PRESENTING THE NOTE-TAKING SKILL: Reviewing and Restating Review the information in the box. Have one volunteer read the professor’s example and another read the restatement. Point out how many specific details are included in the professor’s example and show students exactly how that information was paraphrased into a restatement. E (page 167) Have volunteers share how they restated the main ideas with the class. TIP Forming restatements by putting information into one’s own words is a very challenging task. Consider doing exercise E as a class or arranging students into mixed-level groups so they can help each other. Discuss ways to determine which information is the most important and should be included in the restatement, and which are details that are not necessary to include. F (page 167) Remind students to give reasons to support their opinions. TIP Remind students that it’s important to listen to other perspectives and be respectful, especially when discussing controversial topics. If necessary, model expressions to respectfully disagree in English. Remind students of the language they learned for agreeing and disagreeing in Unit 6, and also the language used for hedging presented in Unit 8 to be polite. ANSWER KEY LISTENING A (page 166) Possible answers: 1. The Sami and the Inuit live in a similar climate. It is cold and snowy in both climates. 2. They both use animals for food. The Australian Aboriginal people think they should also take care of the animals. 5 MIN S 4 B (page 166) Answers will vary. C (page 167) 1. T; 2. F (They can’t raise crops. The climate is too cold.); 3. F (Many other people hunt seals.); 4. T D (page 167) 1. She doesn’t like it. She says she thinks it’s awful. She emphasizes really in really difficult and awful. 2. He doesn’t agree that killing animals is fine. He thinks we all share responsibility for taking care of animals. He says Personally, and I think before giving his opinion. E (page 167) Answers will vary. F (page 167) 1. Answers will vary. 2. Possible answer: The Inuit feel it should be legal for them because it has been their tradition for hundreds if not thousands of years. Seal products provide income for the Inuit. SPEAKING Ideas for… PRESENTING GRAMMAR FOR SPEAKING: Comparative and Superlative Adjectives Have students turn back to page 164. Write the words colder and larger on the board. Ask students “Which people live in a colder climate?” (the Sami people) “Which people herd larger animals?” (the Maasai people) Point out that we use words such as colder and larger to compare two people or things. Explain that we call these words “comparative adjectives.” Write the phrase the most interesting on the board. Ask students to recall the readings on pages 164 and 165. Ask them “Which people are the most interesting to you? Why?” Elicit responses from several students. Point out that we use phrases such as the most interesting to compare three or more people or things. Explain that we call these words “superlative adjectives.” Review the information and examples in the box. A (page 168) First, have students write the comparative form of each adjective in parentheses. Then have them take turns saying the sentences aloud in pairs. B (page 168) Ideas for… MULTI-LEVEL CLASSES Ask students who finish exercises A and B quickly to write questions using comparative and superlative adjectives for each question in the exercises. For example: ex. A, 1. Who is taller, Frank or Nick? ex. A, 2. Which is more dangerous, fishing or farming? ex. B, 1. Which house in the neighborhood is yours? ex. B, 2. Which animal has the largest ears of any animal on the planet? Ideas for… EXPANSION In pairs, have students browse clothing and shoes online or in catalogs. Tell them to pretend to shop for the best deal, and take turns comparing prices and preferences. Ideas for… PRESENTING THE SPEAKING SKILL: Rephrasing Key Ideas Review the information in the box. Have one volunteer read the professor’s example and another read the student’s example. Explain exactly how the professor’s statement was rephrased. For example, you could say: “In other words, (this is the expression to introduce rephrasing), the Inuit people (this makes the subject more specific, rather than just ‘they’), say it’s fine for them to kill animals because people in other parts of the world (saying ‘people in other parts of the world’ rather than ‘Europeans’ generalizes the idea) kill animals, too. (you can leave out specific details and examples).” C 3.22 (page 169) Before listening, activate students’ prior knowledge by asking “Have you ever heard of black bears? What do you know about them? Have you ever seen a bear? Do you want to? Why or why not?” After listening, have students discuss and take notes in pairs about the similarities and differences. Encourage them to use a T-chart to organize their ideas. D (page 170) Have partners take turns describing each of the methods and helping each other rephrase key ideas. Have two volunteers rephrase the key ideas of each method in front of the class. Have students complete the exercise and practice saying the sentences in pairs. O u r R e l at i o n s h i p w i t h N at u r e 79 E Critical Thinking: Classifying (page 170) G (page 170) Possible answers: 1. The Minnesota study may produce more information because they have GPS information and take videos of the bears. 2. The Minnesota study may be better for the bears because they know the researchers’ voices and are comfortable with the team. 3. The Minnesota study might be more expensive because of the high-tech equipment. 4. The Minnesota study may give us more useful and new information about the bears’ behavior. 5. The Minnesota study may be more useful to hunters because the GPS tells them the exact location of the bears. The New Jersey study tells hunters how many bears are in an area so they know whether there are enough bears to hunt. Read through the types of information for the class. Make sure all students understand exactly what information they should be looking for on page 169. TIP Consider reviewing instructions for exercises E and F at the same time. That way partners can discuss their ideas as they fill in the Venn diagram. F Critical Thinking: Using a Graphic Organizer (page 170) Have partners work together to extract information from the article and make inferences based on logic and prior knowledge. G Critical Thinking: Evaluating (page 170) (page 170) Call on one student from each group to report on one aspect of their group’s discussion. Ask them, for example, to explain the reasons for an idea they all agreed on or disagreed on. 5 MIN TIP If weather allows, consider completing the lesson task outdoors. A ANSWER KEY SPEAKING A (page 168) 1. Frank is taller than Nick. 2. Fishing is more/less dangerous than farming. 3. Your cookies are more delicious than my cookies. 4. This view is more beautiful than the view from my hotel room. 5. Your apartment is cleaner than my apartment. 6. I think cattle are smarter than horses. B (page 168) 1. the smallest; 2. the largest; 3. the most/ least playful; 4. the most/least beautiful; 5. The lowest; 6. the best D (page 170) Answers will vary. F (page 170) Possible answers: 1. New Jersey Study: number of bears in an area, number of cubs each year, a bear’s age 2. Minnesota Study: bears’ favorite foods, how mother bears teach cubs, how cubs play together, how bears react to danger, a bear’s location, how bears react to other bears 3. Both Studies: a bear’s health 80 UNIT 9 LESSON TASK: Comparing Nature with Cities S H 3 Instruct students to make inferences and draw conclusions about the two bear studies as they practice using the comparative form in pairs. Critical Thinking: Reflecting (page 171) Have students answer the questions individually and then stand up and discuss their personal preferences with classmates. Tell students to talk to at least three different classmates. Have students share any local outdoor activities or events they enjoy. B (page 171) Complete this exercise as a class brainstorm. Write students’ additional ideas on the board for reference. C (page 171) Remind students to use comparative adjectives as they discuss. Ideas for… EXPANSION In pairs, have students make a list of any challenges of living in nature vs. any benefits of living in a city. Have them take turns making comparative statements comparing the two settings. ANSWER KEY LESSON TASK A–C (page 171) Answers will vary. 5 MIN VIEWING: Our History with Horses (page 172) Overview of the Video This video looks at humans’ history with horses from the earliest humans to our modern-day connection. In it we see how horses are used for transportation, sport, and even milk and meat in some cultures. BEFORE VIEWING A Prior Knowledge (page 172) Encourage students to reference specific examples as they discuss the questions in pairs. Ideas for… EXPANSION Have students discuss their personal experiences in pairs. Ask “Are horses important in your culture or in your family? If yes, how? Have you ever ridden a horse before? If yes, what was the experience like?” B (page 172) Have students complete the exercise individually and then compare answers in pairs. C E 1.18 Understanding Details (page 173) If possible, show additional photos of each type of horse after watching the video again. S 4 Video Critical Thinking: Interpreting a Timeline (page 173) This exercise uses a different kind of timeline. The events are presented in chronological order, and students must think about the relationships between the events and when they happened in order to extract meaning from the timeline. Have volunteers read the captions aloud before pair work. AFTER VIEWING F (page 173) Ask volunteers to give examples of how horses and other animals have helped humans do things. Ask students “Have you or someone you know ever needed an animal to help you do something? Explain.” ANSWER KEY VIDEO A (page 172) Possible answers: 1. Many people enjoy horseback riding. Horseback riding is also used to help people with special needs. 2. Horses were, and still are, an important mode of transportation for many people. They also contributed to expansion and new discoveries in many cultures. They were used in farming to plow fields for a long time before modern vehicles were invented. B (page 172) 1. c; 2. a; 3. e; 4. b; 5. d C (page 173) Answers will vary. D (page 173) a. 3, b. 1, c. 4, d. 2 E (page 173) 1. c. pony; 2. a. racehorse; 3. b. draft horse F (page 173) Possible answers: 1. Dogs have helped by providing company and working with police teams, search and rescue teams, and with researchers in conservation work. 2. Horses are bigger and stronger. They can serve so many different purposes and are important in art, culture, and sports as well. They are also more easily trained. WHILE VIEWING D 1.18 Understanding Main Ideas (page 173) Give students time to read the statements before listening. Review answers as a class. O u r R e l at i o n s h i p w i t h N at u r e 81 0 ANSWER KEY VOCABULARY MIN A S 3 Lesson B A (page 174) Answers will vary. B (page 174) 1. wildlife; 2. scenery; 3. is worth; 4. attack; 5. avoid; 6. conflict; 7. similar; 8. require; 9. save; 10. limited D (page 175) 1. save; 2. limited; 3. is worth; 4. conflict, require 5. wildlife, scenery 6. avoid; 7. attack; 8. similar E–F (page 175) Answers will vary. VOCABULARY 3.23 (page 174) Explain to students that “(phr)” is an abbreviation for “phrase.” 3.24 Meaning from Context (page 174) C (page 175) Remind students to use context clues to help them choose the best answer. Point out that the be verb in the phrase be worth will need to change to agree with the subject. E (page 175) Remind students to give reasons for their opinions. F MIN 3.24 (page 174) Play the audio one more time, and ask students to focus on the speakers’ pronunciation. Then have them practice the conversations in pairs. Ask three pairs of volunteers to read the conversations aloud for the class. D 5 (page 175) Have students take turns rephrasing the information in pairs. Remind them to introduce rephrasing with “Scientists say …” or the expressions listed in the Speaking Skill box on page 169. Ideas for… MULTI-LEVEL CLASSES Have lower-level students choose just three facts to rephrase. Give them time to write out their answers before discussing in pairs. LISTENING: A Conversation about a Town in Zimbabwe S Have students complete the exercise in pairs. Walk around and provide help with new words as necessary. 4 B BEFORE LISTENING A Critical Thinking: Predicting (page 176) Ask students if they have any prior knowledge about Kariba Town that they can share with the class. WHILE LISTENING B 3.25 Listening for Main Ideas (page 176) Review the statements as a class before listening. Have volunteers read the statements aloud and clarify any unfamiliar words. Review the main idea as a class eliciting reasons for their choice. C 3.25 Listening for Details (page 176) Say the name of each animal in the list and have students repeat after you. If possible, show photos of the animals as students listen again. Ask students to recall any details they remember from the listening. AFTER LISTENING D (page 177) Remind students to make inferences based on information from the listening passage. If necessary, play the audio one more time before discussing and ask students to take notes as they listen. 82 UNIT 9 ANSWER KEY Ideas for… CHECKING COMPREHENSION Give students plenty of time to discuss in pairs. Then go through the questions and call on students at random to tell you their group’s answer as well as the reasons for it. Since inferences are based on evidence, students should be able to give you specific details from the listening that led to their answers. LISTENING A (page 176) Possible answers: 1. They might go on nature and boating tours. 2. They might work in tourism or in fishing. B (page 176) 3. There are benefits to having animals in and near Kariba Town. However, there are also some conflicts between people and animals there. C (page 176) ¸ baboons, ¸ elephants, ¸ leopards, ¸ zebras D (page 177) Possible answers: 1. They are old friends who haven’t seen each other in a long time. 2. It’s interesting to visit and see the wildlife and scenery. It’s also a good place to live as long as you don’t mind not going out at night. 3. They think it’s awful and a difficult situation. F (page 177) Possible answers: Really? (emotion); imagine (emotion); house (meaning); Athens (meaning); old (meaning); was (meaning); imagine (emotion); easy (meaning); baboons (meaning); zebras (meaning); Wow (emotion); amazing (emotion) Ideas for… EXPANSION The topic of eco-tourism is relevant in many parts of the world, and it has added an economic incentive to the ethical and biological reasons for environmental conservation. Find a guest speaker to visit your class and talk about the natural attractions in your area. The speaker could be an expert or a person who just enjoys visiting such places. Before the visit, have students think of questions to ask the speaker. Also give the speaker background information about the class, including the students’ interests and language level. E 3.27 (page 177) Review the information in the Everyday Language box, walking students through how to politely end a conversation in English. Explain that not following these steps could make the speaker seem rude or unusual. Ask them if this process is similar to or different from how they would end a conversation in their first language(s). Have volunteers read the two examples aloud for the class. Ask students to identify the different steps in the examples in the box. F 0 MIN A S 3.26 Read the information and the examples aloud for the class. Exaggerate the words in bold as you say the examples aloud and ask students to repeat. Elicit from students other examples of words to show emotion. Write their ideas on the board for reference. 3 Ideas for… PRESENTING PRONUNCIATION: Using Stress for Emphasis SPEAKING (page 178) Have students first write the comparative version of each adjective to the right of each number. Then have pairs take turns asking and answering questions about the animals. For example, for question 1: A: Do you think baby elephants or baby tigers are cuter? B: I think baby elephants are cuter than baby tigers. B 3.28 (page 178) Have students underline the comparisons before listening. Review answers with the class after listening. (page 177) Have volunteers role-play the conversation in front of the class. Make sure they use extra emphasis on the underlined words. O u r R e l at i o n s h i p w i t h N at u r e 83 C Critical Thinking: Making Inferences (page 178) Review answers as a class. Ask volunteers to share how they would correct the false statements. Ask students to write two more statements about Bear and Robi. Ideas for… PRESENTING THE PRESENTATION SKILL: Ending a Discussion or Presentation Review the information in the box. Elicit additional expressions to end a discussion or presentation from students and write their ideas on the board for reference. D (page 179) Have students share any stories they have heard about unusual animal friendships with the class. E (page 179) The Penguin Fact File is a graphic that presents information about two penguin species. Have students use the information in the graphic and the adjectives in the box to say as many sentences as they can think of with a partner. Ideas for… CHECKING COMPREHENSION Make sure students understand how the information in the Penguin Fact File is presented. Say, for example: This fact file has information about two penguin species, the Adélie penguin here on the left, and the Rockhopper penguin on the right. Who can tell me how long the Rockhopper penguin usually lives? (10 years) Good. That’s its lifespan. Who can tell me how many Adélie penguins there are? (4.9 million) Good. That’s the estimated population. Are there any questions about the fact file? 84 UNIT 9 ANSWER KEY SPEAKING A (page 178) Possible answers: 1. I think baby elephants are cuter than baby tigers. 2. I think dogs are friendlier than cats. 3. I think cattle are more important than reindeer. 4. I think black bears are less aggressive than baboons. 5. I think camels are larger than reindeer. 6. I think tigers are more beautiful than lions. B (page 178) A bobcat named Bear was lucky to be at a sanctuary that takes care of unwanted wildcats. He and the other animals at the sanctuary were not born in the wild, so they couldn’t take care of themselves. Bear had other problems, however. He was almost blind and very unfriendly toward other cats. Because of this, he was always alone. Then workers at the sanctuary had an idea: Why not introduce him to Robi, a caracal, who was even more unfriendly than Bear? At first, a fence separated the two animals, but Bear knew Robi was there. He surprised everyone by acting friendlier than usual toward the caracal. Robi was less friendly than Bear, but after a few weeks, the caracal seemed more comfortable with the other cat, so workers at the sanctuary opened the fence. Now, Robi and Bear are best friends. Bear follows Robi around. “Bear is so reliant on Robi,” says Cheryl Tuller, director of the sanctuary, “Robi takes that as his job.” C (page 178) Possible answers: 1. T (Robi was less friendly than Bear.) 2. T (Bear follows Robi around.) 3. F (They are equally happy.) D (page 179) Answers will vary. E (page 179) Possible answers: 1. The Rockhopper penguin is more colorful than the Adélie penguin. 2. The Adélie penguin is heavier than the Rockhopper penguin. 3. The Adélie penguin lives longer than the Rockhopper penguin. 4. There are more Adélie penguins than Rockhopper penguins. 5. The penguins are about the same height. 3 MIN A FINAL TASK: GIVING A Presentation about the Natural World S 5 Brainstorming (page 179) • Review the assignment with the class. • Conduct a class brainstorm on the parts of the natural world that are important to students. If necessary, give a couple of examples to start the discussion. Say general as well as specific topics, such as, “I think insects are really important, especially bees.” Write these two examples on the board. • Elicit student ideas and write them on the board for reference. • Have students write three topics that are important to them in their notebooks. For each topic, have them write three or four reasons why they care about this topic. Ideas for… MULTI-LEVEL CLASSES Depending on students’ level, the amount of preparation necessary and the assignment of an individual presentation in this final task might be challenging. If that is the case, allow students to prepare and present in pairs. B Critical Thinking: Using a Graphic Organizer D (page 180) Remind students to use the spider map as notes while practicing. E Presenting (page 180) Although this final task asks students to give a presentation to the whole class, you may modify the activity in the interest of time. Students can also present their presentations in small groups. Create and distribute feedback forms so that students can evaluate their classmates’ presentations, or use the rubric at the back of the student book. ANSWER KEY FINAL TASK A–E (pages 179–180) Answers will vary. REFLECTION • Have students answer questions 1–2 on their own, and then discuss their answers in pairs or small groups. • Ask students to discuss similarities and differences in their answers for questions 1–2. • For question 3, have students compare answers and then write the words they are still unsure of on the board. Lead a class review of the challenging words and reteach terms as necessary. (page 179) Have students choose one topic from their notes and write this in the spider map. Then have them look back at their notes and circle any reasons that could be main ideas. Have them complete the spider map by writing details. Encourage them to reference examples from their own personal experience as they work. C (page 180) Have students write numbers in their spider map to indicate the order in which they will present the ideas in their presentation. O u r R e l at i o n s h i p w i t h N at u r e 85 How We Communicate Communication/Sociology ACADEMIC SKILLS Listening for Repeated Words Using a Chart SPEAKING Checking for Understanding Thought Groups CRITICAL THINKING Drawing Conclusions LISTENING 0 MIN S ACADEMIC TR ACK 2 10 UNIT OPENER THINK AND DISCUSS (page 181) Have students look at the photo and caption. Ask guiding questions, such as: • Who are the people in the photo? (people in Africa) • Where are they? (Djibouti city in the Republic of Djibouti, Africa) • What are they holding? (cell phones) ANSWER KEY UNIT OVERVIEW THINK AND DISCUSS (page 181) Possible answers: This unit explores the importance of communication for both humans and animals and how the way we communicate and interact with one another has changed over time. 1. They are trying to get a signal so they can use their cell phones. 2. Cell phones and computers have made it easier and faster to communicate. But we write fewer letters now, and probably have less direct communication with people than we used to before we had them. 3. How technology has changed communication, and the effects of these changes. • LISTENING 1 In a news report, we learn about National Geographic Explorer Ken Banks and the communication software he developed. His software allows people to communicate and exchange information, even in areas where there is no Internet connection. • VIDEO Researchers have found that elephants have hundreds of distinct signals and gestures. Among the categories of signals and gestures is “play.” This video shows clips of elephants at play as biologist and conservationist Joyce Poole narrates and explains their behavior. • LISTENING 2 A professor gives a lecture about the importance of gestures as a form of communication. Not only are gestures important for human communication, but also for animals and, increasingly, for technology, too. For the final task, students draw upon what they have learned in the unit to give a presentation about the advantages and disadvantages of a form of communication of their choosing. For additional information about the topics in this unit, here are some suggestions for online search terms: Djibouti City, global internet access, Ken Banks, Kruger Park South Africa, Louis Braille, Thomas Edison, Guglielmo Marconi, John Blankenbaker, Martin Cooper, Philo Farnsworth, Alexander Graham Bell, Tim Berners-Lee, Kalaw Myanmar, Joyce Poole, American Sign Language, Brenda Schertz, Maine Deaf Culture Festival 86 EXPLORE THE THEME (pages 182–183) Read the text aloud for the class. Ask students questions to check their understanding of how the map is presenting information, such as: • What is this map comparing? (Internet access all over the world) • How does it compare this? (It shows the percentage of each country’s population that has access to the Internet.) Have students discuss the questions in small groups. Take a class survey about how many hours a day the students are online and the most common kinds of communication tools they use. ANSWER KEY EXPLORE THE THEME (pages 182–183) 1. The percentage of people who have access to the Internet. 2. North America, Europe, and Australia have the most access. Some parts of Africa and Asia have the least. 3. Answers will vary. 3 Lesson A 0 MIN A S Ideas for… EXPANSION Ask students follow-up questions about the map, for example, “Are you surprised by this information? Why or why not? Do you ever experience no Internet access? How does it make you feel?” Have them work in pairs to list as many reasons as they can to explain why certain areas of the world do not have widespread Internet access. Ask volunteers to share their ideas with the class. VOCABULARY (page 184) Have students complete the exercise in pairs. Encourage them to use a dictionary if necessary. Remind them to use the parts of speech to help them match the words to the correct definition. B 3.29 Meaning from Context (page 184) Have the students complete the exercise individually before listening. C (page 185) Direct students’ attention to the photo and ask “When you see a group of people or are with a group of people, are most people on their cell phones or are they talking to each other?” Have them discuss the exercise questions in pairs. Ask students if they use the symbols in question 5 when they text or message others and elicit any other symbols they use. D (page 185) In pairs, have students cover up exercise A and try to recall the definition for each of the words in the box. Have them complete the exercise individually and then compare their answers in pairs. Ask a volunteer to read the article aloud for the class and address any questions student still have about Ken Banks’s project. Ideas for… CHECKING COMPREHENSION Since the importance of Ken Banks’s invention may be difficult to grasp in an age of widespread Internet access, conduct a brief class discussion about the article in exercise D. Ask students to recall places where it’s difficult to access the Internet without looking back at the map. Ask “In those places, do you think people have very expensive telephones or very basic telephones?” (very basic) H o w W e C o m m u n i c at e 87 E (page 185) Have students underline the collocations in the questions and then discuss them in pairs. ANSWER KEY VOCABULARY A (page 184) 1. involve; 2. speed; 3. connect; 4. represent; 5. wide; 6. inform; 7. basic; 8. contact; 9. access; 10. according to B (page 184) 1. basic; 2. contact; 3. wide; 4. access; 5. According to; 6. involve; 7. connect; 8. inform; 9. represents; 10. speed C (page 185) 1. Possible answer: I usually contact people through email, text messaging, social media, and phone calls. 2. Possible answers: Some animals move at a slow speed, like sloths and turtles. The Internet usually moves at a high speed. 3.Possible answers: A smartphone has Internet access, can record audio and video, can take pictures, and has a keyboard to type out messages. People use smartphones for basic communication like calls and texts, but also to research things and connect with people all over the world on social media. 4. a. # means “number” b. & means “and” c. + means “also, in addition to, plus” d. % means “percentage” e. @ means “at” D (page 185) 1. access; 2. contact; 3. connect; 4. involve E (page 185) 1.–2. Answers will vary. 88 U NI T 1 0 4 3.Possible answer: Reading different sources and listening to different points of views about a topic can help someone get a basic understanding. 4.Possible answer: Having many interests allows you to connect with more people, but having too many means it’s difficult to really focus on any one. 5 MIN LISTENING: A Report about Communication Software S Ideas for… PRESENTING THE VOCABULARY SKILL: Collocations Review the information in the box. Explain to students that collocations aren’t only made with prepositions but also with other kinds of words. Have a volunteer read the examples in the box aloud. Elicit example sentences which use the collocations. To help them identify collocations on their own, have students work in pairs to list common collocations for other vocabulary words in exercise A. To get them started, ask students to think about where they have seen or heard each word used before. Do they remember the context, or the words around it? Ideas for… PRESENTING PRONUNCIATION: Thought Groups 3.30 Thought groups are an important part of the rhythm and intonation of English. Although it is difficult to provide exact guidelines for their use, raising students’ awareness of thought groups can improve their listening comprehension as well as their own intelligibility when speaking. Review the information in the box and say the examples aloud, pausing slightly after each thought group. BEFORE LISTENING A 3.31 (page 186) Suggest that students mark the thought groups as they listen rather than after. Have them compare answers in pairs and then review answers as a class. Ask a volunteer to read the news report aloud for the class, pausing naturally and appropriately at the thought group divisions. B 3.32 (page 186) Encourage students to say each thought group smoothly—connecting the individual words into one idea. C (page 186) Check students’ understanding of key terms before they discuss. Ask the following questions: • What is communication software? (programs that allow people to connect with other computers or mobile devices so they can talk to people who are far away) • What are different types of communication software? (text messaging, email, web conferencing, video chat, etc.) • What are examples of communication software? (Gmail, AOL messenger, Skype, WeChat, WhatsApp, etc.) WHILE LISTENING C (page 186) Answers will vary. D (page 187) access: 5 cellular/cell phone: 3 communicate/communication: 5 computer: 2 inform/information: 5 software: 6 Main idea: ¸ Banks invented software that helped people communicate without the Internet. E (page 187) 1. F (The UN says access to the Internet is a basic human right.); 2. T; 3. F (People have created different ways to use his software.); 4. T F (page 187) Answers will vary. Ideas for… PRESENTING THE LISTENING SKILL: Listening for Repeated Words Review the information in the box and read the example aloud. Explain that repeated key words can help readers understand the main idea of a passage. D 3.33 Listening for Main Ideas (page 187) Give students time to read the information before listening. The first time they listen, ask students to just focus on how many times they hear the words in the box. The second time, they should listen for the main idea. E 3.33 Listening for Details (page 187) AFTER LISTENING F Critical Thinking: Evaluating (page 187) As students discuss, write the six communication methods listed in question 3 on the board. Then take a class survey and rank the ways students use the Internet from most to least important and/or useful. ANSWER KEY LISTENING A (page 186) It’s amazing! / All you need / is a laptop computer, / a cell phone, / and a cable, / and you have a communication system / with a wide reach. / With Banks’s software installed on the computer, / the cell phone sends text messages / to thousands of people at once, / without involving the Internet. B (page 186) Answers will vary based on students’ speech. Answers based on audio: 1. Professor Jones is the oldest professor / at the university. 2. I almost never / send a real letter to anyone. 3.Lily has a phone, / but she doesn’t have a computer. 4. We had a good conversation / about our families. 5. Tom and Marsha / are my only friends in the city. 6.The assignment is to read a chapter / and write some questions for discussion. 5 MIN S 4 Give students time to read the statements before listening again. Ask volunteers to explain how they corrected the false statements. SPEAKING Ideas for… PRESENTING GRAMMAR FOR SPEAKING: The Present Perfect Write two sentences using the present perfect on the board. Ask students to choose the correct word: have or has. 1. My parents (have / has) lived in Belarus for 30 years. (have) 2. Lorena (have / has) always enjoyed dancing. (has) Point out to students that the present perfect verb tense is used in these sentences. Ask them when or why we use the present perfect. Review the information in the box. Read the explanations and have volunteers read the examples aloud. Ideas for… EXPANSION Have students practice the present perfect. Write on the board: What are some things you have already accomplished in your life? What is one thing you want to do that you have not done yet? In small groups, have them answer the questions based on their personal experience. H o w W e C o m m u n i c at e 89 A (page 188) Do the first question together as a class. Have students write the present perfect form of each verb and then take turns saying the sentences aloud in pairs. B (page 188) Remind students that we use for and since to talk about actions that began in the past and continue until now. Have them complete the exercise individually. Then have them compare their answers and practice the conversation in pairs. Discuss as a class any questions students have about the use of since or for. C Critical Thinking: Using A Timeline (page 189) Read the list of important inventions as a class. Point out the year, the invention, and the names of the inventors. Ask students what additional information they know about each invention. Then have them work in pairs to organize the information on the timeline. Tell them they only need to record the date and the name of the invention. D (pages 189–90) Give students time to complete the exchanges individually, then review answers as a class. Then have students read the conversations in pairs. E (page 190) Encourage students to add their own ideas and ask follow-up questions to keep the conversation about each communication device going. F Personalizing (page 190) Have students stand up and talk to a different classmate about each question for two minutes. Keep track of time. After two minutes, call time and have students find a new partner. 90 U NI T 1 0 ANSWER KEY SPEAKING A (page 188) 1. The Morgans have/The Morgans’ve traveled to Europe four times. 2.Celine has not/hasn’t visited her family in Romania since 2009. 3.Randal has/Randal’s cooked a delicious meal. Can you join us for dinner? 4.I have not/haven’t seen the new action movie. Let’s go see it tonight! 5. He has/He’s called me twice today. 6.They have/They’ve known each other for a long time. B (page 188) 1. since; 2. for; 3. for; 4. since C (page 189) Events should be organized in the following order: 1824, Braille system 1876, Telephone and microphone 1892, Motion picture projector 1896, Early form of radio 1927, Television 1971, Personal computer 1973, Cellular telephone 1989, World Wide Web D (pages 189–190) 1. been; 2. 1824; 3. existed; 4. Possible answer: 142; 5. has; 6. since; 5. had; 6. 1973 E (page 190) Answers will vary. Students should discuss the following inventions: motion picture projector, radio, personal computer, microphone, the World Wide Web F (page 190) Answers will vary. Video LESSON TASK: Discussing Ways to Communicate A 3.34 (page 191) B (page 191) Conduct a class brainstorm. Have a volunteer read the list of ways to communicate aloud for the class. Then have students share their own ideas. Write their ideas on the board for reference. C (page 191) • Have students look at exercise B on page 188 and read the conversation again. • Explain they are going to have a number of conversations like this about the ways to communicate listed in the chart on page 191. • First, give them time to fill out the chart individually. Then have them discuss their charts in pairs. • Finally, have two pairs form a group of four and report on what they learned about their partners. Ideas for… EXPANSION Ask students to rate each communication method in the chart and listed on the board from exercise B from 1 (most important) to 10 (least important). (The number of communication methods students brainstormed may vary.) Have them compare their ratings in pairs and give reasons for their opinions. ANSWER KEY LESSON TASK A–C (page 191) Answers will vary. 5 MIN VIEWING: Elephants Communicate While at Play (page 192) S Have students underline the present perfect verbs before listening. After listening, have them practice the conversation in pairs. Ask volunteers to read the conversation aloud for the class. 4 3 MIN S 5 Overview of the Video Researchers have found that elephants have hundreds of distinct signals and gestures. Among the categories of signals and gestures is “play.” This video shows clips of elephants at play as biologist and conservationist Joyce Poole narrates and explains their behavior. BEFORE VIEWING A Critical Thinking: Synthesizing (page 192) For question three, encourage students to organize their ideas about the similarities and differences between animal and human communication in a T-chart. B 3.35 Meaning from Context (page 193) After listening, have students work in pairs to identify the part of speech and define the underlined words from the context. Possible answers: 1. gestures (n): movements used to communicate meaning 2. tusks (n): long, pointed teeth that stick out of the mouth of an elephant 3. waggle (v): to move one’s head from side to side and up and down 4. threaten (v): to try to scare off somebody or something 5. sturdy (adj): solid and not moving 6. floppy (adj): relaxed and moving 7. tolerant (adj): accepting of different behavior 8. calves (n): young elephants H o w W e C o m m u n i c at e 91 Lesson B WHILE VIEWING 1.19 Understanding Main Ideas (page 193) D 1.19 Understanding Details (page 193) Have students complete the exercise individually and then compare answers in pairs. AFTER VIEWING E Critical Thinking: Making Inferences (page 193) Have students share what they know about the social play and communication of other animal species. 0 MIN A VIDEO A (page 192) Possible answers: 1. Animals might communicate for some of the same reasons as humans: to meet up or to warn each other about danger. 2.They use sounds like when a dog barks or a cat meows. They also use non-verbal communication like when a peacock fans its feathers or a dolphin slaps the water. 3.People also use sounds or body movements to communicate, but they use words more. B (page 193) Answers will vary. C (page 193) 1. tusking the ground; 2. an invitation to play; 3. being social; 4. lies on the ground; 5. are tolerant D (page 193) 1. d 2. c; 3. d; 4. b; 5. a E (page 193) Possible answers: 1. She seems to really enjoy her work. She is very interested in elephants. She seems to care a lot about them and their safety, and she finds them funny and interesting. 2.Elephants love climbing on each other, being social, and playing when they’re feeling good. A lot of their communication is through floppy and wiggly movements. 3.Play helps people and animals develop social skills and learn boundaries. 4.Insects like ants and bees have organized social groups and complex communication. 92 U NI T 1 0 VOCABULARY 3.36 Meaning from Context (page 194) Direct students’ attention to the title, and ask them what they know about American Sign Language. Briefly discuss their ideas and prior knowledge before listening. B (page 194) Have students complete the exercise in pairs. Remind them to use the parts of speech and context clues from the article to help them to understand each word’s meaning. C ANSWER KEY S Give students time to read the statements before listening. Review answers as a class. 3 C (page 195) Have students complete the exercise in pairs. Draw the chart on the board and have volunteers write in their ideas. D (page 195) Have students complete the exercise individually and then compare answers in pairs. Have volunteers read the sentences aloud for the class. E Critical Thinking: Analyzing (page 195) Invite volunteers to teach any signs they know in ASL or another sign language to the class. TIP Make sure students are interacting with different classmates during pair and group work. To arrange students in groups, count them off according to how many groups you use. Students can also “count off” with a set of vocabulary words instead of numbers. This allows them to review the meanings of the words with their group members before even starting the exercise. ANSWER KEY VOCABULARY B (page 194) 1. experts; 2. sign; 3. express; 4. importance; 5. support; 6. point; 7. recent; 8. speech; 9. pay attention to; 10. in addition to C (page 195) Noun Verb importance X Adjective important Adverb importantly expert/ expertise speech X expert expertly speak spoken X support support supportive supportively expression express expressive expressively addition add additional additionally point point pointed pointedly D (page 195) 1. importance; 2. speak; 3. expert; 4. supports; 5. point; 6. expression E (page 195) Answers will vary. Ideas for… PRESENTING THE NOTE-TAKING SKILL: Using a Chart Review the information in the box. Point out the main idea and examples. Explain to students that there are different kinds of charts to take notes in, depending on their note-taking goal. Elicit from students other examples of charts (e.g., T-chart, split-page). C LISTENING: A Lecture about Gestures S 4 MIN BEFORE LISTENING A (page 196) Have students analyze the photo in pairs. Then have them act out a short conversation based on what they think the two men might be saying. Have two volunteers act out their conversation in front of the class. Listening for Details (page 197) Give students time to read the main ideas before listening again. Remind them to listen for examples about each main idea. If necessary, pause the audio after the main ideas to give students time to make note of the examples in the chart. Have them compare answers in pairs. Play the audio again if needed for pairs to confirm their answers. AFTER LISTENING D Personalizing (page 197) Discuss the questions as a class. Invite volunteers to demonstrate gestures they use. As a class, decide which of the gestures are universal and which are culture-specific. E 5 3.37 Critical Thinking: Drawing Conclusions (page 197) Review the Critical Thinking box. Explain to students that drawing conclusions is an advanced critical thinking skill that requires practice. It involves recalling prior knowledge, understanding new information, and making inferences based on logic. Have students complete exercise E in pairs and then discuss students’ ideas as a class. WHILE LISTENING B 1.20 Listening for Main 3.37 Ideas (page 196) Give students time to read the statements before listening. Ask volunteers to explain how they could correct the false statements. H o w W e C o m m u n i c at e 93 3 0 MIN S ANSWER KEY SPEAKING LISTENING A (page 196) Answers will vary. B (page 196) 1. F; 2. F; 3. T; 4. T; 5. F C (page 197) Main Idea Gestures more important in some cultures than others Help listener understand Help speaker remember Animals use gestures Gestures work with technology Examples Italians – 250 hand gestures Shrug – “I don’t know” Math, story details Orangutans, bonobos, ravens (point with beaks) Computers recognize gestures of people with disabilities, robots use gestures D (page 197) Answers will vary. E (page 197) Possible answer: We can conclude that programmers are teaching computers and robots to recognize and understand the meaning of gestures. Gestures are so important to human understanding that they may make communication between people and computers and robots more effective as well. 94 U NI T 1 0 Ideas for… PRESENTING THE SPEAKING SKILL: Checking for Understanding Review the information in the box. Have volunteers read the questions aloud for the class. Remind students that we can also check for understanding nonverbally. Ask “What gestures, body language, or facial expressions could you also use to check that your listeners understand you, or to invite them to ask questions?” Have students demonstrate their ideas for the class. A 3.38 (page 198) Have students cover up the caption for the image on page 198 and guess what is happening in the photo. Suggest that students underline the questions as they listen. Have them compare answers and practice the conversation in pairs. Have two volunteers role-play the conversation in front of the class. Ideas for… EXPANSION Have students consider modern communication methods from the perspective of their grandparents or parents. Have them discuss the following questions in small groups: 1. How would your grandparents or parents react if you gave them important news via text or social media? Why? 2. What would your grandparents or parents say are the disadvantages of communicating with loved ones through technology rather than in person? Have students complete the exercise individually based on their prior knowledge. Have them compare their answers and underline the phrases to check understanding in pairs. Ask students to stand up and practice the conversation with different partners. Encourage them to vary the questions they use to check for understanding each time. C (page 199) Review the graphic as a class. Point out the main topic, sub-topics, and different examples. Walk around as students discuss in pairs and provide help as needed. D (page 199) Remind students to use examples from their own lives as they discuss. ANSWER KEY SPEAKING A (page 198) The following sentences should be underlined: Do you see what I mean? Does that make sense? Got it? B (page 199) 1. make; 2. mean; 3. following/with The following phrases should be underlined: Does that make sense? Do you see what I mean? Are you following me/with me? C–D (page 199) Answers will vary. 3 (page 199) 5 MIN FINAL TASK: Presenting a Form of Communication S B Ideas for… PRESENTING THE PRESENTATION SKILL: Inviting and Answering Questions from the Audience Review the information in the box. Read the examples of how to invite questions aloud for the class. Ask students to circle the question they think is best, and recommend they use this question in their presentation. Read the example of what to do if you don’t know the answer aloud for the class. Again, have students choose the expression they are most comfortable with and use it in their presentation. A (page 200) Review the assignment with the class. Arrange students in groups of three and have them choose a topic from the box. B Organizing Ideas (page 200) Exercise B has several different parts. Walk around and monitor group work to make sure students are addressing all the parts and that every group member is participating. C Presenting (page 200) Leave time at the end of each group presentation for the audience to ask questions. Remind groups to invite questions using language from the Presentation Skill box. ANSWER KEY FINAL TASK A–C (page 200) Answers will vary. REFLECTION • Have students answer questions 1–2 on their own, and then discuss their answers in pairs or small groups. • Ask students to discuss similarities and differences in their answers for questions 1–2. • For question 3, have students compare answers and then write the words they are still unsure of on the board. Lead a class review of the challenging words and reteach terms as necessary. H o w W e C o m m u n i c at e 95 Audio Scripts CD1 Unit 1: Living for Work Lesson A Track 1.2 1. 2. 3. 4. 5. Vocabulary A. Page 4 ordinary opportunity experiences skills dangerous Track 1.3 B. Meaning from Context Page 4 Beverly and Dereck Joubert Beverly Joubert and her husband Dereck are creative people. Together, they write and make interesting films about animals in Africa. In order to work together, they need to communicate well and understand one another. They love to explore different parts of Africa. Making films there is an adventure. Big cats such as lions are some of their favorite animals, so they make films and raise money to help them. Their Big Cats Initiative program provides money so that more than 100 conservationists can work in the field to help save the big cats. Track 1.4 E. Page 5 Photographer Annie Griffiths Annie Griffiths is famous for her beautiful photographs. She travels all over the world to take photos. Living in other countries is not for everyone, but for Griffiths and her children, it’s an adventure. One of her children’s favorite places is the Middle East. Their experiences in that part of the world helped them to learn about other cultures. Griffiths’ work is often exciting. In the Galápagos Islands, she found herself in the water with sharks one day! But most of the time she is with ordinary people. Besides writing and taking pictures, Griffiths teaches photography skills to people who want to become photographers. They know they are learning from one of the best photographers in the world. Listening: An Interview with Annie Griffiths Track 1.5 B. Listening for Main Ideas and C. Note Taking Page 6 Page 7 Host: Welcome back, viewers! I’m your host, Ray Bellows. Today we have the opportunity to talk with Annie Griffiths. She’s a photographer for the National Geographic Society, and she travels the world to places such as Africa, Australia, the Middle East, and North and South America. The photos you’ll see throughout the interview were all taken by Annie. 96 Sometimes her work takes her to dangerous places like on top of mountains, under the water, or in jungles. But she says her experiences in places where there are wars going on are more frightening than any wild animals or faraway places. Welcome to the show, Annie. AG: Thank you, Ray. I’m glad to be here. Host: Now, you travel a lot. What’s your favorite part of the world? AG: Well, I love southern Africa. I like the energy of the people and the wildlife. I also love the Galápagos Islands and Mexico. You know, actually, I love so many places that it’s hard to choose a favorite! Host: I can understand that! And why do you like to travel and explore the world so much? AG: Oh, I love to travel because it allows me to learn about different cultures and, you know, different views of the world. I spend most of my time with ordinary people, and I get to experience how people in different places live their lives. I also love taking pictures of wildlife and landscapes. Host: Well, your job really is an adventure! My job keeps me sitting in this room day after day. Now, I’ve read that you’ve traveled with your children. Why did you take them with you? AG: Oh, I took my children along on my travels for many reasons. My assignments were often two or three months long, and I couldn’t bear to be away from them for so long. Also, I wanted them to be able to see the world themselves. They have become great travelers and have a great perspective now on the world. Host: What was their favorite place? AG: My children loved the Middle East. They had so much fun being part of the Bedouin community there. They rode camels and donkeys and learned to milk goats. They also loved Australia because they got to go to the beach almost every day. Host: Those do sound like wonderful experiences! But how do you communicate with people in so many places? Say, if you don’t speak the language, for example. How do you make friends? AG: I think the key is to get over my own shyness. I start, you know, by smiling and talking to people. Even if I don’t know the local language, I’ll gesture or smile and be a little silly, so that people feel more relaxed around me. Host: And that helps you to get your amazing pictures, I’m sure! So, what advice do you have for someone who wants to become a photographer? Do they need any special skills? AG: I actually think the most important thing a photographer needs is curiosity. You’ve got to wake up every morning wanting to experience something new, or learn more about something familiar. It’s also important to love being creative and to enjoy seeing things in new ways. Host: That makes sense. Viewers—does that sound like you? Could you be a photographer? OK, one last question, Annie: what’s your favorite photo, and what’s the story behind it? AG: My favorite photo is of a man standing on top of Victoria Falls in Zambia. The light is so beautiful, and it brings back memories of an unforgettable day at one of the most amazing places on Earth. Host: That is a beautiful photo—it’s one of my favorites, too. Well, that’s all the time we have. Thanks very much for being here today, Annie. AG: No problem. Nice talking to you, Ray. Lesson B Track 1.6 Vocabulary Page 14 Q: Do you enjoy your volunteer work with that environmental group? A: Yes, I do. Although it can be frustrating. Q: Why? A: Well, even though the town passed a clean-air initiative, pollution is still a problem. Q: But it’s getting better, right? A: Yes, it is. And companies are definitely getting better at recycling, too. _____________________________________________________ Q: What does an engineer do every day? A: Well, there are many kinds of engineers. I’m an industrial engineer. I look at our processes here at the factory, and I search for problems. Q: What do you do if you find a problem? A: I give a presentation to my managers. I explain the problem to them, and we try to find ways to solve it. C. Page 15 Interviewer: So, you are applying for the job of office manager. Why do you think it’s right for you? Applicant: Well, I’m very organized. At my last job we moved offices and I managed the move. Interviewer: Can you manage other employees? Applicant: Yes. In my last job I was in charge of five other employees. Although it was hard work, I enjoyed it a lot. Interviewer: Great. What other job skills do you have? Applicant: I’m a self-starter. I saw that parking was a problem where I worked, so I started a ride-sharing initiative. Listening: A Conversation about Dr. Sylvia Earle Track 1.8 Pronunciation: Syllable Stress Page 16 One syllable Two syllables Three syllables job doc-tor com-pa-ny Track 1.9 1. study 2. nurse 3. travel A. remember reporter creative receive skills Track 1.10 B. A. Meaning from Context Q: What kind of people make good nurses? A: Well, you have to be organized. For example, I’m in charge of my patients’ medication, so I write everything down in a chart. It has a big effect on my patients’ health, so it’s important to me. Q: What other skills do you need? A: Nurses also have to be fit because the work is very physical. I stand or walk all the time, and sometimes I have to lift patients up from their beds. _____________________________________________________ Track 1.7 4. 5. 6. 7. 8. Page 16 Page 16 One syllable Two syllables Three syllables cook know fly money travel teacher adventure officer amazing yesterday Track 1.11 C. billion marine biologist Track 1.12 D. Page 16 ocean pollution tuna Page 17 A: Hi, Becca! I didn’t see you in class on Thursday. Where were you? B: Hey, Ren. Yeah, I was sick on Thursday, so I stayed home. A: That’s too bad. Do you feel better now? B: I do, thanks. So, was it a good class on Thursday? A: Oh, it was great! There was a special presentation by Dr. Sylvia Earle. B: Really? I’m sorry I missed it. What did she talk about? A: She talked about her career and how she got started. Track 1.13 E. Listening for Main Ideas and Page 17 F. Listening for Details A: Hi, Becca! I didn’t see you in class on Thursday. Where were you? B: Hey, Ren. Yeah, I was sick on Thursday, so I stayed home. A: That’s too bad. Do you feel better now? B: I do, thanks. So, was it a good class on Thursday? A: Oh, it was great! There was a special presentation by Dr. Sylvia Earle. B: Really? I’m sorry I missed it. What did she talk about? A: She talked about her career and how she got started. B: She’s a marine biologist, right? Did she say what made her decide to study the ocean? A: She said that she was knocked over by a wave when she was just a little girl, and since then she’s been fascinated by the ocean. B: So, what exactly does she do? A: She’s in charge of several groups that study the oceans and take care of them. B: So, they study the oceans . . .like—all of the oceans? A: Sure, well, she talked about fish and other forms of ocean life. That’s what marine biologists study, you know. And she talked about the fact that there are about seven and a half billion people on Earth now. B: Wow! That’s a lot of people! But how does that relate to her study of the ocean? A: Actually, all these people are having a really big effect on the world’s oceans. B: What kind of effect? AUDIO SCR IP TS 97 A: Think about it—a hundred years ago, there were only two billion people on Earth. This increase in people has led to all kinds of changes. For example, how often do you eat fish? B: Not very often. Maybe once or twice a month. A: OK, but here’s what Dr. Earle said. Although you might not eat a lot of fish, 7.5 billion people eat a huge amount of fish! And think about the pollution. The oceans are getting dirtier and filling up with trash. B: I see what you mean. It’s sad, really. A: It is sad, but Dr. Earle believes that we—you and I—can help. B: So, what can we do? A: She said we could stop eating tuna and other large fish, for example. B: Yeah, that’s no problem for me since I don’t really like tuna anyway. Did Dr. Earle say anything else? A: A lot of things. She wants 20% of the Earth’s oceans to be declared protected marine areas in the next few years. Her initiative, Mission Blue, is focused on making that happen. Oh! She also showed us some beautiful photos! She swims in the ocean all the time, searching for fish or other kinds of sea life. B: That sounds like a really physical job. She must be very fit. A: She’s amazing. She’s been diving and protecting the oceans for more than 60 years! The presentation was well-organized and really interesting! Speaking Track 1.14 A. Page 18 A: What’s your major? B: Marine biology. A: I’m sorry? B: Marine biology. It’s the study of marine organisms and their ecosystems. A: Do you mean you study fish and other forms of life in the ocean? B: Exactly. A: And what can you do with that? B: I’m not sure what you mean. A: What jobs can you get? B: Oh, gosh, a lot of different things. I can do research or teach, I could be a fisheries biologist… A: Stop there. Fisheries? What are those? B: They raise fish. And there’s also aquaculture… Track 1.15 B. Page 20 Hi, everyone. My name is Alejandro, but please call me Alex. I’m from Bogotá. As you probably know, that’s the capital city of Colombia. I’m studying English now, and I’m also studying international relations. I hope to work for an international aid organization someday. I want to travel the world, and I want to help people, too, so I think this is a good job for me. 98 AUDIO SCR IP TS Unit 2: Good Times, Good Feelings Lesson A Vocabulary Track 1.16 A. Page 24 amusing comedy happiness joke laughter led recorded researcher situations sound Track 1.17 B. Meaning from Context Page 24 From Pant-Pant to Ha-Ha Look at the photo. Does this look like laughter? New research says that apes laugh when they are tickled. A researcher at the University of Portsmouth in the U.K. led a “tickle team.” The team tickled the necks, feet, hands, and armpits of young apes. The team recorded more than 800 of the resulting laughs on tape. The research suggests that the apes’ panting noise is the sound of laughter. Researchers think that this short, quick breathing is the starting point of human expressions of happiness—the “ha-ha” sound we make when we laugh. When we find something amusing, such as a joke, we laugh. When apes find something amusing, such as a tickle, they laugh. Humans find many situations funny—such as jokes, tickles, TV comedy shows—but we are not unique because animals laugh, too. Listening: A Lecture about Laughter Track 1.18 B. Page 26 OK, well. Today we’re starting a new topic. It’s a fun topic, but it’s also serious science. We’re looking at laughter—laughter in both human beings and in animals. Of course, human beings know how to laugh, even as babies. We laugh before we can talk. But human beings are not unique when it comes to laughter. So, let’s start with animals. Do apes laugh? How about, how about rats? Do rats laugh? Strangely enough, yes they do. Track 1.19 C. Checking Predictions, Page 26 D. Listening for Main Ideas, and Page 27 E. Listening for Details OK, well. Today we’re starting a new topic. It’s a fun topic, but it’s also serious science. We’re looking at laughter—laughter in both human beings and in animals. Of course, human beings know how to laugh, even as babies. We laugh before we can talk. But human beings are not unique when it comes to laughter. So, let’s start with animals. Do apes laugh? How about, how about rats? Do rats laugh? Strangely enough, yes they do. Ah, now we’re all laughing. That’s because we usually laugh when we hear other people laugh. But we’ll get to that in a minute. First, let’s answer the question: Why do animals laugh? Well, one researcher led a study of rats, hoping to find that out. He noticed that young rats—like many young animals—like to play. And animals like to play because it’s fun. It feels good to them. So Professor Panksepp from Bowling Green State University began to tickle the rats. Really! You can find videos of it online! OK, and what did he hear? Well, he heard nothing at first. The rats’ laughter was at a very high frequency—too high for human ears to hear it. But with special equipment, he was able to hear sounds from the rats when he tickled them. The rats were having fun, and they liked to be tickled! According to the professor, the rats’ laughter is a way to communicate. It’s a sound of happiness, and it tells other rats, “Hey! This is fun! Let’s play some more!” Apes also like to be tickled. Tickling causes them to make a sort of panting sound. Researchers in the U.K. recorded a lot of apes making this sound, and they think it’s a form of laughter. Early humans probably made a similar sound, but over time, that sound became the “ha ha” sound we know as laughter today. So, that brings us to human beings like you and me. We all, all of us, understand laughter, and all of us—no matter what language we speak—laugh in the same way, more or less. Doctor Robert Provine studies human laughter, and he noticed some interesting things about it. First, do jokes make you laugh? Do amusing stories make you laugh? Maybe they do. But most laughter—more than 80 percent of it—does not happen because of a joke. Provine says that human beings laugh in social situations. They laugh at something their friend says, or they laugh at something they see, but again—something they see with their friends. People don’t usually laugh alone. Provine also studies comedy shows on television. One thing TV producers know: if one person laughs, other people start to laugh. So these TV shows have a laugh track—you know, you’re watching the show, and you can hear the audience laughing. Believe it or not, the show doesn’t even have a real audience! They use recorded laughter to encourage the people at home to laugh. B: It’s good exercise, and I enjoy being outdoors. A: Are you going again tomorrow? B: Yes. Do you want to come? Speaking Track 1.24 B. Listening for Main Ideas and Page 36 C. Listening for Details Page 37 Track 1.20 F. Page 29 A: Everyone’s having a good time! B: What did you say? A: I said everyone’s having a good time. B: They sure are—it’s a fun party! Track 1.21 Pronunciation: Intonation of Yes/No and Wh- Questions Page 30 When you ask a yes/no question, your voice rises or goes up on the last content word. Do you think it’s funny? Is she really laughing? When you ask a wh- question, your voice rises on the stressed syllable of the last content word, and then falls at the end of the question. Where is the nearest park? When are you going? Track 1.22 H. Conversation 1 A: What’s the name of the park? B: It’s called the High Line. A: Is it in New York City? B: Yes, it is. A: Why do people go there? B: It’s a good place to relax. Conversation 2 A: Do you like to go to the park? B: Yes, I do. I go there to run. A: Why do you do that? Page 30 Lesson B Vocabulary Track 1.23 A. Meaning from Context Page 34 1. As a police officer, I deal with crime all day long. I like to cook to take my mind off my work. It’s a pretty common hobby, so I know a lot of other people who like to cook, too. Sometimes, my friends come over and we cook together. We laugh and tell stories. 2. I don’t have much free time because I have a full-time job and I have children. I like to spend time with my kids when I can. Sometimes we go to the beach, and sometimes we go to the park. For me, playing with my children has some important benefits: It brings me happiness and makes me feel young and healthy. 3. I enjoy taking walks in the park. I love being outdoors—seeing the trees and feeling the sun on my face. Basically, I’m always moving. Walking is good exercise. All that exercise keeps me fit. 4. When I want to relax, I listen to music at home. My favorite music is classical, especially Mozart. There’s only one disadvantage to spending my free time at home: I almost never spend time outside. Listening: A Talk about City Parks Instructor: OK, class, let’s welcome our guest speaker, Mark Johnson. Mark works for the city government. He manages the parks department. Guest Speaker: Thanks. Thanks a lot. Hello, I’m Mark Johnson. It’s nice to meet you all. I’m here today to talk to you about some of the benefits of city parks. First, I have a question for you, though. Who goes to River Park? Student 1: I do. I walk through the park every day. Student 2: I sometimes go there, on the weekends. In fact, last Sunday, I went to a really good concert there. Guest Speaker: Great! At least some of you are enjoying the park, and are probably getting some benefits from your time there. I’d like to go into more detail now and talk about some recent research on the benefits of parks and other green spaces. First, one of the most common reasons people go to parks is for exercise. Yes? You have a question? Student 2: I often see people relaxing at the park, not exercising. I didn’t realize there is exercise equipment at River Park. What kind of exercise do people usually do there? Guest Speaker: Actually, the most important type of exercise for most people doesn’t require any equipment—it’s walking, especially in parks. Recently, research in the Netherlands and Japan found that people who live near parks—in other words, people who have good green places to walk, not just city sidewalks—were healthier than other people. Student 3: That’s interesting! Why are they healthier? Guest Speaker: Well, people who walk in a park or other place with grass and trees are less likely to have diabetes and high blood pressure, and they’re also less likely to be overweight. Patients in hospitals near parks get well more quickly, too. Just being able to see trees and plants is healthy. And in addition to the health benefits, parks provide social benefits as well. A recent study AUDIO SCR IP TS 99 in Chicago showed that crime falls when there are more green spaces. The study looked at 98 apartment buildings and found that crime was 50 percent lower around buildings that had lots of trees and green spaces. Student 1: Why don’t we have more parks then? Are there any drawbacks? Guest Speaker: I’m sorry? I missed that. Student 1: I said, what are the drawbacks, or the disadvantages to building more parks? Guest Speaker: Good question. The chief disadvantage is cost. Parks cost money. Cities have to buy land and build walkways and play areas; and they have to pay people to take care of the parks. But here’s the thing: We know now that having nice places where people can spend their free time is very important. It leads to healthier, happier people. And healthier, happier people have fewer problems, so cities don’t have to spend as much money on things such as police and medical care. So investing money in parks saves cities money in other areas. Student 3: I have a question: you mentioned some health and social benefits. I assume there are environmental benefits to parks as well, right? Guest Speaker: Yes! I’m glad you mentioned that. Parks have also been shown to lead to cooler cities with better air quality. Instructor: Thank you. This is really interesting information about parks. I think there may still be questions. Do you have time to answer a few more? Speaking Track 1.25 C. Page 39 Shelli: There are a lot of people here today. Omar: I’m sorry? Shelli: I said there are a lot of people at the park today. Omar: There sure are. It’s a beautiful day to be outdoors. Shelli: It really is. Do you know if it’s going to last? Omar: I don’t know, but it feels perfect today. I’m here with my daughter. Shelli: Oh, which one is your daughter? Omar: That’s her over there. Shelli: Really? She’s playing with my son! Omar: That’s your son? What’s his name? Shelli: Robert, and my name is Shelli. Omar: Nice to meet you, Shelli. I’m Omar, and my daughter is Zara. Shelli: It’s great that the kids can play here. Omar: It really is. Unit 3: The Marketing Machine Lesson A Track 1.26 Vocabulary A. Meaning from Context Page 44 What’s for Breakfast? A popular breakfast food in the United States is cereal. You can find different types of cereal in any supermarket. It’s usually in the middle section of the store. Cereal boxes are easy to find – they often use colorful characters like tigers to advertise the product. The characters are easy for customers to recognize, especially young customers (“Look, there’s Tony the Tiger”). Many cereals 100 AUDIO SCR IP TS for children have the same quality – they are very sweet. Some people worry that companies aim too much of their advertising at children, especially when the products aren’t very healthy. These people feel we should encourage good eating habits. Listening: A Newscast about Marketing Track 1.27 B. Listening for Main Ideas and Page 47 C. Listening for Examples Host: So you want to sell something. Which will attract more customers: a famous actor, an animal, or a cartoon character? For the answer, let’s hear from Maya Adams, our business correspondent. Maya: You’ve seen them on commercials and in ads on social media—cute, brightly colored creatures that help sell a product, mascots are a very popular marketing tool. To understand why, I talked to Mike Hernandez, who runs his own marketing company. Mike, why do so many companies use mascots to advertise their products? Mike: Mascots can be both effective and inexpensive. Companies use mascots to help customers identify, remember, and understand their products. Think about the M&M mascots. You see these colorful candies that walk, talk, and even dance. They’re easy to recognize. You remember the name because it’s right on the mascot, and you know what they’re selling – little chocolate candies with a hard shell that won’t melt in your hands. You associate the mascot with the wonderful features of the product. Maya: So, are you saying a mascot is a kind of spokesperson? Mike: No, let me explain. A mascot is like a spokesperson in some ways, but it might actually be better for a few reasons. You know that famous actor who appears on commercials for expensive cars? He might help sell them, but he may do something people don’t like and he will definitely get older. Also, he may ask for more money, get sick, or go on vacation at the wrong time. Mascots don’t do any of those things. They don’t age! And, they can be improved to be even more popular, or to aim the advertising at a different group of customers. For example, the mermaid that sells tuna has been updated to look more like the mermaid in the Disney movie. You can’t do that with a real person. And mascots make good toys. Think about Hello Kitty. You can buy toys, clothing, jewelry, products for school – all with Hello Kitty images. Maya: That’s true. I see why they might be less expensive in the short term, because you’re saving money on salary, but do they sell more products in the long run? Mike: Yes, they often do. Take the insurance company called AFLAC. They chose a duck as their mascot because the name sounds like a duck quacking. Because of that duck, the company’s name recognition is 91% more than for other big insurance companies, and it’s similar to the name recognition of Coca-Cola or McDonald’s. Maya: That is impressive. Mike: It is. And, mascots are successful on social media, where users share information they like. For example, a cookie company that uses mascots is shared 203% more than other cookie companies, and the tiger that sells breakfast cereal gets shared 279% more than non-mascot images. Maya: Why is that? Mike: The fun colorful characters encourage people to communicate about them, and to share them online. They provide a message over time and they’re so visual. That’s key. Maya: I understand that people know the products and share information online, but are the mascots selling more products? Mike: It looks like they are. For instance, the use of the Energizer Bunny mascot, which represents Energizer batteries, increased sales by 7% in one year. Maya: How do you think it did that? Mike: By representing the key quality of the product itself. The bunny is very active for a long time. That’s what you want in a battery. And remember the Michelin man? He looks like the tires he helps to sell. Mascots help us remember the product’s benefits in addition to its name, the kind of product it is, its audience, and even our relationship with the product. They are particularly effective at point of sale – meaning in the section of the store where they are displayed and where the customer actually decides to buy something. Their bright simple graphics are appealing and they can appear to look right at the customer. Maya: Okay, I can see how mascots promote products. Can they be used for marketing other things? For example, could we use them for public service in some way? Mike: Absolutely! Some research suggests that mascots can help promote public service, like conservation or other environmental issues. When a mascot seems to dislike something such as pollution, people are less likely to pollute or otherwise harm the environment. They want to please the mascot. For instance, Smokey the Bear has been important in reducing forest fires. Maya: I guess the only surprise is that companies don’t use them more often. Thanks for a very interesting discussion, Mike. Mike: My pleasure! Lesson B Track 1.28 Vocabulary A. Page 54 B. Meaning from Context Page 54 achieve attract complicated design energy figure out join result stand out visual Track 1.29 Creating a Marketing Message What result are most companies trying to achieve with their marketing campaigns? Usually, they want more sales and more customers for their products. First, they need to figure out who their ideal customers are. Then they can focus on what will work for that audience. If you want to advertise a product, you need to think about design. What should the ad look like? What kind of visual will get people’s attention quickly? What will attract the most new customers? You also need to think about your message. A simple message is often more successful than a complicated one. Your advertising needs to have new energy and stand out from other campaigns. If it re-uses old ideas and images, it won’t get new people to join your customer base. Listening: An Interview with a Graphic Designer Track 1.30 Pronunciation: The Simple Past -ed Endings Page 56 If a verb ends in: • a /t/ or /d/ sound, the -ed ending adds a syllable, which sounds like /әd/ or /Id/: need – needed start – started • /f/, /k/, /p/, /s/, /sh/, /ch/, or /x/, the -ed ending sounds like /t/: look – looked watch – watched • any other consonant sound or a vowel sound, the -ed ending sounds like /d/: play – played design – designed Track 1.31 A. 1. 2. 3. 4. 5. 6. 7. 8. Page 56 graduated achieved wanted learned worked used created posted Track 1.32 C. Listening for Main Ideas and Page 56 D. Listening for Details Page 57 Host: Welcome to our alumni forum. This morning we’ll be hearing from Kate Henry, who graduated from this university in 2010 with a degree in graphic design. Thank you, Kate, for coming back to talk to current students about how your major has helped your career. Kate: I’m happy to be here. Host: How are you using your major in your current job? Kate: Gosh… uh… everything. I’m pretty much the go-to person for my job. I work for a small marketing company. Other companies, our clients, hire us to do marketing and publicity for them. I have to think about the target market and how to translate our client’s message. If I’m successful, the audience, or customers, will take the desired action. For example, if our client company wants people to come to an event, I know we’ve been successful if a lot of people show up. It’s usually easy to see if we’ve achieved the results our clients wanted. Host: And how do you do that? Translate the message to the target audience? Kate: That’s probably the most important thing I learned in the graphic design program – how to think. I have to think critically about the message and the goal. I have to think analytically to figure out why a particular technique does or doesn’t work. And I also have to think creatively to come up with new and unique ways I can make something stand out. Host: Can you give us an example? Kate: Sure. I recently worked on some marketing for a rowing organization. They were trying to get more people to sign up for their programs and join the club. To achieve this goal, they wanted to hold a Learn to Row day that would be free for all participants. My job was to promote the event. The question is: How can we attract people to this club? We can’t spend a lot of money on marketing, but we want to reach a lot of people. So we used different approaches that didn’t cost a lot. First, I created a poster that we posted in local businesses. I had to think about the best visual for the message – something that would attract people to take a closer look at the information. You don’t want the image to AUDIO SCR IP TS 101 be too complicated. It needs to be simple, bold, and eye-catching. With a simple graphic, you can do a lot of things. We also made T-shirts for the members of the club to wear – an easy way to advertise. And I used the same graphic image for their website. Host: How important is social media to the work you do? How has the use of social media changed the way that organizations or companies provide information? Kate: Most people are online a lot nowadays, and use social media. People love to share information about what they like and pay attention to because it brings them closer to their friends or helps them find other people like them. And that’s where marketing comes in. Companies can get information about what people like and share online. This makes it much easier to see what’s getting attention within a certain audience or demographic. For example, they can find out very quickly what kinds of videos college-educated people are sharing, or what kinds of visuals people are clicking on. So knowing how to use social media is important. Host: So far you’ve said that being able to think and use social media are important in this field. What else helps? Kate: Well, you need to be up-to-date on software and technology, obviously. And it also helps to have a lot of energy. Days can be long, and you sometimes have to run around a lot. I think the key is being able to “see” the message, meaning that you can translate it into something visual. Unit 4: Wild Weather Lesson A Vocabulary Track 1.33 A. Meaning from Context Page 64 Water from the Sky: Too Much or Not Enough? “How much rain did we get?” It’s a question we often hear, and it’s an important one because all life on Earth depends on rainfall. As long as our part of the world gets the usual amount of rain, we’re happy. The problems come when we get too much rainfall or not enough. In southern China, for example, June of 2016 was a month of storms that brought far too much rain. The rain caused flooding in much of the area. Three hundred people were killed and 700,000 acres of farmland were underwater. That same spring, very little rain fell in parts of India. That caused a drought in the state of Telangana. The terrible conditions destroyed food crops, which couldn’t grow without water. Drinking water supplies dried up as well. More than a quarter of India’s population was affected. The problems are different when the temperature is cold. Then, it’s the amount of snowfall that matters. In February of 2016, a huge snowstorm hit the resort island of Jeju in South Korea. It was the biggest snowfall there in several decades. Because rainfall is so important to us, scientists called meteorologists try to predict the amount of rainfall different parts of the world will receive. To do this, they measure air and ocean temperatures. They also watch weather conditions around the world to see how the air is moving. Meteorologists then make weather forecasts to let us know how much rain to expect. They’re not always exactly right, but they do know when we’ll probably have large amounts of rain or not enough. 102 AUDIO SCR IP TS Listening: A Podcast about Strange Weather Track 1.34 C. Listening for Main Ideas and Page 66 D. Listening for Details Page 67 Host: It’s Friday again, so welcome to another episode of our podcast, Weather or Not, about all things meteorological. Today we’re going to talk about weird weather, or not your usual rain, sun, and snow. Generally, weather forecasts are fairly routine. They tell us about various types of precipitation, which may include rain, snow, sleet, or hail, depending on the season and your location. We use forecasts to check the temperature so we know what to wear, and if the meteorologist predicts rain, well, we know to bring an umbrella. But recently, weather reports have been getting weirder and weirder. There have been wildfires in snowy Alaska as well as sunny-day flooding in Miami. And some weather is even harder to prepare for. Take water spouts for example. A water spout is a whirling cloud like a tornado that forms over water. This cloud is circling so fast that it can pick up fish and frogs from the water. When the cloud moves over land and loses power, it drops the animals. One of the most famous examples of this was on June 28, 1957 in Alabama. On that day, a nearby storm caused thousands of small fish, frogs, and crayfish to fall from the sky. Some were still alive. More recently, on February 11, 2013 there were reports of crabs falling from the sky in Florida. Now that’s a new use for your umbrella. Another strange weather situation is one that can happen after a drought. Wildfires are very common when there hasn’t been any rainfall for a long period of time. Everything dries out and can catch fire easily. Sometimes a wildfire gets so hot that it forms a fire tornado, or a tight whirling cloud of fire. One of the most dramatic examples of a fire tornado was one that destroyed the entire town of Peshtigo, Wisconsin in 1871. I’m sure you’ve seen lightning before. It often happens during a thunderstorm. But have you ever seen ball lightning? Most lightning looks like a white line in the sky, but ball lightning gets its name from its round shape, and it can be red, orange, or even blue. It makes a hissing noise and has a strange smell. Ball lighting moves fast and doesn’t last long, so it’s hard to study. Scientists still don’t know a lot about it. I like to ski, so I enjoy winter weather stories. Have you ever heard of a snow roller? A snow roller is a rare weather event that can occur when wind moves over sticky loose snow. The wind causes a small amount of snow to roll. As it rolls, it forms a snowball of sorts that looks kind of like a tire cutting a path through the snow. Really cold weather can create ice flowers, or beautiful crystals that are formed by very low temperatures and dry air moving over water. Scientists have measured some crystals that are several inches high. So there you have it – the weird world of weather, full of fire and ice, raining frogs, and rolling snow. Next week, we’ll be talking about different kinds of clouds. Track 1.35 Pronunciation: Reduced of Page 67 We reduce unstressed words in natural speech. The word of is reduced to /әv/. Careful Speech Reduced of a lot of snow ‡ (sounds like) a lot -әv snow most of my friends ‡ most -әv my friends a ball of lightning ‡ a ball -әv lightning the rest of the podcast ‡ Lesson B the rest -әv the podcast Vocabulary Track 1.36 A. Meaning from Context Climate Change Page 74 While the weather changes from day to day, the word climate refers to a common weather pattern over a long time. Let’s look at how the earth’s climate is changing. Higher Average Temperatures Although some days are warm and some are cool, the earth’s average temperature is higher now than in the past. This heat means some plants can now grow in places that used to be too cold, but the higher temperatures have negative effects as well. Melting Ice Much of the world’s water is in the form of ice—polar ice at the north and south poles and glaciers in high mountain areas. With higher average temperatures, much of that ice is melting. Where there used to be glaciers, we now see bare ground high in the mountains instead. Stronger Storms The world’s oceans are also slightly warmer than in the past. This means that the right conditions exist for stronger storms, especially hurricanes and typhoons. Rising Sea Levels When polar ice and glaciers melt, more water enters the world’s oceans and sea levels rise. This means that islands and areas of low land along a country’s coast may soon be underwater. Listening: A Conversation about Greenland Track 1.37 C. Listening for Main Ideas, D. Note Taking, and E. Listening for Details Page 76 Page 77 Douglas: We’re so glad you could come for dinner, Eric. Eric: Thanks for inviting me. I’m always happy to eat dinner with friends. Lenora: Douglas is right, Eric. We know you’re busy when you come to Canada. We’re really happy to see you! Eric: Thank you, Lenora. I smell something good. What are you cooking? Douglas: It’s my specialty—chicken with rice. Lenora: And I made a salad to go with it. So, Eric, how is life in Greenland these days? Eric: Oh, you know. Winters are long. I live on the coast, though, so I get to see the ocean every day. That’s always nice. Douglas: I heard that winters in Greenland are shorter than they used to be—global warming, I guess? Eric: Yes, that’s true. They’re calling it “the greening of Greenland.” Lenora: The “greening”? What does that mean? Eric: Well, the average temperature in Greenland is rising twice as fast as in other places. So, now I have a few trees near my house. Trees didn’t use to exist in Greenland, you know! Douglas: So that’s good, right? Eric: Yes, in some ways. People are growing some vegetables now—cabbage, potatoes, and things like that. And farmers can grow more grass for their animals. Lenora: Well, Greenland usually has to buy food from other countries, right? Now you can grow your own food instead. Eric: Yeah, that’s true. But the ice is melting, and as it does, it leaves behind more land. The land holds the heat from the sun, so as more land opens up, even more ice melts. It’s a dangerous pattern. Douglas: And is the pattern the same in the ocean? Eric: Actually, it is. The ocean holds heat, too—just like the land. But here’s the problem: If all of Greenland’s ice melts, sea levels will rise 24 feet! Douglas: Twenty-four feet? We’ll all be underwater! Eric: A lot of us, anyway. But, well . . . the other thing is, under the sea ice we have minerals. So people in Greenland think they’re going to make a lot of money from these resources. Lenora: Wow . . . then global warming might be good for Greenland. Douglas: I’m not sure I agree. Mining can cause environmental problems. Also, the summers are longer and warmer, but we have less rain. Greenland’s cities are all near the coast. People don’t want sea levels to rise and flood their cities. Eric: Douglas is right, Lenora. There are a lot of things to worry about. Lenora: Well, let’s not worry about them tonight, OK? Who’s ready for dinner? Eric: Dinner sounds great. I’m getting hungry! Speaking Track 1.38 A. Page 78 Student: Do you like being a meteorologist? Meteorologist: Oh, yes. I really like it. I’ve always liked science. Student: Do people get angry with you when your forecast is wrong? Meteorologist: Yes, sometimes they do, but that’s understandable. Even I can’t stand it when I want to do something outdoors and it rains! Student: Did you ever work in a weather station? Meteorologist: Yes. I worked at a station in Antarctica. I loved it! I did a lot of research. Student: So you like cold weather then? Meteorologist: Oh, no. I really don’t like the cold! But Antarctica is very interesting. Student: I’m actually studying to be a meteorologist. Meteorologist: Really? That’s great! AUDIO SCR IP TS 103 Track 1.39 A. Note Taking Page 79 Son: Mom, are you worried about global warming? Woman: I wasn’t, until I saw a TV show about it last year. Now I take it very seriously. Son: We talked about it in school, but I don’t really get it. What exactly is happening? Woman: Well, it’s all about greenhouse gases and the temperature of the earth. We produce carbon dioxide when we burn oil, coal, and gas, and when we breathe, of course. We produce methane, another gas, when we mine coal, raise cattle, or grow rice. And there are other gases called CFCs, used in fridges and spray cans, and so on. Son: But those things aren’t new. Woman: No, they’re not. The thing is, the population is growing rapidly and we’re becoming more and more industrialized. That means more factories producing more greenhouse gases, more cars on the roads, more cattle and rice to feed the people, and more greenhouse gases. Son: OK, but what does that have to do with the temperature? Woman: The gases collect in the earth’s atmosphere. They let the light from the sun through, but they don’t let the heat it produces back out. Just like the glass in a greenhouse for growing plants. That’s how they got their name. And they’re important to us— without greenhouse gases, the earth would be a very cold place. Son: Oh, but now things have gone too far. Is that it? Woman: Exactly. The amount of carbon dioxide has increased by 25 percent since records began in the 19th century, and the average temperature of the earth has gone up by one degree. Son: One degree? That doesn’t sound so bad. Woman: No, it doesn’t, but they say the temperature will keep rising if we do nothing to control the amount of greenhouse gases we produce. That would have a big effect on our weather and living conditions. Son: Wow, that’s terrible! So, what can we do about it? CD 2 Unit 5: Focus on Food Lesson A Track 2.2 Vocabulary A. Meaning from Context Page 84 The Senses Work Together to Create Flavor Flavor starts in the brain. Our memory might tell us we liked a particular food in the past, or we might connect the food with a favorite holiday. All our senses play a role in how we experience food. The movement of food to our mouths, the sight of the food, its smell, the sound it makes when we chew—these all feed information to our brain to create the experience of flavor. In addition to flavor, our senses also tell our brain that fresh, brightly colored fruits and vegetables are full of nutrition. People respond to foods in different ways. You might like the texture of a soft banana, while I prefer a crunchy apple. The way food feels in our mouths or when we touch it affects how we experience taste. When you see food that is new to you, do you expect it to taste good? Or are you nervous that you won’t like the taste or texture? 104 AUDIO SCR IP TS If we understand why we like the foods we do, maybe we will waste less. Listening: A Radio Show about Ugly Food Track 2.3 B. Listening for Main Ideas and C. Listening for Details Page 87 Host: It’s that time of year again when farmers’ markets are full of fresh fruits and vegetables, so it’s easy to find beautiful produce. However, not all fruits and vegetables are created equal. Here’s Andrew Wells to tell us more about the special beauty of ugly food. AW: I’m here at Kings Road Market on a Saturday morning. I’m surrounded by the sight of red tomatoes, green beans, and yellow peppers. The delicious smell of melons and strawberries is in the air. According to nutrition professor Jane Hidalgo, those senses help guide our food choices. JH: That’s right, Andrew. Our senses help us choose food that is good for us. A market is a great place to buy fruits and vegetables because you can really use all your senses. Bright colors let us know that food is fresh, and often that it is full of good nutrition. That’s why you should eat fruits and vegetables of all colors. And you can use your sense of smell to tell when something is ready to eat, but hasn’t gone bad yet. Often at a market or grocery store, you can try a taste of the produce. Studies have shown that sounds we hear can also affect flavor. For example, high sounds like the bells on that ice cream truck over there make things taste sweeter. People tap melons to see if they sound ripe. And don’t forget the sense of touch. Here, feel this peach. AW: It’s not too soft but it’s not exactly hard—I can press it a little. JH: Right. That lets you know it’s just about ripe or ready to eat. And the texture can also be a clue. Vegetables that are too soft may be going bad. Now look at this carrot. What do you think? AW: It’s pretty funny looking. Its texture is really rough and bumpy, and it looks like it has two legs – one shorter than the other. JH: It is funny looking, but it’s just as nutritious as a pretty carrot. Turns out six billion pounds of food is wasted each year because consumers don’t buy ugly fruits and vegetables. AW: Wow, that’s a lot of waste. Why are we so nervous about eating ugly food? JH: Research suggests we taste first with our eyes. In one study, people liked a meal more and thought it tasted better when it was more attractive. It seems that our brains often judge the health or value of something by its visual beauty. We expect something that looks good to also taste good. And our food preferences are affected by our memories. If we’re used to eating only perfect looking food, we are less likely to try food that looks different. Taste is probably a better guideline. Food that tastes terrible may be poisonous or spoiled, but something that is simply ugly is probably fine. AW: So we should be eating more ugly food? JH: Absolutely, for several reasons. First, supermarkets throw away a lot of food because it doesn’t look perfect. If we used this ugly produce, it would reduce a lot of food waste. Second, it could result in savings for the consumer. Grocery stores in Europe and in the United States are beginning to sell fruits and vegetables that have funny shapes or spots at a lower cost. And there’s another very good reason. It’s possible that spotted produce or produce with strange shapes is actually healthier for you. AW: Why is that? JH: Well, the things that make a fruit ugly, like spots and holes, are signs that the fruit has fought off insects and disease, and this can make it higher in nutrition. AW: So you’re saying that eating ugly food may be healthier, save us money, and reduce the amount of food we waste? JH: That’s right. AW: So the next time you’re shopping, remember that beauty is only skin deep. Speaking Track 2.4 E. Page 89 In Nigeria, we eat a special dish with tomato and eggs. When I was little, my mother made it for us every Friday morning. My mother’s dish is flavorful and delicious. She uses chili peppers, so it is spicy. My mother learned the recipe from her father, and of course, my mom’s recipe is the best! Track 2.5 Pronunciation: Sentence Stress Page 90 In Nigeria, we eat a special dish with tomato and eggs. My mother is a great cook. Which recipe is the best? Track 2.6 F. Page 90 1. When I was a child, my favorite holiday food was homemade cinnamon rolls. 2. In the morning, my mother warmed the rolls up in the oven. 3. Then she put white icing on top of the warm rolls. 4. We children counted the rolls very carefully. 5. We wanted to divide them equally. 6. I loved the rolls because they were soft and warm, and of course very sweet. 7. Even today, I can remember the wonderful taste. Lesson B Track 2.7 Vocabulary A. Page 94 B. Meaning from Context Page 94 area crops environment feed land large-scale percent significant solution survival Track 2.8 Every person on Earth needs food for survival. Fortunately, farmers all over the world grow crops such as rice, wheat, fruits, and vegetables. Those foods can feed both people and animals. There is more than one solution to the food problem. Back in the 1960s, scientists thought that only large-scale farming on huge farms could produce enough food for everyone. However, the kind of farming scientists believed in during the 1960s required significant amounts of water and chemical fertilizers, and also large amounts of land to grow all that food on. These days, many people worry about the environment and the problems caused by large-scale farming. They like to buy their food from small farms instead. In addition, it doesn’t take a huge area of land to grow a little of your own food in a vegetable garden. You probably can’t grow 100 percent of your food, but at least you will know exactly where some of your food comes from. Listening: A Lecture about Feeding the World Track 2.9 A. Page 96 Jonathan Foley is the kind of scientist who tries to answer the big questions. Questions like, “How do farming and other kinds of human activity affect the environment?” and “How can we grow enough food to feed everyone in the world?” These are questions about our survival—about life and death—but Dr. Foley seems calm and reasonable when he tries to answer them. Instead of insisting that high-tech, large-scale farming is the only answer, or that small-scale organic farming is the only answer, Foley suggests that we need to use all of our good ideas to solve the problems we face. Track 2.10 B. Listening for Main Ideas and Page 96 C. Listening for Details Page 97 Professor: Today we’re looking at some important questions. No, let me say that a different way. Today we’re looking at two of the most important questions for human survival. How are we going to feed all of the people on planet Earth? And how can we feed them in a way that doesn’t hurt the environment? Now, before you say to yourself, “This is one of those largescale problems with no good solution,” let me say that there are solutions to this problem. And I think no one explains the solutions better than Jonathan Foley from the California Academy of Sciences. Take a look at this data about “A World Demanding More.” It comes from an article by Dr. Foley, and it will help you understand the problem. By 2050, the population will increase by 35 percent, to around nine billion people! Yet according to the article, we’ll actually need twice as much food as we do now. Why will we need 100 percent more food for 35 percent more people? Well, people in some parts of the world are beginning to eat differently – more meat, more eggs, more milk—so we expect that animals will eat a lot of the food farmers grow. So how can we get to that goal of 100% more food? Let’s look at the five steps Foley suggests. First, we need to stop deforestation. We cannot cut down more forests for more farming. One of the worst things we can do is to burn rainforests to make space for growing more food. The Earth needs the rainforests. Here you can see just how much land farming already uses. We grow crops on a total land area about the size of South America, and we raise animals on an area the size of Africa. That’s a significant amount of land! That brings us to step two of Foley’s plan: to grow more on the farms we already have. If we use better farming practices in parts of the world that already have the land for farming, but are not producing a lot of food—and those places include parts of Africa, Latin America, and Eastern Europe—we can grow the food we need without destroying more rainforests. Step three of the plan is to use resources more efficiently. Seventy percent of the water used across the planet goes to watering crops. We can be more efficient and more careful with water and other resources. Step four in Dr. Foley’s plan is to change the way we eat. Take a look at this map. The areas in green show where most of the food feeds people. The areas in purple show where most of the food feeds animals or is used to make fuel—like the ethanol that’s made from corn. As you can see, we use slightly more land and resources to feed people (about 55%) than animals (about 45%), but we can do better. The fewer animal foods we eat, the more food can go directly to feeding people. Finally, Foley says we need to reduce food waste. We’ve talked about food waste before in this course, so you know that about one third of food is wasted globally. AUDIO SCR IP TS 105 What Foley is saying with his plan is this: We need to use every possible solution if we want to feed everyone and harm the environment less. Stopping deforestation is good. Growing more food on the farms we already have is good. Using resources more efficiently is good. Eating less meat and other animal foods is good. Wasting less food is good. In other words, we need to do all of these things; there is no single solution that will get us to our goal. Speaking Track 2.11 A. Page 98 Speaker 1 I have always shopped for food at a large supermarket. As a child, I went there with my parents, and now I shop there myself. They seem to have everything I need, and I can get my shopping done quickly. Recently the supermarket added a section with a lot of convenient foods like ready-to-eat salads, side dishes, and even main dishes like chicken and lasagna. To be honest, I don’t do a lot of cooking these days! Speaker 2 It might surprise you, but I grow a lot of my food myself. When I was a child, I watched my parents and grandparents work in the garden from spring to fall. I learned to love gardening. Later I discovered that home-grown food tastes much better than food from the supermarket. My favorite things to grow are red, ripe tomatoes and different kinds of lettuce. I also grow cucumbers, onions, and even some strawberries. Everything is fresh! I raise a few chickens, too, and I buy special food for them. That’s not all they eat, though, so I never throw much food away. If I cut the top off a carrot, for example, the chickens are happy to eat it! Unit 6: Housing for the Future Lesson A Track 2.12 Vocabulary A. Page 104 1. My bedroom is small but it’s comfortable so I like it. 2. The capital of Brazil, Brasilia, is a planned city with nearly three million residents. 3. My apartment building is mainly for students. Very few nonstudents live there. 4. There are obvious differences between the city and the country. 5. Most people in my city drive to work. This has an impact on air pollution. 6. I live alone because I don’t want to deal with roommates. 7. We need to remove the furniture from the apartment before we paint it. 8. An architect designs buildings, including homes and offices. 9. Advances in technology have made buildings smarter—now they can turn lights on and off and set temperatures by themselves. 10. You must drive slowly in a school zone. It’s dangerous to drive fast there. 106 AUDIO SCRIP TS Track 2.13 B. Meaning from Context Page 104 The Work of Antoni Gaudí In Barcelona, both visitors and residents know about the architect Antoni Gaudí. His influence is obvious throughout the city: there’s a park, apartment buildings, and even a cathedral that have his unique style. One of the most popular Gaudí sites isn’t a building at all. The Park Güell has walking trails and woods. There are comfortable places to sit, and the gardens invite visitors to relax and enjoy nature. The park is mainly free, but you need a ticket to enter the Monumental Zone, an area where some of the most interesting sculptures are. Track 2.14 E. Page 105 A: What do you think about the architecture of the new museum? B: I like it. It’s quite impactful, so I feel engaged before I even see the exhibits. A: I agree, and there are comfortable seating areas, too. B: There is one problem, though. There’s no obvious place to park. A: True, but it’s in a residential zone, so you they don’t want you to drive to it. B: That makes sense. Too much traffic is really negative for the area. I’m sure they want it to be attractive to tourists. Listening: A Lecture about Housing Solutions Track 2.15 A. Using Context Clues Page 106 Mrs. Ferrer: I don’t want to live in that neighborhood. Mr. Ferrer: Why not? It’s close to your office. Mrs. Ferrer: Yes, but there’s a lot of congestion. Everyone is looking for a place to park their cars, and it’s hard just to cross the street sometimes. Mr. Ferrer: So where do you want to live? Mrs. Ferrer: I like the demographics in Riverdale. There are a lot of young families with good jobs there. Mr. Ferrer: OK, but we’re getting older, and our children live on their own now. Mrs. Ferrer: True, but we’re not geriatric yet. We’re still young enough to enjoy a nice neighborhood. Mr. Ferrer: Then we’ll ask the real estate agent to show us apartments in Riverdale. Mrs. Ferrer: Good. I think we’ll like it there. Track 2.16 B. Listening for Main Ideas and Page 106 C. Listening for Numbers Page 107 Lecturer: We’ve all heard about global warming and rising sea levels, so we can all understand the need for architectural and engineering solutions for coastal cities. In other words, we need to find creative ways for cities to respond to rising sea levels, disappearing land, and increasingly severe storms. For a long time, our approach has been to build dikes, dams, or levees to keep the sea out. These are all basically walls or embankments to prevent flooding. Think about the Netherlands, a country mainly below sea level, where dikes have kept the land mostly dry for hundreds of years. However, we saw that the levees failed to keep the water out of New Orleans in 2005 during Hurricane Katrina. As a result, water destroyed much of the city and caused as many as 90% of residents to leave. Last class we looked at how cities can maintain wetlands as a way to reduce the impact of rising water levels and bad storms. We also talked about HafenCity, a riverside district in Hamburg, Germany. There, architects design buildings that have parking garages on the lowest floors. That way, if the water levels rise, only the parking will be flooded. Now, no one wants a flooded car. But at least the higher levels that have the living spaces, offices, and even metro stops will stay dry. The idea is that there are three different areas in the city: one zone that can be flooded, one that is protected and floods only rarely, and a level that will never flood. Today I’d like to focus on the work of Koen Olthuis, a Dutch architect. Many of the architects doing interesting work in this field come from the Netherlands for obvious reasons. There are almost 16 million Dutch people. Over 60 percent of them live in the onethird of the Netherlands that lies below sea level. For a thousand years, they have built dikes, pumps, and draining systems to keep the water out. In fact, they have to keep pumping all the time, or within 48 hours, 30 to 60 centimeters of water would cover much of this land. One way the Dutch deal with the fact that they have plenty of water but not much land is to live on houseboats. There are 60,000 houseboats in the Netherlands! But the typical houseboat can only be about 5 meters wide and 20 meters long. Olthuis has found a way to build a larger structure that can sit on the water. Basically, he builds a foundation of foam and concrete that floats. He uses the same technology as cruise ships to get water and electricity to the buildings and to remove waste. His firm, WaterStudio, has already built more than 200 comfortable homes and offices on the water. Now they are working on a resort project in Dubai and a school in Bangladesh. Because his buildings float, they can move from one place to another. They can build them in units, take them apart, and put them together in places that need them. Olthuis thinks this kind of portable building could work for the Olympics. Today cities have to build a lot of new structures to host the Olympics, but what if they could simply move structures around and repurpose them? Pretty cool idea, huh? Track 2.17 D. Using Context Clues Page 107 1. Our approach has been to build dikes, dams, and walls or levees to keep the sea out. These are all basically walls or embankments to prevent flooding. 2. They can build them in units, take them apart, and put them together in places that need them. Olthuis thinks this kind of portable building could work for the Olympics. Speaking Track 2.18 E. Page 109 A: I’m so happy! I finally found a new place. B: That’s great! Where are you living? A: I’m living on the east side, and it’s close to a bus line. B: Being close to the bus line is good, but the east side is dangerous. A: That’s a good point, but I think the neighborhood is improving. B: Really? What’s happening there? A: They’re putting in better lighting, so the streets aren’t so dark at night. B: That’s good. A: My new apartment is also in a safe building, and that’s important. B: I agree. Video: Livable Spaces of Steel Track 2.19 B. Meaning from Context Page 112 This video is about recycling old steel shipping containers to use as housing. Steel is very versatile and can be made into everything from knives and forks to toaster ovens and bridges. At first, containers were different sizes, but then producers standardized them, so now they are all the same. That makes them easier to transport around the world on roads, railroads, and on the sea. Because steel is so strong, the containers are structurally sound even when they get a little old and beat up. Lesson B Vocabulary Track 2.20 A. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Page 114 build especially tourists desert property location population damage rapid belong to Track 2.21 C. Meaning from Context Page 115 Vacation Homes: Owning a Piece of Paradise Q: Why is Baja California such a popular location for vacations? A: It has coasts on the Pacific Ocean and the Sea of Cortez, so tourists can enjoy sea life such as dolphins, whales, and unusual fish. The mountains and deserts are also excellent for hiking and sightseeing. Q: Can anyone own a home in Baja California? A: Yes. You don’t have to be a Mexican citizen to own property here. Many vacation homes belong to people from other countries, especially Canada and the United States. Q: Are there a lot of new vacation homes for sale? A: Yes. Most of Baja California’s population lives in the north, in cities such as Tijuana and Mexicali. Recently, though, there has been rapid growth in the south, especially near Cabo San Lucas and La Paz. They want to build a lot of new houses and hotels quickly in those places. Q: Is everyone happy about the housing growth? A: No. Some people worry about damage to the environment as more and more people move in. Baja California is also very dry, so having enough drinking water for everyone is another concern. Listening: A Conversation about Building Homes Track 2.22 B. Listening for Main Ideas Page 116 A: Honey, did you read this article about Egypt? B: No, I didn’t. What does it say? A: It says that the population of Egypt is growing. B: Uh-huh. A: It’s a pretty rapid increase—about 1.5 million people every year. B: Wow—that is fast. AUDIO SCR IP TS 107 A: And most people in Egypt live near the Nile River. B: Right. I think they always have. That’s where the water is, so it’s the best location for houses and cities. A: And farms, too. The rest of the country is desert, so they grow a lot of their food along the Nile. B: Uh-huh. A: Now, though, the Egyptian government has a plan to “green” the desert, especially the desert between Cairo and Alexandria. B: How do you “green” the desert? A: That’s the interesting part. The government is building houses and roads and things. They’re also selling property there at a low price. B: That’s great, but how does it make the desert green? A: It doesn’t, but they’re moving water from the Nile to the “new land,” so farmers can go there and grow food, and other people can build houses there. Anyway, it’s a lot greener than it used to be, and people are living there now. B: Living on new land, huh? That’s pretty interesting. A: Yeah, but not everyone is happy about it. B: Hmmm. Let me guess. They’re doing some kind of damage to the environment? A: Well, it does take a lot of energy to move water, but the real problem is the water itself. Not everyone agrees about who it belongs to. B: The water belongs to Egypt, right? That’s where the Nile River is. A: It’s in other countries, too. B: Oh, I see what you mean. A: And some people think it’s better to leave the desert alone—to not do anything. They think tourists could visit Egypt to see the desert—you know—the natural desert. B: Yeah, but tourists already go to Egypt, I think. And the population of Egypt needs places to live. A: That’s true. Track 2.23 Pronunciation: Focus Words Page 117 The rest of the country is desert, so they grow a lot of their food along the Nile. Track 2.24 C. Listening for Focus Words Page 117 1. Honey, did you read this article about Egypt? 2. It says that the population of Egypt is growing. 3. Most people in Egypt live near the Nile River. 4. That’s great, but how does it make the desert green? 5. They’re doing some kind of damage to the environment? 108 AUDIO SCR IP TS Speaking Track 2.25 A. Page 118 Straw Houses: Another Way to “Go Green” What is your house made of? Building a house from concrete (a mixture of sand, water, and cement) or metal requires large amounts of energy, and it pollutes the air. Building a house from wood means cutting down trees and damaging the environment. Builder Michael Furbish has another idea: Use straw to make buildings. “Most other building materials require a lot of energy use in production and manufacturing at a factory,” explains Furbish. Straw is a kind of grass, and it takes little energy to grow. It’s not very nutritious for animals, however, so farmers normally dry it and use it for animals to sleep on. After the straw is dry, farmers use a machine to make bales— large rectangular bricks of straw. Builders such as Furbish use the bales to build walls. They cover the walls with plaster inside and outside. The plaster becomes hard when it’s dry, so it keeps out water as well as insects and small animals. Furbish used about 900 straw bales for his family’s two-story, three-bedroom house. His company used about 4000 bales to build an elementary school in Maryland, USA. Do you think a straw-bale house is for you? You won’t know until you try living in one, but for Furbish, it’s a greener way to build. Unit 7: Exploring Space Lesson A Vocabulary Track 2.26 A. Meaning from Context Page 124 Life on Other Planets People often wonder if life exists on other planets. Unmanned space exploration is one method we use to answer this question. In 2016, NASA launched a special satellite to look at the stars nearest to Earth, and their planets. They discovered at least seven Earth-sized planets orbiting the same star 40 light-years away. They will need to explore more to know if these planets can support life. One issue to consider is whether a planet has water and an atmosphere that protects it. Our atmosphere has gases such as oxygen and nitrogen that we need to breathe. The conditions on many planets would be too hostile, or unfriendly, for life as we know it. Without an atmosphere, temperatures can be extreme, and that is stressful for most living things. However, even here on Earth, scientists have found life forms that live in hot springs where they are exposed to temperatures of 194 degrees F (90º C)! That is definitely too hot for humans, but clearly other types of life can survive. Planets smaller than Earth have less gravity and that could also affect how life forms develop. Fortunately, life can adapt to different challenges. We will continue to explore in search of life on other planets. We’re living in a period of exciting space exploration. Listening: A Class Presentation about Space Travel Track 2.27 B. Listening for Main Ideas, C. Note Taking, and D. Making Inferences Page 126 Page 127 Speaker: Good morning, Mr. Campbell and fellow classmates. My presentation today is on health challenges that people face living and working in space, such as the astronauts on the International Space Station. The most important thing to know is that conditions in space are very hostile for humans. The environment is so unfriendly that it’s difficult for us to live there. First, the temperatures are extreme. When the Earth blocks the sun, temperatures can drop hundreds of degrees below freezing. However, when the sun hits the spaceship, the temperatures can swing 500 degrees in the other direction. Second, there’s no atmosphere, so there’s no air to breathe. Here on Earth, the atmosphere pushes down on us all the time. That air pressure is very important to us. With no air and no air pressure, a person can’t live for even 10 minutes! Fortunately, astronauts have spacesuits. Spacesuits protect the body, and they also provide air and air pressure. In this slide, you can see an astronaut outside the space station. That’s called a “spacewalk,” and astronauts can do spacewalks thanks to their spacesuits. Another unique condition astronauts face in space is zero gravity. In this slide, the astronauts almost appear to be flying inside the space station. That’s because the station is moving very fast, so really, the astronauts are always falling. It’s kind of fun to float in zero gravity, but it leads to muscle loss because their bodies don’t need to work very hard. Astronauts can become thin and weak, so they need to exercise for at least 90 minutes every day to stay strong and healthy. Now let’s look at circadian rhythms. Our natural daily rhythm is about 24 hours long, and our bodies are synchronized with a 24-hour day. But on a spaceship, astronauts experience a sunrise or sunset every 45 minutes, making for a 90-minute day. This throws off the natural rhythms of the body, including periods of wakefulness and sleep. Astronauts go through something like extreme jetlag all the time. Covering windows and using special lighting can help. Another issue is that the space station or a spaceship is a closed habitat. This means that viruses or sicknesses have no place to go, so they keep moving around inside the closed space. They easily move from one person to another. Plus, because astronauts are in a stressful situation and their bodies change to adapt to space, they may be more likely to get sick. The final health issue is radiation. Radiation from the sun can cause cancer. The Earth’s atmosphere protects us from some radiation. Astronauts on the space station are exposed to ten times more radiation than we are here on Earth. Space radiation can also cause radiation sickness, which makes you feel sick and tired all the time. It may be hard to keep food and medication safe from radiation. As you can see, no matter where we go in space, we will experience changes that could affect our health. The more scientists know about the potential dangers, the better they can prepare astronauts to explore safely and successfully. Okay, now let’s see what questions you have. Speaking Track 2.28 Pronunciation: Contractions with Will Page 128 I’ll see you tomorrow. You’ll like the exhibit at the space museum. It’ll be dark soon. Do you know when John’ll get here? Tonight we’ll see the full moon. They’ll send a report after the spacewalk. Track 2.29 A. 1. 2. 3. 4. 5. 6. 7. I’ll you’ll he’ll she’ll it’ll they’ll we’ll Page 128 I’ll be home by eight thirty. I know you’ll enjoy this book. He’ll call you when he gets to Geneva. She’ll finish the project by the end of the week. It’ll be a while before humans live on another planet. They’ll have to wait in line to buy their tickets. We’ll visit you as soon as we can. Track 2.30 D. Page 129 Going to Mars A: Did you read this article about Elon Musk? He’s the founder and CEO of SpaceX, which is a private company that promotes space exploration. He thinks humans will live on Mars, maybe as soon as 2060. B: Really? How will we get there? A: SpaceX is already sending rockets into space. He thinks they’ll have a rocket big enough to reach Mars by the mid-2020s. B: Are those rockets going to take people to Mars? A: Not right away. The first rockets will bring supplies. But landing a heavy spacecraft safely on Mars will be difficult because of the thin atmosphere. B: When are people going to go to Mars? A: Not long after. A spaceship will carry a crew into orbit. Once there, the ship will use solar panels to get energy from the sun. The crew will stay in orbit until Earth and Mars come close together, which happens every 26 months. Then the trip to Mars will be shorter. Video: How to Choose a Mars Landing Site Track 2.31 B. Meaning from Context Page 133 We can learn a lot about a planet from satellites, which use special cameras to send back images. We can also get information from robots, such as the Mars rover Curiosity, that land on planets. Through photos and other data, scientists can study a planet from far away. Sometimes planets transition from a livable world to a more hostile environment. Scientists want to understand this process. They also look for evidence of water, which is necessary for the planet to host life forms. They also perform other assessments that help them predict if life is possible. Unfortunately, these robots cannot go over large objects or explore landscapes with many obstacles. AUDIO SCR IP TS 109 Lesson B Vocabulary As telescopes became larger, it became necessary to put them inside a building called an observatory. With these larger telescopes, astronomers discovered planets that Galileo never knew about—Uranus and Neptune. Three of today’s largest observatories stand on top of Mauna Kea in Hawaii. At nearly 14,000 feet (4,267 meters), Mauna Kea is above 40 percent of Earth’s atmosphere. The Keck Observatory is among the observatories on Mauna Kea, and the mirrors in its two reflecting telescopes are 33 feet (10 meters) across! Their size allows astronomers to see far into space. Tourist 1: That’s Albert Einstein! Tour Guide: Right. This picture was taken in 1921—several years after Einstein wrote his famous books about relativity. The next photo shows the observatory in 1892. As you can see, there was nothing around it. It was out in the country and high on a hill, so astronomers could view the night sky. OK, I know you want to see the telescope. We’ll need to go up some stairs in order to reach it. The building is old, so there’s no elevator. They didn’t think an elevator was necessary back then. Please let me know if anyone needs help. Well, this is it! You’ll notice an opening—kind of like a window—up there. That’s so the scientists can use the telescope to see outside. Tourist 2: Excuse me, but that’s pretty small. How do the scientists see other parts of the sky? Does the opening move? Tour Guide: Actually, the whole room turns completely around! After my talk, I’ll show you how it works. So, maybe you’re asking yourselves, “What can astronomers see through the Yerkes telescope?” In fact, they can see a lot, and they’ve made some important discoveries here. For example, they discovered the shape of our own galaxy, the Milky Way. Before that, we didn’t know that the Milky Way has a spiral shape, with arms, sort of like a starfish. Telescopes of the Future Speaking The Hubble Space Telescope was not the first telescope in space, but it is large, and it is completely outside Earth’s atmosphere. Hubble can reach farther into space and view more kinds of objects in space than any telescope before it. Work on newer, larger telescopes is also happening here on Earth. The Giant Magellan Telescope will be able to collect four times as much light as the telescopes on Mauna Kea. Track 2.34 A. Track 2.32 A. Meaning from Context Page 134 Telescopes of the Past As far as we know, Galileo was the first astronomer to observe the moon, planets, and stars through a telescope. In the seventeenth century, telescopes were just glass lenses inside tubes made of wood. Large glass lenses were heavy and didn’t work very well in a telescope, so in 1668 Isaac Newton invented something new: a telescope that used a mirror to reflect light. Soon, reflecting telescopes became the first choice for astronomers. Telescopes of the Present Listening: A Talk by a Tour Guide Track 2.33 D. Listening for Main Ideas and Page 137 E. Listening for Details Tour Guide: Welcome, everyone, and thank you for coming to the Yerkes Observatory. Our tour will last about 45 minutes. Before we go inside, please take a look at this beautiful building. It’s from the 1890s, so it’s among the oldest observatories in North America. And what do you think makes the Yerkes telescope special? Anyone? Tourist 1: Is it the size? Tour Guide: It is the size! The Yerkes telescope is the largest refracting telescope in the world. Of course, much larger telescopes have been invented, but they’re reflecting telescopes, meaning they use mirrors to reflect light. Who can tell me what a refracting telescope uses? Tourist 2: I think I know this. It uses lenses, right? Tour Guide: Absolutely right! The telescope at Yerkes uses two large, 40-inch glass lenses. With this telescope, scientists can observe the moon, planets, and even other galaxies. OK, let’s go inside. All right. Before we see the telescope, we’ll visit our museum exhibit. It’s not very big, but there are some interesting old photos. First, please look at this group of people. Do you recognize anyone? 110 AUDIO SCR IP TS Page 138 The Dark-Sky Movement The majority of people now live in or near cities, where doing most things at night is as easy as doing them during the day. Seeing the stars, however, is not easy to do in the city. Streetlights and lights from businesses and advertisers shine into the night sky. As a result, only the brightest stars can be seen. People involved in the dark-sky movement want to change this. They argue that seeing the night sky is important for everyone— not only for astronomers. They say that outdoor lighting affects human health and wildlife, and they recommend simple changes such as streetlights that only shine down at the street, not up at the sky. Track 2.35 C. Page 139 A: Hi! What are you reading? B: It’s information about a star party. A: A star party? Is that a party with a lot of movie stars or something? B: No. At star parties, people get together to look at the night sky. A: Do you need to go to a party to do that? B: Well, they’re going to a national park. It’s far from any cities. A: Is that because of the lights near a city? B: Exactly. People say it’s a lot of fun. Do you want to go? A: Maybe. When? B: The bus leaves at five o’clock on Friday afternoon. A: What time does the bus get back here? B: It gets back pretty late—around midnight. What do you think? A: It sounds like fun. Let’s go! CD 3 Unit 8: Creative Arts Lesson A Track 3.2 Vocabulary A. Page 144 D. Meaning from Context Page 145 conscious of constantly copy display forever public repeat sculpture solid temporary Track 3.3 Artist Profile: Jason deCaires Taylor Background: Taylor grew up in Asia and Europe. As a child, he often swam among Malaysia’s coral reefs—places where small sea animals and plants grow on rocks or other solid objects on the ocean floor. Reefs are important for many kinds of ocean life, but they’re in trouble because of fishing and climate change. Projects: These days, Taylor still likes to swim, and he is conscious of the need to help ocean reefs, an important part of the ocean’s ecosystem. His art project from 2009 does exactly that. The Silent Evolution is a group of sculptures. Taylor used real people as models when he was making them. In a way, all the sculptures are copies of people, and they look just like them. The sculptures are in a public place, but they are not easy to see. Taylor displays them on the ocean floor near Cancún, Mexico. There are more than 400 of them, and together, they form one huge piece of art. It’s especially interesting because the artist did not repeat any of the sculptures—each one is a sculpture of a different person. In 2016, Europe’s first underwater art museum opened off the coast of Spain. The Museo Atlántico features Taylor’s sculptures, including a group of 35 people walking towards a gate and a shipwreck. The Future: Taylor’s artwork is constantly changing. Sea animals and plants make their homes on the sculptures, just as they do on natural reefs, and in time, a new reef will form. That means the shapes of the original sculptures are temporary, so if you want to see them, you need to do it soon. Taylor hopes the new reef that forms over the sculptures will last forever, or at least far into the future. Professor: That’s right. It’s a friendly-looking dragon. But this sculpture is not made from something solid like stone. Can you see what it’s made from? Student 2: I think it’s snow! Professor: It is snow, and it looks like a sunny day, so the sculpture is not going to last—it’s snow, so it’s going to melt. This snow sculpture is part of a winter festival in Montreal, Canada, and sculptures like this—made from snow, or cheese, or even chocolate—are nothing new. They’re popular at festivals, and they tell us two important things about temporary art. First, we often see it outdoors instead of displayed in an art museum. Temporary art is often created in public places. In this case, it’s a public street. And second, look closely at this picture. Do you see the crowd of people around the sculpture? Temporary art brings people together. In this next slide, you’ll see an artist in Madrid, Spain. He’s working on a copy of a famous painting—the Mona Lisa, right? But he’s not working with paint; he’s working with chalk. He’s working outdoors in a public place, and as a result, people are coming to watch him work. What else do you notice? Student 1: I see some money. There are coins on the street. Professor: That’s right. Artists and other creative people need to make a living. Temporary art, outdoors in public places, brings people together because it’s fun. It’s interesting to watch the artist work, and people will pay for that. Of course, chalk is always a temporary medium, and rain and people’s feet will damage this piece because it is outdoors. Now, not every artist wants to attract a crowd of people. And some artists like to work with materials they find at a particular location. The material affects the art itself. For example, artists can create beautiful patterns and designs using sand on a beach. The artist Jim Denevan works alone, and it usually takes him about seven hours to finish a piece. While he is working, he is constantly moving and making marks in the sand. Because of the ocean tides, his work will soon disappear. He is conscious of this, of course, but it doesn’t seem to bother him. Like any temporary art, Denevan’s work doesn’t last forever. Speaking Track 3.5 A. Page 148 Conversation 1 A: Hmm. Jin isn’t answering her phone, and I have to talk to her. B: She didn’t answer my email yesterday, either. A: She must be out of town. She always answers her phone. B: Right—she could be in Osaka. A: Now I remember! She had to go home for the week. B: She must be busy at home if she isn’t answering her phone or her email. Listening: A Lecture about Temporary Art Conversation 2 Track 3.4 B. Note Taking and C. Listening for Details A: Who is the man over there near the door? B: He might be Ann’s father, but I’m not sure. A: No, he can’t be Ann’s father. He’s too young. B: We could go over there and ask him. A: Yes, but he may not want to talk to us now. He looks like he has to leave. B: If we hurry, we might be able to speak with him before he goes. Page 146 Page 147 Professor: Welcome back, everyone. As you remember, last week we talked about art in the 20th century. Today we’re changing topics. I want to talk about art that you won’t find in a museum. That’s because it’s temporary art—temporary because it’s not supposed to last forever, only for a short time. Let’s look at my next slide. Can everyone see it? What kind of animal is this? Student 1: It looks like a dragon. AUDIO SCR IP TS 111 Track 3.6 C. Page 149 Are These Elephants Really Artists? You might think this painting is beautiful, or you might not, but you have to admit it’s unusual. It’s a painting by an elephant, and some elephant art sells for thousands of dollars. In Thailand, the Thai Elephant Conservation Center (TECC) teaches elephants to paint. They think it might be good for them. The animals learn to hold the paintbrush, and trainers help them to move their trunks and paint pictures. According to the TECC, the elephants don’t understand the pictures. They just follow the instructions of their trainers. However, some people think there could be more going on than that. Different elephants have their own painting styles, and their paintings become more detailed over time. An elephant named Ramona may be the most famous elephant in Bali. Many people buy her paintings, and she seems to have an artist’s personality. Ramona likes to work with dark colors, and she only paints when she wants to paint. Video: Making Art from Recycled Glass Track 3.7 B. Meaning from Context Page 152 Recycled Glass as Art This video is about using recycled glass to make a specific kind of art called stained glass. Artists need some special equipment to work with glass. Before they can reuse the glass, they have to remove the sticky paper label with water and detergent. They also have to cut the bottle in half. Artists use a special oven called a kiln to melt the glass pieces. Before they actually cut the glass into pieces for the stained-glass windows, they make a line, or score the surface. Lesson B Track 3.8 Vocabulary A. Meaning from Context Page 154 1. We saved our money for a long time, and now we can afford to buy a piano. We have enough money. 2. The show was fun and the music was lively, so everyone wanted to dance. 3. It’s a simple piece of music, so it was easy for my son to learn. 4. A typical dance from the Dominican Republic is merengue. Merengue music is so popular that it has spread to many other countries. 5. She’s going to perform at the Tango Club. You’ll have to buy a ticket if you want to hear her. 6. It takes more skill to write original music than to play songs written by other people. 7. The trumpet can be a loud instrument, but its sound appeals to me. I really like it. 8. He interprets popular songs in an interesting way. He plays them in his own style. 9. They’re playing at a classical music competition. There are several awards for the best musicians. 10. The ukulele is a traditional instrument in Hawaii. People have used it for a long time. 112 AUDIO SCRIP TS Track 3.9 C. Page 155 A: Listen . . . Do you know the name of this song? B: I can’t remember, but I think it’s a traditional song in Ireland, maybe a couple of hundred years old. A: How do you know? B: Can you hear the tin whistle? It’s a simple instrument with only six holes, but it’s part of many Irish songs. ___________________________________________________ A: This music is really lively—it makes me want to get up and dance! B: Well, in my opinion, they’re playing it too fast. A: That’s the way these musicians interpret the song. It’s just their style. B: Yes, but it doesn’t appeal to me. I prefer calmer music. ___________________________________________________ A: I love this song! Let’s buy the album. B: I can’t afford it right now. Money’s tight. A: That’s OK. We can just download one song if you want. Track 3.10 E. Page 155 The Ukulele: The Sound of Hawaii In the 1800s, small musical instruments similar to the guitar arrived in Hawaii with immigrants from Portugal. Hawaiians made changes to those instruments, and now the ukulele is an important part of Hawaiian culture. The ukulele appeals to many people because it isn’t expensive and it’s fairly easy to play. Many parents can afford to buy ukuleles, so schoolchildren in Hawaii learn to play traditional Hawaiian songs on the ukulele in their music classes. Ukuleles are small, simple instruments, with only four strings, but musicians are able to use these instruments to perform many styles of music. Listening: A Radio Program about Music Track 3.11 B. Listening for Main Ideas and Page 156 C. Listening for Details DJ Brian Johnson: This is Radio KBLM, and I’m your host, Brian Johnson. You’ve just heard a lively piece of music by the great ukulele player Jake Shimabukuro. It’s from his album Peace Love Ukulele. Why are we listening to ukulele music? Actually, that’s a pretty good question. It’s not the kind of music we usually play on this radio station. But Shimabukuro is not your typical ukulele player, either. Let me give you a little background information. Shimabukuro is from Hawaii, and in Hawaii, the ukulele is a big part of the culture. He started to perform his music in 1998, and in 1999, he won a top award for his work with two other musicians. Soon after that, Shimabukuro left the trio and began his solo career. He has become very popular on the Internet, where you can download his songs, or if you can’t afford music downloads, you can watch videos of his performances for free. He’s not a singer. What you’ll see is just him playing the ukulele by himself, but you’ll hear some of the best ukulele playing in the world. OK, as I said, Shimabukuro is not new to the world of music. Peace Love Ukulele was the ninth album he has made since 1999. But this album was different because for the first time, Shimabukuro didn’t play alone, and here’s the reason: The ukulele is a pretty simple instrument. It’s small and has only four strings. Most of the time, when Shimabukuro performs, he plays popular songs that the audience already knows—songs by Michael Jackson, or the rock band Queen, or George Harrison from the Beatles. He has to interpret the music in his own way because he can’t play every note on the ukulele. He says the audience hears the rest of the song in their heads—the parts that he isn’t playing. But Peace Love Ukulele has some new songs on it that Shimabukuro wrote. The audience hasn’t heard the songs before, so he wanted a fuller sound—with drums and bass and other musical instruments. His 2012 album, Grand Ukulele, used a 29-piece orchestra behind Shimabukuro’s uke. Nashville Sessions, his 2016 album, was the first that included all-original songs. Shimabukuro has also written the music for two Japanese movies, and for an American television show. Trust me—you will want to hear his music. Shimabukuro plays several different styles of music, so whether you like rock music or classical music or traditional Hawaiian songs, something on this album will appeal to you. OK, let’s hear a little more from Jake Shimabukuro . . . Track 3.12 Pronunciation: Linking Final Page 157 Consonants to Vowel Sounds Separate words: This – is – Rebecca. She – has – eight – ukuleles – at – home. Linked words: This is Rebecca. She has eight ukuleles at home. Track 3.13 E. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Page 157 ten artists violin music favorite song beautiful evening they’re outdoors Hawaiian musicians good audience rolled under interesting lyrics gave it Track 3.14 G. Page 157 He started to perform his music in 1998, and in 1999, he won a top award for his work with two other musicians. Soon after that, Shimabukuro left the trio and began his solo career. He has become very popular on the Internet, where you can download his songs, or if you can’t afford music downloads, you can watch videos of his performances for free. Speaking Track 3.15 A. Page 158 Mexican Folk Dancing My name is Alicia, and I live in the state of Guanajuato in central Mexico. Here in Guanajuato, music and dancing are a big part of life. There are a lot of festivals here, and many kinds of music, but my favorite kind of music is traditional Mexican music—the kind my grandparents and great-grandparents listened to. I’m a folk dancer, and I love to perform at special events. To be a folk dancer, you have to love the culture and the music here. That’s the most important thing, but you also must work hard and practice a lot. We dance in groups, and every person has to know the steps. And you can’t buy traditional folk dancing dresses at the store, so we have to make our own. We wear traditional dresses that only come from this part of Mexico. Track 3.16 D. Page 159 Conversation 1 A: Let’s go to the festival next weekend. B: That’s a great idea! Maybe we can learn some new dances. A: Yeah, we really have to try some new music. We might get some new ideas. B: I’d sort of like to leave on Friday. A: Sorry. I have to work late on Friday. But I could leave early Saturday. Conversation 2 A: I have to finish this project for tomorrow’s class. Do you want to go to the library with me? B: I’m sorry. I can’t. I have to pick my sister up from the airport. A: That’s right. She’s been in Vancouver for the semester. You must be so excited! B: Yes! I really am. Unit 9: Our Relationship with Nature Lesson A Vocabulary Track 3.17 A. Page 164 ahead depend hunt raise relationship respect responsibility share value within Track 3.18 B. Meaning from Context Page 164 The Maasai People and Cattle The Maasai people of East Africa have a special relationship with one kind of animal. They depend on cattle for meat and milk. In order to raise cattle in a dry climate, the Maasai people share land. Each family moves the cattle over long distances and onto different families’ land in order to find enough grass for the cattle to eat. The Sami People and Reindeer Like the Maasai, the Sami people of northern Europe value one animal more than any other. Reindeer give the Sami people food, clothing, and other useful items. Nowadays, some Sami people raise reindeer on farms, but many Sami people still travel long distances with their animals. This gives them a great respect for nature. No one knows exactly what is ahead for the Sami people because climate change makes the future of the Arctic uncertain. AUDIO SCR IP TS 113 Track 3.19 D. Meaning from Context Page 165 The Australian Aboriginal People and Australian Animals Australia has many kinds of animals, and all of them are part of traditional Aboriginal culture. Animals often appear in traditional stories and in very old paintings on rocks. Aboriginal people have great respect for animals. They traditionally hunt, fish, and grow only what they need to support themselves. They use every part of the animals they kill and often offer thanks to these animals. For Aboriginal people, everything in nature is connected, and human beings have a special role within the natural world. For example, one group of Aboriginal people believes it is their responsibility to make sure Australia’s kangaroos are doing well. Others feel responsible for different animals or plants. Listening: A Lecture about Ethics Track 3.20 A. Critical Thinking: Comparing and Contrasting Page 166 The Inuit People and the Harp Seal It’s winter in the Arctic, and for many Inuit people in Canada, Greenland, and Alaska, U.S.A, it’s time to hunt the harp seal. The Inuit hunt the seals for their meat, oil, and skins. They use guns to kill the animals, or they hit the seals on the head with a tool called a hakapik. For the Inuit, the seal hunt is a very old tradition. Other people, however, question the ethics of the seal hunt. In Europe, for example, it is now illegal to trade any seal products. People who are in favor of this new law think the seal hunt is wrong because of the ways hunters kill the animals. Track 3.21 C. Listening for Main Ideas and Page 167 D. Identifying Opinions Professor: The ethics of seal hunting: “Should the Inuit people of North America be allowed to hunt seals?” It’s an important question, and in recent years, the European Union made it illegal to trade seal products. So in Europe, you can’t buy or sell seal skins, or seal oil, or anything made from seals. Now, you probably don’t wear seal-skin clothing or use a lot of seal oil, right? And the law is popular with most people in Europe. Why? Because they see pictures of cute baby seals, and then they see pictures of the seal hunt. People kill the seals with a gun, or in the more old-fashioned way, by hitting them on the head. The pictures show the red blood on the ice, and for many people, it’s disgusting. They think it’s their responsibility to stop the seal hunt. Yes? You have a question? Student 1: Yes, I’ve seen those pictures—and the videos, too. They’re really difficult to watch! I’m not surprised that Europeans want to stop seal hunting! I think it’s awful! Professor: It does look bad, but the Inuit people have a different opinion. They depend on animals for food. After all, not many plants can grow in the cold climates of Alaska and parts of Canada, so people there can’t raise crops such as rice or wheat. Therefore, the Inuit people have a special relationship with animals. They say they value the animals and have a lot of respect for them, and with seals, they know how to kill the animals quickly. They compare it to Europeans and other people killing animals such as chickens or cattle for food. Of course, a lot of us don’t see those animals being killed, so maybe that’s why it doesn’t upset us. Student 2: So in other words, the Inuit people say it’s fine for them to kill animals because people in other parts of the world kill animals, too. Personally, I don’t agree. I’m a vegan, so I don’t 114 AUDIO SCR IP TS eat meat or any other animal products. I think all of us share the responsibility for taking care of animals—making sure nobody treats animals badly. Professor: That’s a very important idea. And this law in the European Union is an effort to treat seals better, but the Inuit are in North America. How does the law in the European Union affect North American hunters? Many of the people in those upsetting pictures and videos are not Inuit people. They hunt seals for their own reasons. But within the Inuit community, seal skins are a source of income. The seal meat is usually eaten at home, and in the past, they sold the skins—mostly to Europe. So for the Inuit people, the law has serious financial results. Are there any questions? Student 3: I’m wondering what’s ahead for the Inuit people— you know, what will their future be like? I mean, they can’t control the laws in Europe, right? Professor: That’s true. However, the Inuit people are trying to change the law. They think that they should be able to sell seal products wherever possible, including Europe, because their lifestyle and way of making a living dates back hundreds if not thousands of years. To them, the Inuit seal hunt is different from other seal hunts. Other questions? Speaking Track 3.22 C. Page 169 Black Bear Research: Two Places and Two Methods North American black bears are shy animals. They are fearful by nature and will usually run away if they see or hear people, so it can be difficult for scientists to learn about them. In order to study black bears, researchers in the state of New Jersey, catch bears in traps. They sedate the bears so they go to sleep. Researchers then measure and weigh each bear, remove a tooth to find out the bear’s age, and take blood to test for diseases. Researchers want to find out how many bears live in New Jersey, how long they live, and how many babies, or cubs, they produce. More than a thousand miles to the west, another black bear study is taking place in Minnesota. There, researchers study bears that are awake. The bears know the researchers’ voices, and they are not afraid of them. The researchers can touch the animals to check their hearts, look at their teeth, and change the radio or GPS equipment that the bears wear. They also make videos to learn about the bears’ everyday lives. In both places, the main goal is the same—to make sure there is a healthy population of wild black bears. Lesson B Vocabulary Track 3.23 A. avoid attack conflict limited require save scenery similar wildlife be worth Page 174 Track 3.24 B. Meaning from Context Page 174 A: Why did you decide to take this tour? B: Well, I think gorillas and other kinds of wildlife are really interesting. A: I agree, and the scenery here is beautiful, too. B: Yeah, all in all, this tour certainly is worth the cost. __________________________________________________ A: I’m scared. The gorillas are so big! Do they ever attack humans? B: Almost never. Gorillas usually try to avoid trouble. You don’t often see a gorilla getting into a conflict with another animal. In that way, they are similar to other great apes. A: Oh, really? Don’t the male gorillas fight each other? B: No. They usually just show their strength, and the other males go away. Anyway, the tour groups don’t get too close to the gorillas, so we’ll be fine. __________________________________________________ A: That part of the national park is a nature reserve, right? Does the park require any special permits to go there? B: Not really. But it’s illegal to hunt there as they want to keep the animals safe. A: Do you think that’s going to save the mountain gorillas? B: Maybe. There aren’t many gorillas left, but the park helps to protect them. A: The area of the park is limited, though. The gorillas can’t go very far. B: That’s true, and I think it’s the gorillas’ biggest problem these days. Listening: A Conversation about a Town in Zimbabwe Track 3.25 B. Listening for Main Ideas and Page 176 C. Listening for Details Jack: It’s been a long time, Dakarai! Tell us—how is life in Kariba Town? Dakarai: Life is pretty good, Jack! The town is growing fast. Jack: Yeah? That makes sense. I imagine people go there because there’s such interesting wildlife and beautiful scenery. Dakarai: Yes, and there are jobs. That’s a big attraction, too. Most of the jobs are in tourism and fishing. Jasmine: Sure—there must be a lot of fish in Lake Kariba. Dakarai: That’s right, Jasmine—a lot of fish, and it’s a great place to go boating, so tourists love that. And as you said, tourists want to see the wildlife—elephants, leopards, baboons—a lot of different animals live there. Of course, that’s also one of the problems in Kariba. Jasmine: Why is it a problem? Dakarai: It’s similar to many other places, especially other places in Africa. There’s a conflict between people and nature, right? People want to grow crops—animals want to eat the crops. People want to move onto the animals’ land—the animals sometimes attack people. Jack: Does that happen in Kariba? Are the animals aggressive? Dakarai: Actually, animal attacks are not common. Most people in Kariba don’t walk around at night, so they avoid any problems. Jasmine: You don’t go out at night? Dakarai: Most of the time, no. In Kariba, daytime is for people, and nighttime is for animals. Animals can do whatever they want at night. Elephants might walk around outside your house, and leopards could walk down the main street. Jasmine: Really? I can’t imagine an elephant outside my house— not here in Athens! Jack: She’s right. There aren’t a lot of wild animals in this part of Greece. Dakarai: Well, Athens is a very old city, but there was no Kariba Town before the 1950s. The land around Kariba belonged to the animals. Jasmine: And then they built the dam. Dakarai: Yes, that’s right. Then they built the dam to create the lake. You know, when the water behind the dam began to rise, people had to save a lot of animals. They went in boats to get them. Can you imagine? It’s not easy to get wild baboons and zebras into a boat! Jack: Wow! It’s amazing that people did that! Jasmine: So, how are the animals doing now? Dakarai: Not very well, I’m afraid. There’s a wildlife reserve near the lake, but it’s a limited area, and a lot of people hunt the animals even though it’s illegal. Jasmine: That’s awful! Why are they doing that? Dakarai: Well, sometimes they’re afraid. They think the animals might attack them. Most of the time, though, the people are hunting for food. A lot of people in Kariba Town are poor, and hunting is a way to feed their families. Jack: That’s a difficult situation. Dakarai: It is a problem. People require food to eat, of course, but the animal reserve is worth a lot to Zimbabwe. The wild animals are an important part of nature and of Africa, and they bring tourists into the country as well. Jasmine: Tourists . . . and money from tourism. Dakarai: That’s right. Well, I should get going. I’m giving a talk in 20 minutes. Jack: OK. It was great to see you again! Jasmine: Yes, it really was, and good luck with your talk! Dakarai: Thanks, it was good to see both of you, too. Track 3.26 Pronunciation: Using Stress for Emphasis Page 177 To show emotion: Wow! It’s amazing that people did that. To give meaning:People want to grow crops. Animals want to eat the crops. Track 3.27 E. Page 177 Jasmine: Really? I can’t imagine an elephant outside my house—not here in Athens! Jack: She’s right. There aren’t a lot of wild animals in this part of Greece. Dakarai: Well, Athens is a very old city, but there was no Kariba Town before the 1950s. The land around Kariba belonged to the animals. Jasmine: And then they built the dam. AUDIO SCR IP TS 115 Dakarai: Yes, that’s right. Then they built the dam to create the lake. You know, when the water behind the dam began to rise, people had to save a lot of animals. They went in boats to get them. Can you imagine? It’s not easy to get wild baboons and zebras into a boat! Jack: Wow! It’s amazing that people did that! Track 3.31 A. Speaking Track 3.32 B. Track 3.28 B. Page 178 Blind Bobcat Finds a Friend A bobcat named Bear was lucky to be at a sanctuary that takes care of unwanted wildcats. He and the other animals at the sanctuary were not born in the wild, so they couldn’t take care of themselves. Bear had other problems, however. He was almost blind and very unfriendly toward other cats. Because of this, he was always alone. Then workers at the sanctuary had an idea: Why not introduce him to Robi, a caracal, who was even more unfriendly than Bear? At first, a fence separated the two animals, but Bear knew Robi was there. He surprised everyone by acting friendlier than usual toward the caracal. Robi was less friendly than Bear, but after a few weeks, the caracal seemed more comfortable with the other cat, so workers at the sanctuary opened the fence. Now, Robi and Bear are best friends. Bear follows Robi around. “Bear is so reliant on Robi,” says Cheryl Tuller, director of the sanctuary. “Robi takes that as his job.” Unit 10: How We Communicate Lesson A Track 3.29 Vocabulary B. Meaning from Context Page 184 1. Speaking and writing are two basic communication skills. 2. I’m not feeling well. I need to contact my boss and tell her I can’t work. 3. My sister has a wide network of friends. They live all over the world. 4. It’s easy to access some kinds of information on the Internet. 5. According to statistics, more people have cell phones than computers. 6. Schools often try to involve students in activities outside of class. 7. I tried to go online, but I couldn’t connect to the Internet. 8. The university will inform you if you failed a class. 9. For most people, the dollar sign ($) represents money. 10. Information travels at a high speed from one computer to another. Listening: A Report about Communication Software Track 3.30 Pronunciation: Thought Groups I’ll call you later / or I’ll text you / when I get home. My brother and I / are interested in conservation. 116 AUDIO SCR IP TS Page 186 Page 186 It’s amazing! / All you need / is a laptop computer, / a cell phone, / and a cable / and you have a communication system / with a wide reach. With Banks’s software installed on the computer, / the cell phone sends text messages / to thousands of people at once, / without involving the Internet. 1. 2. 3. 4. 5. 6. Page 186 Professor Jones is the oldest professor / at the university. I almost never / send a real letter to anyone. Lily has a phone, / but she doesn’t have a computer. We had a good conversation / about our families. Tom and Marsha / are my only friends in the city. The assignment is to read a chapter / and write some questions for discussion. Track 3.33 D. Listening for Main Ideas and Page 187 E. Listening for Details News Anchor: Most of us rely on the Internet to communicate and to get information. But in many parts of the world, it’s impossible to access the Internet. Ken Banks found this out the hard way when he was doing conservation work in Africa. So, he invented a text-message-based communication system that people everywhere can use to share information and create positive social and environmental change. For most of us, the Internet represents information, speed, and convenience—it connects people to the modern world. In fact, the United Nations has said that being able to access the Internet is a basic human right. According to the UN, countries have a responsibility to make sure their people can access the Internet so that they can get necessary information, communicate with one another, and do any of the wide variety of things that you and I do online each day. However, Internet access is still not available everywhere. In South Africa, for example, Ken Banks worked on a project at Kruger National Park, a huge wildlife reserve with elephants, giraffes, and all kinds of animals. The park wanted to involve the people who lived nearby in its conservation work. They wanted to communicate with people about meetings or about the animals in the park. They also wanted to ask people for their opinions about park decisions. Since people in that area had no Internet access, the park could not contact people via email. On the other hand, a lot of people near the park did have cellular telephones, so Ken Banks invented software that he called Frontline SMS. All you need is a laptop computer, a cell phone, and a cable and you have a communication system with a wide reach. With Banks’s software installed on the computer, the cell phone sends text messages to thousands of people at once, without involving the Internet. But that was just the beginning. People in many parts of the world started to create their own ways to use Banks’s software. Now people use the software to inform residents about emergencies, to send medical records to doctors, or to make payments on a loan without making a long trip to the bank. The software is now used in many ways in over 170 countries, and the best part is Ken Banks gives it away for free. He’s happy to know that the software is helping in places that need it the most. Speaking Track 3.34 A: B: A: B: A: B: A: A. Page 191 Have you written a letter to anyone recently? Yes, I wrote a letter to my grandmother last week. A real letter—on paper? Yes, my grandma doesn’t use email. Oh, I see. Have you had any video chats recently? Yes, I talked with my brother last night. He’s in Germany. Video: Elephants Communicate While at Play Track 3.35 B. Meaning from Context Page 193 MEET JOYCE POOLE She’s a biologist and conservationist who studies elephants. She is interested in the ways elephants communicate. Elephants use several gestures, or movements, to communicate. Sometimes they put their long, pointed tusks into the grass and dirt. They also waggle their heads, which is a side to side and up and down movement. Elephants use some gestures to threaten or try to scare off other elephants. They are solid, sturdy animals, but they have relaxed, floppy movements when at play. In general, older elephants are tolerant of young ones and let the calves play on top of them. Lesson B Track 3.36 Vocabulary A. Meaning from Context Page 194 American Sign Language American Sign Language, or ASL, is a language that people who are deaf or hard of hearing use instead of speech to express themselves. ASL uses signs in addition to body positions and facial expressions. ASL signs are different from the gestures most people use. For example, we all wave, shrug our shoulders, and make shapes with our hands to provide information to our listeners. We point at objects so others know what to pay attention to. However, our gestures are very limited compared to the system of signs and grammar of American Sign Language. As with speaking, the importance of culture is evident in sign language. Different cultures have different versions of sign language. American Sign Language is quite different from British Sign Language, for example. In recent years, some experts have encouraged parents of hearing children to teach ASL to their babies. It is a way to support their language development before they are able to speak. Listening: A Lecture about Gestures Track 3.37 B. Listening for Main Ideas and Page 196 C. Listening for Details Page 197 all kinds of feelings and meaning just as sign language does, but they are used individually and don’t have a grammar to allow you to use them in sentences. The Italians may know something the rest of us don’t – that gestures support our spoken language. There are two ways gestures support spoken language. First, they help the listener. Everyone knows that adding a gesture can help you communicate your message if someone doesn’t understand you. If you’re in a foreign country and someone asks you a question, you can shrug and lift your hands to say “I’m sorry. I don’t know.” Also, something about making a gesture signals to the listener to pay attention to your speech. In addition to helping listeners, gestures also help speakers. They help speakers remember words and information they’ve learned, including math. If they make or even see a gesture while hearing a story, making the gesture again can help them recall vocabulary and details of the story. We know that gestures are important in human communication, but they’re not limited to humans. Members of the ape family, like orangutans and bonobos, use gestures to communicate with each other, as do other animals. Even ravens, a type of bird, can gesture with their beaks to point to something. Now we can use gestures to communicate with technology. Computers can recognize the gestures of people with disabilities and help them to communicate. And now scientists are teaching robots to gesture. According to a recent study, humans can understand robots much better when they use movements along with speech in the same ways that people do. As I hope you can see, gestures are a very important form of communication as they help both the speaker and the listener understand and remember. They may also be a way to communicate with animals and with computers. Are there any questions? Speaking Track 3.38 A. Page 198 A: You look confused, Mom. Is that a new phone? B: Yes, and I’m having trouble figuring it out. A: Let me see it. Alright, first let’s set up your contacts. See this square? If you click on it, it will let you add someone’s contact information – name, phone number, whatever. Do you see what I mean? B: OK. I think so. So I just click on that to add each new person? A: Exactly. Now here’s something else you can do – download some useful apps. You probably want one that will give you directions and update you on traffic, right? So go to the app store, here, and search for the apps and download them. Does that make sense? B: Wait, slow down. What do I click on to get to the app store? A: This little icon here. Then you can look through all the apps, or you can type in what you want in this box and search for it. Got it? B: Got it. Hello, class. Or instead of saying “hello” I could wave, or bow, or use another gesture of greeting. Today we’re discussing the importance of gestures as a form of communication. Gestures are movements that express an idea or meaning. People all over the world use gestures to communicate, but they’re more important in some cultures than in others. For example, experts believe that Italians know and use about 250 hand gestures on a regular basis. These gestures can express AUDIO SCR IP TS 117 VIDEO scripts Unit 1: Butler School Narrator: Long ago, England was a land of country houses, palaces, gardens, and afternoon tea. Every real gentleman had servants, especially a butler. Just 70 years ago, there were tens of thousands of butlers in England, now there are only a few. So, where does one find a good butler nowadays? The Ivor Spencer International School for Butler Administrators— of course! Butler 1: Good evening, sir. My name is Michael. I’m your butler. Butler 2: My name is Jose. Butler 3: I’m your butler. Butler 4: Can I bring you some refreshments, sir? Butler 3: I’m your butler. Butler 5: Good evening, sir. Narrator: It’s the first day of class and the students are learning how to introduce themselves to their ‘gentleman’ or ‘lady.’ A proper butler must also learn to carry himself correctly. Ivor Spencer, School Owner: Your champagne, my lady. Butlers: Your champagne, my lady. Ivor Spencer: No problem, sir. Butlers: No problem, sir. Taxi Driver: Butlers? I haven’t seen a butler for a long time. Narrator: 70 years ago, there were an estimated 30,000 butlers. Today, there are fewer than 200. But, if Ivor Spencer has anything to say about it, that’s going to change! Butlers: It’s a pleasure, sir. Ivor Spencer: No problem, sir! Butlers: No problem, sir! Ivor Spencer: I’ll fetch it immediately, sir. Butlers: I’ll fetch it immediately, sir. Narrator: Ivor Spencer wants to use his school to bring back the butler to this land of tradition. Ivor Spencer: Good morning, everybody. Welcome to the Ivor Spencer School. We know you’ve come from all over the world and we appreciate you being here. Narrator: Future butlers must learn how to use the correct titles to refer to ambassadors, kings, queens, and lords. Over the next five weeks, 13 international students will have 86 lessons in the art of being a butler. If they succeed, they may work for a businessman, an important leader, or even a king. But, first, they have to graduate. Mr. Spencer says that some people can’t even last longer than the first few days. Ivor Spencer: On every course there are about two people that don’t make it past the first two days. Narrator: This may come true for one student in the new group, David Marceau. David Marceau, Butler Student: Good morning, the Lee residence. 118 Practice makes perfect so hopefully, with a lot of practice, I’ll be just as good as any other butler out there. David Suter, Butler Student: I just hope I’m going to be right for the job and hope I can do it. Narrator: It’s important for students to keep their hopes up and practice, practice, practice! Butlers: It’s a pleasure, sir. Narrator: The word ‘butler’ comes from the French word ‘bouteiller’, which means ‘bottle carrier’. For new butlers, this can be difficult. Ivor Spencer: No problem, sir. Butlers: No problem, sir. Butlers: It’s a pleasure, sir. Ivor Spencer: No problem, sir. Butlers: No problem, sir. Ivor Spencer: Your champagne, my lady. Butlers: Your champagne, my lady. Narrator: Things go better for everyone this time. It seems that all the practice is showing some results. Even David Marceau is showing improvement. Butler 1: Your champagne, my lord. David Marceau: It’s on the floor, my lord. Butler 1: Good evening, sir. Butler 2: Good evening, sir. David Suter: Good evening, sir. Narrator: By the third week, students start to find out if they really can become butlers or not. Butler 6: I’m your butler. David Suter: Good evening, sir. Ivor Spencer: Go back. David Marceau: It’s very difficult here. It’s very difficult. The course isn’t easy at all. Good evening, sir. Man: Evening. David Marceau: My name is David. And I am your butler. May I offer you some . . . May I offer you some . . . Ivor Spencer: Do that again, David. David Marceau: I have some problems and I have to deal with them. Good evening, sir. My name is David and I am your butler. Narrator: David is not just having difficulty with the course; he also misses his friends and family back home. David Marceau: I miss my girlfriend very much. She’s giving me support on the phone. I just talked to her last night, and things are okay and everything. Yes, I wish I was there right now. Narrator: There are a lot of secrets to being a good butler. For example, did you know that you can iron a newspaper to make it look nice and avoid leaving ink everywhere? Ivor Spencer does, and he teaches the class how to do it. Ivor Spencer: That’s probably the only time the butler has . . . to read the newspaper. If you see a burnt newspaper, you know that he’s been, the butler’s very interested. Narrator: Sometimes butlers need other unusual skills. For example, they might need to deal with unwelcome guests. These butlers will be ready. Butlers must also learn how to recognize quality products, or ‘the finer things in life.’ From the best tobacco pipes . . . Pipe Expert: It’s not just a piece of wood. It’s a piece of art. Narrator: . . . to expensive shoes . . . to, of course . . . Shopkeeper: Welcome to the house of Moet et Chandon. Narrator: . . . champagne. Shopkeeper: Sante! To champagne. Narrator: Graduation day arrives. Ivor Spencer: David, you’ve come a long way. We appreciate it. Narrator: Everyone gets their certificates—even David. After, the students have a small party. Ivor Spencer: Good health everybody. David Suter: I did it! Narrator: Before they came here, these young men and women drove buses, worked with computers, or worked in restaurants or stores. Now they are part of a very old English tradition. The Ivor Spencer School for Butler Administrators has done its job well! Unit 2: Laughter Yoga Man: We need to get back to the natural built-in mechanisms that we have for self-preservation and health, which laughter is one of them. Woman: Laughter yoga is a way for people to use laughter without telling jokes and being able to get the laughter to help them feel better. Woman: The interesting thing is, is that it helps ease pain, it can ease depression, it’s a way to move and get into your inner child. And it’s a lot of fun. And adults don’t remember necessarily how to have fun. Man: The bottom line of our research is that laughter not only makes us feel good but it has a direct effect on our blood vessels. And our blood vessels control the likelihood of us developing a heart attack or a stroke. And so if we keep the blood vessels healthy, then we’re going to be healthy. Man: You could burn up to 40 calories for five to ten minutes of laughter. But equally important is that the blood vessel opening that we see is the same as going jogging – or even taking one of our cholesterol medications known as statins. You get the same effect in terms of opening up your blood vessels as you do with a good, deep belly laugh. Man: Laughing on a regular basis is not only good for our soul but also great for our health. Man: Laughter is a way of communication, and that’s why it’s contagious because when I’m laughing, you’re looking at me and you’re like, “Wow! You know, this is a positive energy.” So you’re more likely to join me in the laughter. Man: But laughter is not present at birth. It appears about three to four months of age and it’s one of the most important early means of communication between babies and mothers. Man: The mother will tickle the baby and the baby will smile and laugh. And the mother will do more of that. And if the baby doesn’t like it, the baby will fuss or cry, and the mother stops. Man: It’s a kind of instinctive language that exists before we learn to talk. Man: Laughter, like speech, evolved to change the behavior of other individuals. It doesn’t have to have other purposes. It probably does but we’re just now starting to tease out what those differences are. Do the benefits of laughter come from the act of laughing? Man: Or, is it the social contact – spending time with friends, family, and lovers? Man: All of these are very difficult scientific issues that haven’t been teased out. Man: But laughter clearly feels good when you do it. Isn’t that enough? V I D E O scripts 119 Unit 3: Mascots: Fun for Everyone! Unit 4: Tornado Chase Narrator: Some are cute and cuddly, others less so. But all these oversized cartoon animals are in Central Japan for a so-called “Grand Assembly”. The mascots called “Yuru-kyara” represent the country’s 47 prefectures, entertaining visitors and providing obligatory photo ops. One particular star is Kumamon, a bear from Kumamoto. Girl 1: I came to see Kumamon. Girl 2: And I want to see all the mascots. Narrator: Think again though, if you consider this to be for children. The licensed character industry, including copyrights and merchandising, is worth $30 billion a year. That’s more than the Japanese spend on books annually. Man 1: I’m completely comfortable with that as an adult. I don’t see why we shouldn’t enjoy these mascots if we like them so much. There are also elderly people here. Everyone has the right to have fun. Narrator: But it’s not just about entertainment. Characters are also put to work in the police force, shops, and PR campaigns. Man 2: The Japanese grew up with cartoon characters and Manga. They make a big impression on people. And it’s a really nice, cute way of marketing. Narrator: But you don’t have to be fluffy to be a character. Soo Yuinja took a break from protecting the peace in his hometown of Tsu to come to this meeting of minds. Narrator: June 24, 2003: Storm chaser Tim Samaras is in tornado alley. Tim Samaras, Stormchaser: This thing turned into a big gust front. Narrator: His goal: to place as many scientific probes as possible directly in the path of a giant twister. The perfect conditions are forming near a tiny town called Manchester. Tim and his teammates drive towards an enormous thundercloud. About seven miles out, a tornado starts taking shape. He tries to get closer, but no roads lead in the right direction. Tim Samaras: Let’s take this and go up and around. Radio Announcer: This is a dangerous storm. Take shelter immediately. Tim Samaras: I’m going to wait until we get the right angle. Narrator: He outraces the tornado for a few miles. Tim Samaras: We took the road heading east, basically going right into the path of the tornado. Narrator: One probe down, five to go. Tim Samaras: We’re gonna get hit, we’re gonna get hit! Narrator: The chasers estimate it’s at least an F-4 tornado, with winds over 200 miles an hour. A twister this fierce can destroy a well-built house and turn a mobile home into a missile. Tim’s probes will record wind speed, barometric pressure, and other data . . . if the tornado sweeps directly overhead. The more he deploys, the better the chances. But remaining close to a twister is a dangerous game. The tornado destroys a nearby farmhouse—a reminder of what 200 mile an hour winds can do. Still, Tim is determined to deploy the last of his six probes. Tim Samaras: Let’s drop one more! Man: Tim, we don’t have time. . . we don’t have time . . . we don’t have time . . . seriously. Tim Samaras: He was saying that, but I was thinking something else. I was already out of the car, I’d gotten the probe, had put it on the ground, and I jumped in, and I deployed in five to seven seconds. Narrator: Then suddenly, the tornado turns on them. Man: It’s coming back on the road . . . it’s coming right at us, too! Narrator: Twisters can accelerate at speeds of 70 miles an hour. This one is only 100 yards away and approaching fast. Man: Listen to it! Narrator: The driver goes as fast as he can, but the tornado seems to be getting closer. The twister chases the van down the road. Then, at the very last second, turns away and loses power. They escape unharmed. 120 VIDEO SCRIPTS Unit 5: Food-Waste Rebel Unit 6: Livable Spaces of Steel Man: Now here we have an ordinary loaf of homemade bread. Watch closely. Woman: Imagine that, a whole loaf of bread disappearing before our very eyes. Man: Oh madam, that is nothing. You far excel me at making bread disappear. Woman: What are you talking about? I can’t make anything disappear. Tristram Stuart: A third of all the world’s food is currently being wasted. Man: Watch this. Man: There madam is the amount of bread that you cause to disappear every week through household waste. Tristram Stuart: Over the last 40 years, food has got cheaper and people have become more affluent. It’s a disposable commodity for a lot of people. Man: Once something special for Sunday dinner, chicken is now thrifty every day. Tristram Stuart: Big corporations have invested billions of dollars into working out how to trigger that evolutionary impulse to take and take more. More and more and more. Man: And these boxes join the never-ending parade of food. Food on the move. Tristram Stuart: Every week, we buy 20%, 30% more food than we’re even going to eat. We chuck the rest in the trash. Go to the grocery stores and they get stock at the end of the day that is nearing its expiry. A lot of grocery stores, maybe your local one, chucks it in the trash. Man: These products come from farms and ranches despite distance and season. Tristram Stuart: The fruit and vegetables that you buy in the store — it’s not normal for them to look so perfect. And if an orange has even a slight skin blemish, a little scar that has no impact on the freshness, the taste, the longevity of that food, it gets rejected. What kind of sense does that make? Food is land. Food is forests. You have to chop down forests to grow more food. Food is water, food is labor, food is love. In our homes, we can stop food waste. But we can also demand that the businesses that bring us our food every day, stop wasting their food and stop causing their farmers to waste food. And they will only do that, if we demand it. Narrator: Steel is the world’s most popular metal – and rightly so. Not only is it incredibly versatile – with a thousand and one different uses, it can also be incredibly green. Man 1: Because steel is one of the very few man-made materials that’s 100% recyclable. And for this reason, steel scrap very rarely goes to waste. Narrator: And this is great news because for every ton of steel recycled, you save one and a half tons of iron ore, half a ton of coal, 75% of the energy, and 40% of the water that you need to make steel from scratch. Air pollution is also reduced by 86%. And water pollution by 76%. Plus, you save yourself the job of getting rid of one and a quarter tons of solid waste. In this case, recycling definitely makes sense. Man 2: This recycling and reuse of steel has been going on for generations. In fact, your knife and fork could have been made out of the remnants of a Victorian bridge, an old battle ship, or even a sword wielded at the Battle of Waterloo. And the process goes on and on even today. Johnny: Now if I ask you to name a classic piece of 1950’s American design, the steel shipping container probably isn’t the first thing that springs to mind. But I’ll tell you what, you can’t argue with success. Narrator: Steel containers in one form or another have been around for most of the 20th century. But it was the Americans back in the 1950’s who were the first to standardize the boxes. This led the way to a fully integrated road, rail, and sea transport system. Today, 90% of the world’s goods are transported in steel containers and there are an estimated 200 million of them worldwide. And after 10 years or so of being loaded and unloaded and shipped around the globe, they tend to get fairly beaten up, and are often retired even though many of them are still structurally sound. Johnny: With millions of these old containers piling up around the world, there’s growing interest in finding new uses for them. So how would you fancy living in a steel house? Narrator: And the reason why steel containers like these convert so easily into buildings is down to their inherent structural strength. Because of this, they require just a simple concrete base and they can be piled up to 10 stories high. That’s just what these people have done on this groundbreaking development in the heart of London’s Docklands. Ian Feltham shows Johnny round. Ian Feltham: Well, come in. Johnny: Wow! This is amazing. I have to say, this is not what I was expecting at all. What’s it like living in it? Ian Feltham: It is just like living in a normal house. When you’re actually in here and you’ve gone about your, you know, your everyday things – cooking and sitting down at dinner and stuff – it’s just like a normal apartment somewhere. Johnny: And what about when there’s heavy rain? Is it loud? Ian Feltham: It’s – it’s so well insulated. So, I mean, I think you probably get a little bit of pitter patter on the steel work, but in a kind of nice way. Johnny: Yeah. Yes, quite a reassuring sound, isn’t it. So this is quite a wide room so it’s obviously not a single container. Ian Feltham: These are – this is two 40-foot containers, yeah, basically cut down in the middle and joined together. You can see the join runs right the way through it. And then the two containers go back there and I’ve got the bathroom and the bedroom at the other side. Johnny: Yeah, it’s a lot more spacious than I was expecting. It’s really nice. Well, thanks very much for showing me around and all the best. Ian Feltham: Cheers. V I D E O scripts 121 Unit 7: How to Choose a Mars Landing Site Bethany Ehlmann: If you have an entire planet to explore, where do you go? Mars is a place where we can get rovers on the ground, but what is the one site that will tell us the most about Mars? So first, can we land there? Is it safe? Second, do we want to land there and is this the best site for this mission? And third, once we get there, what exactly do we do? And what if our rover lasts longer than we expect, what do we do next? How do we keep exploring? There are many reasons that we want to go to Mars. The first big one is why did Mars transition from what was once a warmer, wetter world to the cold, dry planet we see today? The other is, could Mars host habitats even today? We could go to a former lake, we could go to a deep canyon, we could go to an ancient volcano. Once the specific area is narrowed down, that’s where the detailed assessment really begins. We need to absolutely get the landing site process right in terms of safety. Every pixel in the highest resolution images that we have on the surface is scrutinized for rocks that might be challenging to the landing system or obstacles that might inhibit rover driving. But there is no wrong choice from a science perspective, we will learn something wherever we are. It’s just some choices could be more right than others in terms of the big picture understanding of Mars’ history or evidence for past life. 122 VIDEO SCRIPTS Unit 8: Making Art from Recycled Glass Woman: At this warehouse in Liverpool, a team of crafts people turn junk into art. They’re recycling old bottles and transforming them into beautiful stained glass. Old window panes and empty glass bottles are brought here by environmentally friendly electric lorries. The drinks bottles are left to soak overnight in water and detergent before having the sticky labels removed. Once a bottle is clean, a blade scores a line around its neck. It’s then stood in 7 centimeters of cold water while boiling water is poured into it. The rapid heating makes the glass bottom break off. The neck of the bottle is gently tapped until it falls away. And the body is cut in half and placed in a kiln. The glass sits in here overnight where the temperature gets as high as 766 degrees Celsius. The glass then melts into flat pieces, and these are left to cool. Meanwhile, the windows have their rubber edges removed. And the double glazed panes are separated. This clear glass is scored into shapes, which will eventually form parts of the stained glass window. The glass derived from the drinks bottles is also hand cut. It will provide the color in the windows. The artist creates numerous decorative pieces from the recycled glass including vases and beautiful bowls, and of course the windows. So next time you look through a pane of glass, remember you could be looking through last night’s empties. Cheers! Unit 9: Our History with Horses Narrator: Speed . . . strength . . . and power. Thousands of years before humans invented cars and airplanes, it was the horse who allowed us to go faster, go farther, and explore the world. Horses belong to the family of mammals called Equidae, along with zebras and donkeys. Like their close relatives, horses adapted to live in open country, eating grass, and using sheer speed to escape predators. They’re highly social and live in herds, which also helps protect against enemies. At first, humans were just one of the many hunters that preyed on the horse. But some 4000 years ago, in central Asia, everything changed. Whether it was inspiration, or an experiment, or a teen-aged game, someone jumped onto a horse’s back. From then on, human history was set to the pounding sound of horses’ hooves. Whether they were conquistadors or cowboys—they owe their adventures to the same animal. Horses first lived in the forests of North America. About a million years ago, some crossed land bridges, spreading to Asia and Europe. These pioneers saved their species. About 8000 years ago, either climate change or over- hunting by early humans did its damage—and the last horses in America died out. Horses sailed back to their native land in the 1500s, carried in the ships of Spanish explorers. Soon Native Americans were trading with the Spanish, eager to own these amazing new animals. The descendants of their horses live on, in wild herds of mustangs, which live in the American West today. As horses became valuable workers, people began to breed them for different jobs. Over a hundred different breeds of domestic horses are now recognized, but they all belong to the same species, Equus caballus. Horses are classified based on their height, which is measured in hands—a unit of four inches, or literally the width of a human hand. Ponies are simply small horses—standing less than 14.2 hands, or just under five feet, at the shoulder. Draft horses are heavily built, with enough strength to pull weighty loads, and can stand over 19 hands, or six and a half feet high. Light horses, such as racehorses, fall in between. Over the last century, machines have taken over most of the work that horses used to do. Yet there are more horses alive today than during the 1800s—some 62 million. Horses still offer us an important connection to the natural world—partners to work and play with—and the touch of something wild. Unit 10: Elephants Communicate While at Play Joyce Poole: This is a large adult male named Stony, and he’s doing what we call Tusk-Ground or tusking the ground. It’s – look at him, he is so silly. Look how he’s right down on the ground. Most males do this when they’re threatening another male. And it’s kind of a way of saying, “This is what I’m going to do with you if I get hold of you.” Because elephants even – well, they’ll kill people that way as well. Now he’s just looking at me. And he’s now starting to shake his head and doing what I call a “head waggle.” Now that’s an invitation to play. So I know by his behavior and how he was kicking his legs out earlier. There he goes again with his head waggling and kind of dancing for us. But I know by his very sort of floppy movements and even the way he’s looking – look at him closing and opening his eyes, that he is – that he wants to play. This is not a serious threat in any way to me. This is just a really cute video of two young elephants, two juveniles doing what we call “Play-Social-Rub.” They’re lying on the ground and just wiggling against each other. Elephants love to do this especially kind of in the late afternoon when they’ve had a lot to eat and they’re feeling good. Now look at the female on the right is tusking the ground, kicking her legs in the air. They’re just so silly. I think – I think it probably just feels really good to squirm around on the ground and against other elephants. Here we’ve got two calves playing with other elephants in the background here. And this is a very typical kind of calf play where one – the older one usually – lies down on the ground and allows a younger one to climb on – on top. And again, they just love this touching of their bodies and wiggling and squirming around. This was filmed in the evening. It was about an 11-year-old female and two infant calves that she was looking after. And she was so cute with them. She just lay down in this sort of dust wallow here and allowed them to clamber all over her, tripping and falling. A little male and a little female the calves are – and they stepped all over and she’s so tolerant. She just obviously just loves these two little babies. Look at,[laughs] it’s almost like he was tickled or something. And then this calf just ends up stepping on her trunk and all over her face and [laughs]. Oh, they’re very – they can be quite rough with each other, but, I’m sure it would knock us over, but they’re pretty sturdy little babies. Look, watch this balancing act here where he tries to step on her trunk but it’s a little bit too wiggly. So then he decides – okay he’ll just step right on her face instead. She doesn’t mind. V I D E O scripts 123