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
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Table of Contents
Teaching with Pathways ������������������������������������������������������������������������������������������������������������������������������������������� iv
Speaking Assessment Rubric ���������������������������������������������������������������������������������������������������������������������������������� x
Using the Teacher’s Guide �������������������������������������������������������������������������������������������������������������������������������������� xi
Pacing Guide ������������������������������������������������������������������������������������������������������������������������������������������������������������������ xii
Unit 1
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.
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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.
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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.
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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.
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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!
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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?
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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.
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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
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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
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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.
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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.
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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.
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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.
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