547326907-PWLS-3-TG.pdf

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Pathways
Listening, Speaking, and Critical Thinking
3
Second
Edition
Teacher’s Guide

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Pathways Teacher’s Guide 3,
Listening, Speaking, and Critical Thinking,
Second Edition
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iii
Teaching with Pathways�� iv
Speaking Assessment Rubric�� x
Using the Teacher’s Guide �� xi
Pacing Guide �� xii
Unit 1 The Science of Shopping...................................................................................................................1
Unit 2 Mother Nature.......................................................................................................................................12
Unit 3 On the Move...........................................................................................................................................22
Unit 4 Our Changing Planet.........................................................................................................................32
Unit 5 Making a Living, Making a Difference.....................................................................................43
Unit 6 Design with Purpose.........................................................................................................................55
Unit 7 Inspired to Protect...............................................................................................................................66
Unit 8 Traditional and Modern Medicine............................................................................................77
Unit 9 Uncovering the Past...........................................................................................................................89
Unit 10 Emotions and Personality..............................................................................................................99
Audio Scripts��111
Video Scripts��137
Table of Contents

iv
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.
Teaching with Pathways

T e ac h i n g w i t h Pat h way s v
Increasing Visual Literacy
Photographs, maps, charts, and graphs can all convey enormous amounts of information, and it is essential for students
to be able to make sense of them. Pathways uses high quality visuals to help students develop the ability to interpret
and discuss visual information.
STIMULATING INFOGRAPHICS help explain complex
processes.
CHARTS AND GRAPHS present numerical information
visually.
MAPS show locations and geographical features, and
illustrate historical facts and current trends.
GRAPHIC ORGANIZERS show the relationships between
ideas.
Adapted from “Interconnectivity,” National Geographic Maps, 2014

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 ac 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 ac 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 ac 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 ac h i n g w i t h Pat h way s ix

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.
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.
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
Speaking Assessment Rubric

xi
Each unit of this Teacher’s Guide contains:
• A list of the academic skills covered in the unit.
• An overview of the unit theme, the listening passages, the video, and the Final Task.
• Suggestions for online search terms for additional information about topics in the unit.
• Teaching notes for each exercise.
• Answer keys.
Other features include:
Recommended Time Frames
Look for the small clock icon with recommended times for completing various tasks. While the recommended total
time required for each unit is about six class hours, this will of course vary depending on your particular teaching
situation. Likewise, the time allocated for specific sections should be used more as a guide than as a rule. Refer to the
Pacing Guide on the following page for a more detailed breakdown.
Ideas for…EXPANSION
These boxes contain suggestions for extra classroom activities that can be used when students need additional
support, have a high level of interest in the topic, or when there is an opportunity to explore a different aspect
of the unit theme.
Ideas for…PRESENTING THE SKILL
These boxes provide a variety of ways to introduce the skill being taught as well as practical suggestions for quick
activities to put the skill in use.
Ideas for…CHECKING COMPREHENSION
These boxes offer additional suggestions for assessing students’ comprehension during class and provide exercises to
check for understanding.
Ideas for…MULTI-LEVEL CLASSES
These boxes provide techniques for use in mixed-ability classrooms, where learner diversity can benefit everyone
in the class.
TIPS
These supplementary teaching tips are general suggestions to facilitate classroom management, such as asking
student volunteers to record answers on the board as you lead a discussion.
In addition, this teacher’s guide also contains Audio Scripts and Video Scripts which can be found at the back of this
book. Use these for a more detailed study of the audio and video content. The scripts, for example, can be provided to
students for additional comprehension practice before or after they listen to the passage or view the video. Note that
the scripts for the video slide shows are the same as for the corresponding audio tracks, and so can be found in the
audio scripts section.
Using the Teacher’s Guide

xii
One unit of Pathways Listening, Speaking, and Critical Thinking typically requires six hours to complete. A Pathways unit
can be adapted to shorter class durations by setting aside some activities as homework, or to longer class durations
by using follow-up questions and expansion activities from the Teacher’s Guide, and/or activities from the Online
Workbook:
Total course length: 45 hours Total course length: 45 hours Total course length: 60 hours Total course length: 60 hours
–
60-minute class: 1 unit in
4.5 classes
–
Spend 4.5 hours per unit
–
3 classes
–
Spend 4.5 hours per unit
–
6 classes
–
Spend 6 hours per unit
–
4 classes
–
Spend 6 hours per unit
Most activities will be done in
class and some will be set for
homework:
–
The Vocabulary activities can
be assigned as homework and
reviewed in class.
–
The Video can be assigned as
homework and reviewed in
class.
–
Listening A or B can be assigned
as homework and reviewed in
class.
Most activities will be done in
class and some will be set for
homework:
–
The Vocabulary activities can
reviewed in class.
–
The Video can be assigned as
homework and reviewed in
class.
–
class.
There is enough time to complete
the entire student book in class.
To make time for expansion
activities:
–
Some Vocabulary activities can
reviewed in class.
–
Some Videos can be assigned
class.
–
class.
There is enough time to complete
the entire student book in class.
To make time for expansion
activities:
–
Some Vocabulary activities can
reviewed in class.
–
Some Videos can be assigned
class.
–
class.
Class 1:
Think and Discuss
Explore the Theme
A: Vocabulary (review)
A: Listening (review)
Class 2:
A: Speaking
Class 3:
Lesson Task
Video (review)
Class 4:
B: Vocabulary (review)
B: Listening
B: Speaking (begin)
First Half of Class 5:
B: Speaking (finish)
Final Task
Class 1:
Think and Discuss
Explore the Theme
A: Vocabulary
A: Listening
Class 2:
A: Speaking
Lesson Task
Video (review)
Class 3:
B: Vocabulary (review)
B: Listening (review)
B: Speaking
Final Task
Class 1:
Think and Discuss
Explore the Theme
A: Vocabulary
Class 2:
A: Listening
A: Speaking (begin)
Class 3:
A: Speaking (finish)
Lesson Task
Class 4:
Video
B: Vocabulary (begin)
Class 5:
B: Vocabulary (finish)
B: Listening
Class 6:
B: Speaking
Final Task
Class 1:
Think and Discuss
Explore the Theme
A: Vocabulary
A: Listening
Class 2:
A: Speaking
Lesson Task
Class 3:
Video
B: Vocabulary
B: Listening (begin)
Class 4:
B: Listening (finish)
B: Speaking
Final Task
Pacing Guide

1
AC AD E M I C T R ACK
Behavioral Science
AC AD E M I C S K I LL S
LISTENING Recognizing a Speaker’s Attitude
Reviewing Your Notes
SPEAKING Quoting Statistics
Question Intonation
CRITICAL THINKING Recognizing Pros and Cons
1
UNIT OVERVIEW
Sales experts use observation and up-to-date
information to advise stores on how to attract
customers and alter their buying behaviors. By
understanding consumer psychology and providing
an appealing environment, companies both create and
satisfy consumer needs.
• LISTENING A An Interview about Consumer
Behavior: An environmental psychologist discusses
factors that alter how people behave when shopping.
• VIDEO The Decoy Effect: This video presents an
experiment that illustrates how our decision-making
changes when a decoy is thrown into the mix.
• LISTENING B A Lecture about Gender and
Shopping: A professor discusses with her class the
findings from a study called“Men Buy, Women Shop.”
For the final task, students draw on what they have
learned in the unit to give a presentation to persuade
someone to buy or invest in their idea in the form of a
60-second “elevator pitch.”
For additional information about the topics in this
unit, here are some suggestions for online search
terms: China’s jewelry markets; Sears Roebuck and
Company; farmers’ markets; the decoy effect; loyalty
programs; Men Buy, Women Shop; smartphone industry;
elevator pitch.
2
0 MIN
S
UNIT OPENER
THINK AND DISCUSS (page 1)
Direct students’ attention to the photo, title, and caption.
Ask leading questions, such as:
• Where is this woman? (maybe in a mall in Shanghai,
China)
• What is she doing? (looking at a window display of
expensive jewelry)
• How is she feeling? (in awe of the jewelry, like she wants
what she sees)
Have students discuss the questions in pairs. Ask
volunteers to share whether they enjoy window
shopping.
ANSWER KEY
1. Answers will vary.
2. Possible answers: The title suggests that there is
a science to shopping behavior. The unit may be
about the psychology of shopping.
EXPLORE THE THEME (pages 2–3)
Read the title aloud. Ask students to cover the timeline
and direct their attention to the photos. Ask leading
questions for each photo, such as: When was the photo
taken? Who are these people? What are they doing?Have
students look at the timeline. Ask them questions to
check their understanding of how a timeline organizes
information, such as:
•
What type of information is on a timeline? (key events or
milestones)
•
How does it organize this information? (Events are
arranged in the order they happened over a time period.)
Have volunteers take turns reading the years and key
events on the timeline aloud for the class. Have students
discuss the questions in small groups. Ask volunteers to
share their ideas with the class.
The Science of Shopping

2 U N I T 1
TIP Teach students to ask and answer detailed questions
by modeling the 5W and 1H activity throughout the
unit. Help them respond to visuals or check their
understanding of a text, listening, or video by asking
information questions that start with Who, What, Where,
When, Why, and How. As the unit progresses, write “5W
1H” on the board, and have students write their own
information questions about the content to exchange
and answer in pairs.
Ideas for … EXPANSION
Have pairs of students discuss the following questions
for each shopping method listed in the timeline.
1. What are the unique characteristics of the shopping
method? What types of items are sold here?
2. What might be the advantages or disadvantages of
buying items in this way?
3. Have you ever bought items from this kind of store?
Was it a positive or negative experience? Why?
ANSWER KEY
EXPLORE THE THEME (page 2)
2. Possible answers: Positive changes may be that
shopping is more convenient, it is easier to pay for
things with a credit card, there are more choices,
and you can buy things from all over the world.
Negative changes may be that it is too easy to
spend money with credit cards, there are too many
choices, and people buy too many things.
3. Possible answers: It seems likely that online
shopping will continue to be popular and that
companies will try to make it as easy as possible
for customers to get the goods they want quickly.
If Amazon’s new store is successful, other retailers
will probably copy that idea. However, there is also
a chance that some stores will go back to more
traditional methods of shopping in which customers
are given excellent service by well-trained sales
people.
Lesson A
3
0 MIN
S
VOCABULARY
A (page 4)
Have students discuss the questions in small groups.
Have volunteers share their answers with the class.
Have students look up local farmers’markets in the
area where they live. Make a class list on the board.
Ask students to visit one of the markets and report
back to the class about their experience.
B 1.2 (page 4)
Have students complete the exercise individually.
Remind them to use the parts of speech given to help
them match each word with its definition. Review
answers as a class.
C 1.3 (page 5)
Have students complete the exercise individually and
then form pairs to compare answers. Call on students to
read the completed sentences aloud for the class.
TIP As you go over the answers in exercise C, have
students identify the context clues in each sentence that
helped them choose the correct answers.
D (page 5)
Arrange students in same-level small groups. Have
them read all the questions aloud and then choose
five to discuss. Remind them to draw on their personal
experiences to answer the questions.
Ideas for … MULTI-LEVEL CLASSES
Groups of higher-level students may discuss all
10 questions in exercise D.
ANSWER KEY
VOCABULARY
A (page 4)
1. Possible answers: Advantages: fresh produce; good
prices; personal service; pleasant atmosphere.
Disadvantages: selection may be limited; exposed
to weather; shoppers have to carry own purchases;
may not be able to use credit card.

T h e S c i e n c e o f S h o p p in g 3
stores influence their customers’ behavior? (place goods
in areas where shoppers aren’t likely to be bumped, use our
emotions to make us buy things) What factors might cause
shoppers to take certain actions? (the amount of space,
the price of an item, the number of other shoppers, even the
time of day) Write their ideas on the board.
D 1.5 Listening for Details (pages 6–7)
After listening, ask students to refer to their notes
to complete the exercise individually. Have them
form pairs to compare answers, and then review the
answers as a class. Ask volunteers to correct the wrong
statements. (Sentences 3, 5, and 6 are incorrect.)
Possible answers:
3. The speaker never mentions which items are most
popular online.
5. The speaker says shopping can be addictive but
doesn’t say it is more addictive than anything else.
6. Stores sell items designed to make us look or feel better,
which may or may not lead to positive emotions.
TIP When no specific instructions for note taking are
provided, ask students to write down key words and
to use abbreviations and symbols when appropriate.
Walk around the class, monitoring their work to make
sure they are not writing down complete sentences or
including too much information.
Ask students: Does shopping behavior vary depending
on the culture? Have pairs of students consider
key issues in the interview from the perspective of
consumers living in different countries. Ask leading
questions, such as: How might the issue of personal
space vary for consumers in different countries? In
which cultures is it common to provide discounts or
negotiate prices? Encourage them to draw on their
personal experiences.
Ideas for … PRESENTING THE LISTENING SKILL:
Recognizing a Speaker’s Attitude
1.6 Review the information in the box. Ask
several volunteers to read each example aloud with
the appropriate intonation according to the attitude
listed. To increase understanding, write the following
situations on the board:
1. You are on a crowded train and need to exit at the
next stop. What do you say?
2. You were invited to a turkey dinner, but you don’t
eat meat. What do you say?
B (page 4)
1. complex
2. commercial
3. addictive
4. consumer
5. purchase
6. bargain
7. retail
8. assume
9. alter
10. bump
C (page 5)
1. retail
2. altered
3. assumed
4. bumped
5. purchase
6. bargain
7. consumers
8. addictive
9. commercial
10. complex
4
5
MIN
S

LISTENING: An Interview
about Consumer Behavior
BEFORE LISTENING
A (page 6)
To help students brainstorm, encourage them to create
a role-play of two friends spending the day at the mall.
After pairs share their ideas in a group, ask a volunteer
from each group to share the group’s ideas with the
class. Create a class list of things consumers do before,
during, and after shopping on the board for reference.
WHILE LISTENING
B 1.4 Critical Thinking: Predicting (page 6)
Play the audio of the first part of the interview. Ask
students to just listen and not write anything down.
Afterward, have volunteers share which of their
predictions were correct and which were not. Call on
students to explain what an environmental psychologist
does in their own words.
TIP Tell students that words may have several different
meanings. The word environment, for example, can refer
to the natural world or the conditions in which a person,
animal, or plant lives or operates. Remind them to pay
attention to context clues to understand which meaning
is being used in a given context.
C 1.5 Listening for Main Ideas (page 6)
Review answers as a class. Ask students what details they
remember about each main idea. Ask: How do some
D (page 5)
Answers will vary.

4 U N I T 1
3. A friend invites you to go to a concert, but you don’t
like the band. What do you say?
Ask students to form pairs and choose one of the
situations on the board. Have them write three
responses to express their attitude in that situation: a
direct response, an indirect response, and a response
expressing a certain attitude with rising or falling
intonation.
Have pairs role-play the situation they chose and three
responses for the class. When they have finished, have
the class guess which response was direct, which
was indirect, and which expressed attitude with
intonation.
E 1.7 (page 7)
Play the audio, pausing after each excerpt to give
students time to guess the answer. Review answers as
a class. Ask volunteers what context clues helped them
guess the correct answers.
AFTER LISTENING
Ideas for … PRESENTING THE NOTE-TAKING SKILL:
Reviewing Your Notes
Review the information in the box. Ask students: Do
you typically review your notes? Why or why not? How
does reviewing your notes help you improve your
English? What are other benefits of reviewing your
notes?
F (page 7)
Suggest that they circle possible main ideas in their notes
before making their list at the bottom of the page. Have
them compare their notes in small groups and give each
other feedback on organization and content.
G (page 7)
Have them discuss the topics in small groups.
Encourage them to give specific examples from their
personal experience to explain their feelings and
attitudes.
During: try on or try out item; ask questions of
salesperson; compare with other similar items;
examine for quality; purchase item
After: check purchase at home; make sure it fits or
works; write a review; return an item
B (page 6)
Environmental psychologists study two things: how
people behave in different situations and why they
behave in those ways.
C (page 6)
a.
how some stores try to influence their customers’
behavior
c.
what factors might cause shoppers to take certain
actions
D (pages 6–7)
1. P
Consumers generally behave in complex ways
when shopping.
2. P
For shoppers, being bumped is sometimes bad
but sometimes OK.
4. P
Buying items at bargain prices can improve a
person’s mood.
7. P
Shopping when feeling bad can lead to
increased spending.
8. P
A number of different factors can affect how
shoppers behave.
E (page 7)
a. 2 ; b. 4; c. 3; d. 1
F (page 7)
Possible answers: Main ideas:
consumer behavior is complex; personal space
depends on prices of items and numbers of
shoppers; bargains can improve mood; stores use
our emotions to change behavior; guest offered
various tips about when you shop in stores and
shopping online
G (page 7)
Answers will vary.
ANSWER KEY
LISTENING
A (page 6)
Possible answers:
Before: make a list; research a product online;
compare prices; decide where to shop

4
5
MIN
S
SPEAKING
Ideas for … PRESENTING GRAMMAR FOR
SPEAKING: Real and Unreal Conditionals
Explain to students that conditionals describe the
result of something that might happen (in the present
or future) or that might have happened but didn’t (in
the past). Copy the following chart on the board:
Type of
conditional
present
real
future real present
unreal
Describes
something
that is:
always or
generally
true
real or
possible
with results
in the
future
not true
but can be
imagined
Examples If I buy
something
on sale, I
feel happy.
If the price
drops, I will
buy it.
If the
price were
cheaper,
I would
purchase it.
If I had
money,
I would
buy a new
laptop.
Conditionals typically have an if clause (condition) and
a main clause (result that follows). As you review the
information in the box, underline the verbs and write
their tense above them (present, future, simple past,
would + verb).
Have students complete two short activities to
practice real and unreal conditionals.
1. Write on the board:
1. If I study English, . . .
2. I do well on tests if . . .
3. If you work hard, . . .
4. I’ll . . . if I win a million dollars.
Ask students to complete the sentences with the real
conditional. Have them share their sentences in pairs.
2. Say, “I wish my family lived closer.” Write on the board:
If my family lived closer, I would see my cousins more
often. Then ask students to make a wish list of at
least three items and write sentences with the unreal
conditional about what would happen if their wishes
came true. Have them share their sentences in pairs.
A (page 8)
Ask students to underline the verbs in each question and
identify the verb forms used. After each one, ask students
whether they should respond in the present real
conditional, the future real conditional, or the present
unreal conditional and why. Possible answers:
1. Present real conditional because it’s asking about
something that is generally true.
2. Future real conditional because it’s possible that I will
have free time next weekend.
3. Present unreal conditional because I can’t go anywhere
on vacation, but I can imagine it.
4. Present unreal conditional because I’m not having a
special celebration now, but I might one day.
Have students discuss their answers in small groups.
Encourage them to ask follow-up questions to keep the
conversation going.
Arrange students in same-level groups for
exercise A. Give lower-level students time to write
down their answers before they discuss them with
their groups.
B Critical Thinking: Analyzing (page 8)
Ask students questions to check their understanding
of what the chart is about. Have students discuss
questions 1 and 2 in pairs. Encourage them to include
activities that are not listed in the chart in the book.
Then ask them to stand up and walk around to discuss
question 3 with other students in the class. On the
board, create a chart showing the most popular ideas in
the class.
Ideas for … PRESENTING PRONUNCIATION:
Question Intonation
1.8 Review the information in the book. If
necessary, remind students that content words are
words that carry meaning, such as nouns, main verbs,
adjectives, and adverbs. Play the audio, and ask the
students to repeat the questions. Encourage them to
exaggerate the intonation.
C (page 9)
Have students write three questions in the left column
of the chart. Walk around the class, monitoring their
work to make sure they are using both real and unreal
conditionals and marking the intonation in each
question. Have students follow steps 2 and 3.

6 U N I T 1
TIP If students are having trouble thinking of questions
for exercise C, do step 1 together as a class. Ask students
what questions about money or spending habits they
have for their classmates, and write their ideas on the
board. Students can choose three questions from those
on the board to write in their chart.
D
(page 10)
Review the information in the Critical Thinking and
Everyday Language boxes about recognizing and
discussing pros and cons. Give students time to write
down pros and cons for each situation. Then have them
complete the exercise in pairs.
E
Critical Thinking: Recognizing Pros
and Cons (page 10)
Read the actions aloud for the class. Make sure students
understand them before beginning the exercise. After
students have worked in groups, have them share their
ideas and take a class vote on the best way to change
shoppers’ behavior.
Have students add two more actions to change
shoppers’behavior to the chart in exercise F. Ask them
to list the pros and cons of each and then share their
ideas with their group.
ANSWER KEY
SPEAKING
A (page 8)
Answers will vary but should include the
following conditionals.
1. If I need to buy clothes, I usually go …
2. If I have some free time next weekend, I …
3. If I were planning my perfect vacation, I would
go …
4. If I wanted to have a special celebration, I would
go to …
B (page 8)
Answers will vary.
C (page 9)
Answers will vary.
D (page 10)
1. Pro: easy, convenient; Con: may spend more than
you should
2. Pro: fun; friends can help you decide; Con: friends
may persuade you to buy something you don’t
need or want
3. Pro: convenient; enjoyable; Con: expensive; you
may eat more in a restaurant
4. Pro: see something new; experience different
culture; Con: expensive, language barrier
E (page 10)
Possible answers:
How to Change
Shoppers’
Behavior
Pros Cons
Train sales
clerks to smile
more to put
shoppers in a
better mood.
A friendly
atmosphere in
the store would
encourage
shoppers to
return.
The clerks’
friendliness
could be
perceived as
artificial or
forced.
Bake fresh
bread in a
supermarket
to make
shoppers
hungry.
Customers will
buy more food
when hungry.
Baking bread
in-store may
not be as
practical or
profitable as
getting bread
from outside
sources.
Post“limit 2
per customer”
signs to
suggest items
are in limited
supply.
Customers may
be more likely to
buy the item if it
seems like such
a great deal that
the quantity is
limited.
Customers
who want
to buy more
than two
items cannot
do so.
Move the
registers so
shoppers
must walk
through the
whole store to
pay.
Shoppers see
the whole store,
and may be
reminded to
buy items they
might otherwise
miss.
Shoppers
may b ecome
annoyed with
the confusing
layout of the
store.
Put chairs
outside the
fitting rooms
so people can
sit while they
wait.
This is more
accommodating
to people who
are elderly,
pregnant, etc.
Seeing a long
line of people
waiting
outside
of fitting
rooms may
discourage
shoppers
from trying on
and buying
clothes.

3
5
MIN
S

LESSON TASK: Designing
a Store Layout
Direct students’attention to the photo. Ask: What
gets your attention about this photo? Would you like
to visit this department store? Have you ever been
somewhere similar? What was that experience like?
A (page 11)
Arrange students in mixed-level groups. Assign roles so
that everyone participates. The group leader keeps the
conversation on track. The time keeper keeps track of the
time. The designer draws and labels the floor plan. The
presenter presents the group’s store layout to the class.
Remind students to use expressions from the Everyday
Language box on page 10 and to explain how the layout
will affect the behavior of the store’s customers.
TIP Give each group 10 to 15 minutes to design a store
layout and then 3 to 5 minutes to present.
B Critical Thinking: Synthesizing (page 11)
Display the groups’ layouts on a wall where they are
clearly visible. Give students time to answer the questions
individually. Lead a class discussion, and take a class vote
on which layout would work best in an actual store.
ANSWER KEY
LESSON TASK
A (page 11)
Answers will vary.
B (page 11)
Answers will vary.
Video
4
5
MIN
S
The Decoy Effect
Overview of the Video
This video presents an experiment that illustrates how
our decision-making changes when a decoy is thrown
into the mix.
BEFORE VIEWING
A (page 12)
Have students underline any context clues in the
sentences that help them choose the correct definition.
Review answers as a class.
Ideas for … CHECKING COMPREHENSION
Check students’understanding of the vocabulary
words by asking questions. For example:
• What current fashion trends do you find the most
appealing?
• When do you usually head over to library/bus stop?
• Where else, other than a movie theater, might
concession stands be found? (amusement park, fair,
stadium, or other entertainment venue)
• Have you ever felt that something you bought was a
rip off? Why?
B (page 12)
Have students discuss the questions in small groups and
then share their ideas with the class.
WHILE VIEWING
C 1.1 Understanding Main Ideas (page 13)
Give students time to review the definitions before they
watch the video. Review answers as a class.
D 1.1 Understanding Details (page 13)
Give students time to review the notes before they watch
the video. As they watch again, remind them to write
down just one word or number in each blank. To review,
have two volunteers take turns reading the details in the
notes aloud for the class.

8 U N I T 1
Lesson B
3
0
MIN
S
VOCABULARY
A 1.9 Meaning from Context (page 14)
Play the audio. Pause after each conversation,
and give students time to complete each definition
with one of the answers in the box. Have them
complete the exercise individually and then form
pairs to compare answers. Invite volunteers to
role-play the conversations, and then review the
answers as a class.
B Personalizing (page 15)
The discussion provides students with an opportunity
to recycle the target vocabulary words and to practice
giving reasons. Give them time to discuss the questions
in pairs, and then have volunteers share their ideas with
the class.
Ideas for … PRESENTING THE VOCABULARY SKILL:
Participial Adjectives
Review general information about participial
adjectives. Have volunteers read the examples
aloud for the class. Check their understanding of the
difference between the verb and adjective -ed and
-ing forms. On the board, write the following:
1. She was relaxed.
2. She was relaxing.
3. It was a relaxing evening.
4. She relaxed.
a. simple past verb
b. past participial
adjective
c. past progressive verb
d. present participial
adjective
Ask pairs of students to match the letter that describes
the underlined word for each number. (Answers: 1. b;
2. c; 3. d; 4. a) Review answers as a class.
C (page 15)
Have students work individually to choose the best
word to complete each question. Review the
answers as a class. After students have interviewed
each other, ask for volunteers to report what they
learned.
AFTER VIEWING
E (page 13)
Have students repeat the exercise several times to
increase fluency. Keep time, and challenge volunteers to
summarize the video in one minute in front of the class.
F Critical Thinking: Reflecting (page 13)
Have students form pairs and discuss the questions. Lead
a class brainstorming session on additional ways that
companies get their customers to spend more money.
Have students write down examples of the decoy
effect they notice in their daily routines (e.g., drink
sizes at cafés or convenience stores). After a few days,
ask them to share their examples with the class.
ANSWER KEY
VIDEO
A (page 12)
1. irresistible
2. concession stand
3. rip off
4. head over
5. influence
6. out of line
7. decoy
8. appealing
B (page 12) Answers will vary.
C (page 13)
b
D (page 13)
1. 3; 2. money; 3. medium / med.; 4. 7; 5. value /
bargain
E (page 13)
Possible answer: This video showed two experiments to
illustrate the decoy effect in a movie theater. In the first
experiment, customers had a choice between a small
and a large popcorn, and they chose the small. They
felt that the large was a lot of money. In the second
experiment, customers could choose between a small,
medium, and large. They chose the large because it
seemed like a good value when compared with the size
and price of the medium. The medium size acted as a
decoy and focused attention on the large.
F (page 13)
3. Possible answer: Businesses offer special sales and
discounts; they create an atmosphere in the store
that makes customers feel welcome; sometimes
they have excellent customer service.

Have students write down the past and present
participial adjectives for four additional verbs. For
example:
1. (v) inspire: inspired, inspiring
2. (v) annoy: annoyed, annoying
3. (v) embarrass: embarrassed, embarrassing
4. (v) surprise: surprised, surprising
As a class, write four questions similar to those in
exercise C, such as: Which type of music do you find
more (inspired/inspiring): classical or jazz? Finally, have
them choose the correct participial adjective to
complete each question, and take turns interviewing
each other.
ANSWER KEY
VOCABULARY
A (page 14)
1. identifying as either male or female
2. a necessary but boring task
3. to do things with other people
4. to do something such as an experiment
5. information discovered through research
6. support and commitment
7. an important task
8. causing somebody to be upset
9. not currently available to buy
10. as much as is necessary
B (page 15)
3. Possible answers: gardening, cooking, practicing
music, shopping
C (page 15)
1. frustrated; 2. exciting; 3. boring; 4. relaxed;
5. interested
4
5
MIN
S

LISTENING: A Lecture about
Gender and Shopping
BEFORE LISTENING
A Critical Thinking: Making Inferences (page 16)
Have students discuss the questions in pairs. Have
volunteers share their ideas with the class. Ask students:
Do you identify with the behavior shown in the image?
Why or why not?
WHILE LISTENING
B 1.10 1.2 Listening for Main Ideas
(page 16)
Ask students to take notes on a separate piece of paper
as they listen to the lecture. Have them refer to their
notes to complete the exercise individually and then
form pairs to compare answers.
C 1.11 Listening for Details (page 17)
Have students take notes on a separate piece of paper as
they listen to the lecture. Suggest that they organize their
notes in a T-chart and title the two columns “men” and
“women.” Have them complete the exercise individually
and then form pairs to compare answers.
AFTER LISTENING
D Critical Thinking: Reflecting (page 17)
Ask students to work with different partners than they
did for previous exercises. Encourage them to draw on
their personal experiences to answer the questions. Have
volunteers share their answers to question 2 with the
class. Write their ideas on the board.
TIP Arrange students in same-sex pairs for exercise D.
After discussing the questions, have each pair of students
join another pair of the opposite sex. Have them
compare their answers to question 2 to evaluate how
their ideas are the same or different.
The study“Men Buy, Women Shop”was conducted
in late 2007. Tell students to imagine the study being
conducted this year and reflect on how it might be
the same or different. Ask leading questions, such as:
1. In your opinion, would the study’s focus on gender
difference still be relevant? Why or why not?
2. How might advances in online shopping affect the
findings about consumer behavior and store loyalty?

10 U N I T 1
3
0
MIN
S
SPEAKING
Ideas for … PRESENTING THE SPEAKING SKILL:
Quoting Statistics
Review the introduction in the box. Explain why
quoting statistics is an important skill to develop. Elicit
examples from students about when they should use
statistics (formal or academic contexts such as reports,
presentations, proposals, essays, etc.). Review the
explanations in the box. Remind students that there
are some variations in the way numbers are said in
English.
Give the example of the number 620,000, and say it
with and without the word and: six hundred twenty
thousand; six hundred and twenty thousand. Ask
volunteers to read the examples aloud for the class.
Remind them that numerical data is often represented
in abbreviations or symbols. Elicit ideas from the
students about alternative ways to present the
statistics in the box. Write their ideas on the board.
(Possible answers: 30 percent = 30%; three in ten = 3:10;
three times as much = 3x; tripled = x3; 220 million =
220 mil) For each example, have students work in pairs
to present the numerical data in a visual way, such
as in a graph, chart, infographic, or map. Encourage
them to be creative. Have pairs present their visual
representations in small groups.
A 1.12 (page 18)
Read the title of the chart aloud for the class. Have
students complete the exercise in small groups, and then
review answers as a class.
Have each student share personal experiences with a
partner. Take a class survey on how many students have
experienced each situation.
Give students time to further analyze the statistics in
exercise A. Ask them leading questions, such as: Why
do you think the percentage of consumers who had
poor service is so high? How do shoppers typically
share their bad experiences? In which countries do
you think people spend more or less time grocery
shopping? Why do you think the majority of people
love a bargain? How often do you think other people
around the world research products online before
buying them?
E Critical Thinking: Synthesizing (page 17)
Arrange students in pairs or small groups that share
a defining characteristic, such as gender, age, or
nationality. Ask them to write down the name of a
group of people who are different from them. Have
them list things stores do that tend to upset or annoy
this other group. Have them discuss how these
changes might affect their own group. Then have a
spokesperson from each group present their group’s
ideas to the class.
ANSWER KEY
LIstening
A (page 16)
1. Possible answers: It seems humorous, although
it is presented as if it is the actual path that
shoppers took through a mall. It does clearly
make the point that women like to browse while
men like to go in and make a purchase.
2. The title probably means that men go to stores
to buy things, while women go to stores to
browse and look at items, and maybe to buy
something.
B (page 16)
1. c ; 2. b; 3. a
C (page 17)
Check Men for 1, 2, and 4.
Check Women for 3 and 5.
D (page 17)
2. Possible answers: Men may be more goal
oriented. Men may not care as much about
clothing or fashion. Men may be less interested
in the social aspects of shopping than women.
Women may be more influenced about what
others think and may want to make more careful
choices. Women may enjoy the process of
shopping (touching things, looking at things,
imagining owning things).
E (page 17)
Answers will vary.

C (page 19)
Have students work with different partners than they
had for exercise B. Ask them to take turns interviewing
each other. Remind them to use rising intonation on the
stressed syllable of the last content word in each yes/no
question. Encourage them to ask follow-up questions to
keep the conversation going.
D Quoting Statistics (page 19)
Write the following chart on the board:
Total number of students:
Question 1 Yes: No:
Question 2 Yes: No:
Question 3 Yes: No:
Question 4 Yes: No:
Write the total number of students in the first row of the
chart. Ask two volunteers to come up to the board. Have
one volunteer ask each question in exercise C aloud.
Have the other count and write the total number of
students that respond yes or no to each question in the
chart. As a class, calculate the answers to complete each
statement.
TIP If students need help calculating percentages,
answer question 1 together as a class. Divide the total
number of students who responded yes from the total
number of students in the class, then move the decimal
over two decimal places to the right. For example, if the
total number of students who responded yes is 8 and the
total number of students in the class is 22, the equation is
8 ÷ 22 = 0.363, and the final percentage is 36%.
ANSWER KEY
SPEAKING
A (page 18)
1. 80%; 2. 20; 3. 46%; 4. 68%; 5. 60%
C (page 19) Answers will vary.
D
(page 19) Answers will vary.
3
5
MIN
S

FINAL TASK: Giving a
Persuasive Presentation
A Brainstorming (page 19)
Read the assignment in the box aloud. Then have
students work in pairs to design a smartphone app to
solve one of those problems. Explain the difference
between benefits (positive results for the user) and
features (what the app can do), and give some
examples.
Lower-level students could brainstorm and present
the app in pairs. In this case, make sure each student
presents for an equal amount of time. Higher-level
students could brainstorm an app in pairs but present
individually.
Ideas for … PRESENTING THE PRESENTATION
SKILL: Asking Rhetorical Questions
Review the information in the box. Explain that a
rhetorical question is asked not for the answer, but
for the effect. Review the explanations, and read
the examples aloud for the class. Exaggerate the
intonation and pauses after the questions.
B (page 20)
Have students make brief outlines of their elevator
pitches. Monitor their work, and have students note the
sources of their statistics. Have students practice their
elevator pitches in pairs.
C Presenting (page 20)
Aim to leave 2 to 3 minutes for follow-up questions after
each student’s presentation. Take a class vote on which
app would be most useful for shopping. Have volunteers
give reasons to support their opinions.
ANSWER KEY
FINAL TASK
A–C (pages 19–20)
Answers will vary.
REFLECTION
• Have students answer questions 1 and 2 on their own.
• Have them discuss their answers in pairs or small
groups.
• Ask students to discuss similarities and differences in
their answers for questions 1 and 2.
• For question 3, have students compare answers and
then write the words about which they are still unsure
on the board. Lead a class review of the challenging
words, and re-teach terms as necessary.

12
Biology
LISTENING Listening for Content Words
Noting Who Says What
SPEAKING Making Suggestions
Syllable Stress before Suffixes
CRITICAL THINKING Deciding on Criteria
UNIT OVERVIEW
Plants, animals, and insects face a number of challenges
that threaten their existence on this planet. In response,
they have evolved special features and tricks to compete
for survival. This unit discusses these inherent abilities and
presents how humans are also helping to conserve the
natural world and wildlife.
• LISTENING A A Panel about a Film Contest:
A moderator and two panelists discuss why“The
Penguins of Possession Island”should win best
documentary.
• VIDEO Turtles under Threat: The Kemp’s ridley sea
turtle is the smallest species of sea turtle in the world.
One of the major threats to its existence is incidental
capture during fishing operations. This video discusses
how the Turtle Excluder Device, or TED, improves its
chances for survival.
• LISTENING B A Conversation on Campus: Two
students discuss how epiphytes, organisms that grow
on the surface of plants, survive in tropical areas.
learned in the unit to create and present a short proposal
for a 10-minute nature documentary.
For additional information about the topics in this unit,
here are some suggestions for online search terms: Sloth
Sanctuary Costa Rica, kangaroo birth, pollination, King
penguin, Bertie Gregory, artificial cloning in animals, giant
panda, Kemp’s ridley sea turtle, Epidendrum Orchid, air
plants.
2
0
MIN
S
UNIT OPENER
Direct students’attention to the photo, title, and caption.
• What animal is this? (a two-toed sloth)
• Where are they? (at the Aviarios Sloth Sanctuary in Costa
Rica)
Have students form pairs and discuss the questions.
Ask volunteers to share whom they believe should be
responsible for protecting endangered species and why.
(Possible answers include local or national government,
non-profit organizations, ordinary citizens.)
Further explore the unit topic by having each student
discuss the following questions with a partner.
1.
What are the aspects of nature that make it feminine
in English and other languages?
2.
In English, time is seen as male and given the name
“Father Time.” Does the word for time have a gender
in your language? What is it?
3.
What are aspects of time that make it masculine in
English?
2 Mother Nature
ANSWER KEY
1. Possible answers: cute, interesting, funny, unusual,
with long fur, with a big nose, with strong arms and
legs, and so on.
Read the title aloud. Direct students’ attention to the
photos, and have them cover the captions. Ask students:
What animals or insects do you see in the photos? What
is the first thing that gets your attention about each
of these photos? What do you think you will learn? In
groups of three, have students take turns reading the
captions aloud and then discussing the questions.

M o t h e r N at u r e 13
Lesson A
3
0
MIN
S
VOCABULARY
Ask students what they already know about penguins
and the Antarctic and what they would like to learn.
Write their ideas on the board. Play the audio.
Ask students follow-up questions to check for
understanding. For example:
T:
Reproduction can be challenging for penguins.
What is one challenge penguins face?
S: Keeping the eggs warm.
T: OK, why is that hard?
S: Their environment is really cold.
T:
That’s right. But the oceans are actually warming up.
Why is that a problem?
S:
It means that there will be less food nearby for
penguins to feed their chicks.
Have students research another Antarctic animal (e.g.,
seal, whale, albatross, sea bird) and take notes on any
challenges it is facing and why. Have them report their
findings in pairs or small groups.
B (page 25)
Have students complete the exercise individually and then
review answers as a class. Ask volunteers to identify the
context clues that helped them complete the exercise.
C (page 25)
Have students complete the exercise in pairs. Review
answers as a class. Ask volunteers to turn each false
statement into a true statement.
D (page 25)
then from pairs to compare answers. Ask volunteers
to explain why the words in questions 2, 4, and 5
changed forms.
E Critical Thinking: Evaluating (page 25)
Encourage students to use the new vocabulary in their
discussion. Remind them to give reasons to support
their opinions.
Ask students to close their books. Keep track of time,
and give them 1 minute to write down everything
they remember about bees, kangaroos, and bears.
After 1 minute, ask them to put their pencils down.
Have them open their books and check their
information. Take a class poll on how many pieces of
correct information students remembered. Repeat the
activity to increase understanding.
ANSWER KEY
1. Possible answer: Bees carry pollen from flower to
flower.
2. Possible answers: Animals protect their young by
keeping them in a nest or other special place, by
keeping them close by, or by carrying them.
3. Possible answers: Animals that have short life
cycles are flies, mosquitos, mice, butterflies, and
dragonflies. Animals that have long life cycles are
humans, whales, elephants, tortoises, and koi (carp).

14 U N I T 2
Have pairs of students choose a question from
exercise D to debate. After 5 minutes, ask students to
switch roles and debate the opposite perspective.
the answer as a class. Ask volunteers why the other two
answers were incorrect.
Noting Who Says What
Review the information in the box. Remind students
of the importance of taking clear and organized notes.
Elicit any additional examples of abbreviations that
could help distinguish speakers in their notes. Write
their ideas on the board for reference.
C 1.14 Note Taking (page 27)
Have students take notes on a separate piece of paper
and use the abbreviations A for Abdul, M for Martha, and
S for Shannon to identify who says what. After listening,
have students refer to their notes to complete the
exercise individually. Review answers as a class.
Before going over answers with the class, pair
higher-level students with lower-level students to
compare answers. This gives the higher-level students
a chance to explain their answers and serve as peer
tutors, and it gives lower-level students additional
attention and help.
Tell students there will be a panel discussion to
determine the best city in the world to live in. Lead a
class brainstorming session about criteria to consider
when making this decision (e.g., public safety, affordable
housing, healthy markets). Write students’ideas on the
board. As a class, choose just three criteria. Invite three
volunteers to come to the front and be the panelists.
You will be the moderator. Give the panelists a few
minutes to write down their opinions about the best
city to live in based on the three criteria on the board.
Ask the rest of the class to take out a separate piece
of paper for note taking. Write the first initial of each
panelist’s name on the board. Point out to the class
that these are the abbreviations they should use in
their notes. Lead the panel, calling on each panelist to
give his or her opinion about the topic. Keep track of
time, and end the panel after about 5 minutes. Have
students form pairs to compare their notes.
AFTER LISTENING
D Personalizing (page 27)
Have students discuss the questions in small groups. Ask
volunteers to share their answers with the class. Remind
ANSWER KEY
VOCABULARY
B (page 25)
1. responsibility 6. challenge
2. extinction 7. factor
3. territory 8. threaten
4. predators 9. struggle
5. colonies
10. reproduce
C (page 25)
1. T
2. T
3. F (Colony, territory, and factor are all countable
nouns. Their plural forms are colonies, territories,
and factors.)
4. F (Threat is the noun form of threaten.)
5. T
D (page 25)
1. struggle; 2. responsible; 3. factor; 4. challenges /
threats / struggles; 5. threatens / challenges
E (page 25)
Answers will vary.
4
5
MIN
S

LISTENING: A Panel about
a Film Contest
BEFORE LISTENING
A Critical Thinking: Evaluating (page 26)
Explain to students that a documentary is a kind of
film. Have pairs of students discuss the questions.
Have volunteers share their ideas with the class. Ask
follow-up questions, such as: What is the purpose of a
documentary? (to record some aspect of reality, primarily
for educational or historical purposes)
WHILE LISTENING
(page 26)
Have students read the statements before listening.
Remind them to listen to determine who the speaker is
and the main idea of what he or she is saying. Review

them to use examples from the lecture to explain their
opinions.
E
Critical Thinking: Deciding on Criteria
(page 27)
Review the information in the Critical Thinking box
about how to determine criteria. Have pairs of students
complete the steps.
F (page 27)
Have each pair present their five criteria to the class in order
of importance. Ask the class to guess what decision the
pair is trying to make based on the criteria they presented.
B (page 28)
Have students complete the exercise in pairs. Call on
students to say the words aloud. Give feedback on
syllable stress.
C 1.17 Critical Thinking: Interpreting
a Flowchart (pages 28–29)
Have students complete the exercise in small groups.
Then play the audio, and have students check their
answers.
TIP Explain to students that a flowchart is a type of
diagram representing a process involved in a complex
system or activity. It typically shows the steps as boxes
and their order, or sequence, by connecting them with
arrows.
Have pairs of students cover the flowchart and take
turns orally summarizing the process of cloning an
animal from an adult cell. Encourage them to use
transition words and phrases between the steps in the
flowchart, such as first, then, next, and finally. Ask them
to repeat the oral summary several times to increase
fluency.
Have students make notes about a process with
which they are familiar. They might consider the steps
involved in making a favorite meal, using a computer
program, or playing a game. Ask them to list the steps
of the process and insert transition words and phrases
between the steps. Have them draw a flowchart to
visually represent the process and present it in pairs or
small groups.
D Critical Thinking: Evaluating (page 29)
Then review answers as a class. Take a class vote to see
what species most groups would like to bring back.
ANSWER KEY
LISTENING
A (page 26) Possible answers:
1. Documentaries are based on factual information.
Other films tell fictitious stories.
2. Other common subjects are history, science,
inventions, and biographies.
3. People may be more interested in being
entertained than in watching a documentary
based on facts.
B (page 26)

c
C (page 27)
a. A; b. S; c. M; d. M; e. S; f. A
D–F (page 27)
Answers will vary.
4
5
MIN
S
SPEAKING
Ideas for … PRESENTING THE PRONUNCIATION
SKILL: Syllable Stress Before Suffixes
1.15 Review the information in the box. It is
important for students to notice that the syllable stress
can change when a suffix is added and recognize that
the changes follow a pattern. Remind students that
stressing a syllable means saying it slightly higher,
louder, and longer. Play the audio, and ask students to
repeat the words, exaggerating the syllable stress.
A 1.16 (page 28)
Have students complete the exercise individually. Then
play the audio again, and have students repeat the
words.
SPEAKING: Adjective Clauses
Write these two sentences on the board:
1. I have a hardworking mother.
2. I have a mother who works hard.
Ask students:
T: What is the adjective in the first sentence?
S1: Hardworking.

16 U N I T 2
E (page 30)
First, ask students to review the sentences and underline
the noun being modified in the first sentence of each
question. (Answers: 1. large colonies; 2. predators;
3. cloning; 4. a cell; 5. Ken Burns; 6. important events).
Then have them complete the exercise in pairs. Have
volunteers share their ideas with the class.
T:
What words describe or modify the noun in the
second sentence?
S2: Who works hard.
Point out to students that the adjective in the first
sentence comes before the noun and consists of one
word, while the words in the second sentence follow
the noun. Tell them the second sentence has an
adjective clause. As you review the information
in the box, point to different parts of the sentence—
such as nouns, relative pronouns, subjects and
objects of the clause—and ask follow-up questions to
check students’understanding, such as: What is t his?
What noun is it modifying? Is this a subject
or object of a clause? Is this a subject relative pronoun
or an object relative pronoun? How do you know?
Ask students to bring in or show a photo of someone
they know or something from their house. In small
groups, have them take turns holding up their photos
as the other group members guess who or what it is
and describe it using an adjective clause. For example,
if the photo is of a young woman sitting on a beach,
a student might say: The woman is Marco’s sister who
is on vacation in Florida. After all group members have
provided their guesses aloud, the owner of the photo
should give the answer using an adjective clause: She
is actually my cousin who lives in Hawaii.
F Critical Thinking: Evaluating (page 30)
Have students discuss the question in small groups. Have
TIP If students are having trouble thinking of criteria for
either category in small groups, complete the exercise
as a class. Lead a class brainstorming session, and invite
volunteers to write their ideas on the board.
ANSWER KEY
SPEAKING
A (page 28)
1. academic
2. reproduction
3. responsibility
4. complexity
5. frustration
6. interaction
B (page 28)
Suffix: –ic Suffix: –ity Suffix: –tion
automatic
domestic
dynamic
specific
genetic
capacity
community
flexibility
priority
electricity
construction
information
motivation
reaction
extinction
C (pages 28–29)
1. A body cell is removed from an adult animal.
2. Scientists remove the nucleus from that cell.
4. Chemicals or electricity make the egg divide.
6. The resulting baby is a clone of the first animal.
D (page 29)
2. Possible answers: Criteria might include benefits
to human health and survival, benefit to the
environment.
E (page 30)
1. King penguins live in large colonies that/which
may contain 100,000 birds.
2. These penguins have many predators which/that
include birds and seals.
3. Cloning is a technique that/which allows
scientists to produce copies of animals.
4. To clone, scientists use a cell which/that has been
taken from an adult animal.
5. Ken Burns is a filmmaker who is best known for
his history documentaries.
6. Many of his films are about important events
that/which changed history.
7. I went to the documentary film festival that/
which you told me about. / I went to the
documentary film festival you told me about.
F (page 30) Possible answers:
Criteria for best documentary: an important, relevant
topic, an interesting story, clear facts and support, a
mix of interviews and narration, good camerawork
Criteria for best director: good story-telling; excellent
photography; good cast; good editing

ANSWER KEY
LESSON TASK
A (page 31)
Possible factors that can lead to extinction may
include disease, hunting, loss of habitat, climate
change, and more natural predators.
B–D (page 31)
Answers will vary.
3
5
MIN
S

LESSON TASK: Discussing
Conservation and
Extinction
Read the title aloud. Have students look at the photo
on page 31 and cover the caption. Ask students to
explain what the message of this photo is and how it
might help them understand the Lesson Task theme.
TIP Make sure students know the meanings of species
conservation and extinction. Conservation is the
preservation, protection, or restoration of the natural
environment and wildlife. Extinction is the state in which a
species, family, or larger group has no more living members.
A (page 31)
Review the information in the Everyday Language box
about asking for repetition. Arrange students in mixed-
level groups. Have them discuss what factors can lead to
the extinction of species.
TIP Assign group roles so that everyone participates.The
groupleader keeps the conversations on track.The time
keeper keeps track of the time (no more than 20 minutes for
exercises A–C).The recorder takes notes on the discussion in
exercises B and C.The reporter uses the recorder’s notes to
report back to the whole class in exercise D.
B Critical Thinking: Ranking (page 31)
Remind students that they need to be able to provide
reasons to support their group rankings. Take a class
survey to compare results.
Approve each group’s plant or animal species before
they move on. For number 3, ask groups to include a
minimum of three ways humans can help.
D (page 31)
Remind the presenter to use adjective clauses in his
or her presentation. Encourage audience members to
ask for repetition using the expressions in the Everyday
Language box.
Video
4
5
MIN
S
Turtles under Threat
The Kemp’s ridley sea turtle is the smallest species of
sea turtle in the world. One of the major threats to its
existence is incidental capture during fishing operations.
This video discusses how the Turtle Excluder Device, or
TED, improves its chances for survival.
BEFORE VIEWING
A (page 32)
Direct students’ attention to the video title, map, and
photo. Ask them whether they are familiar with Costa
Rica. Have volunteers share their knowledge with the
class. Ask students what they think the term low-tech
means (using or requiring less advanced technological
equipment) and how it’s different from the term high-
tech (using or requiring highly advanced technological
equipment). After they have discussed the questions, ask
volunteers to share their ideas with the class.
B (page 32)
then form pairs to compare answers.
WHILE VIEWING
Have students complete the exercise individually. Review
answers as a class.
Ideas for … CHECKING FOR COMPREHENSION
Have pairs of students discuss why the Turtle Excluder
Device is considered a low-tech solution.
Have pairs of students make a flowchart that shows
the step-by-step process of how a Turtle Excluder
Device works. Play the video again, if necessary. Have
pairs compare their flowcharts in small groups.
D 1.4 Note Taking (page 33)
Read the titles in theT-chart aloud. Have pairs of students
share any advantages or disadvantages they remember from
the video. Have students complete the chart individually and
then form pairs to compare answers. Draw the chart on the
board, and ask volunteers to write in their answers.

18 U N I T 2
AFTER VIEWING
E Critical Thinking: Synthesizing (page 33)
Have students complete the steps in small groups.
Then have each group join with another to share their
questions and concerns.
In groups of three, have students role-play a panel
discussing the legal requirement for U.S. shrimp
fishermen to use the Turtle Excluder Device (TED).
Assign roles: a marine biologist, a marine enforcement
officer, and a shrimp fisherman. Give students time
to write notes on why they believe the TED should or
should not continue to be legally required. Have them
discuss their opinions with their groups. Invite groups
to role-play their panel discussion in front of the class.
Lesson B
3
0
MIN
S
VOCABULARY
Play the audio. Ask students to read along as they listen
to the interview.
Ask students comprehension questions to check for
understanding, such as the following:
1.
What are some different ways orchids attract
insects? (with sweet liquid and strong smells; by
resembling their favorite food or a place to make
a home)
2. What is pollen? (a substance that contains DNA)
3.
What happens once the insects visit the orchids?
(They get covered in pollen.)
4.
What happens after they leave? (They transfer
the DNA to other orchids, and reproduction
takes place.)
Using Context Clues
Review the information in the box aloud. Ask a
volunteer to read the example aloud, and point out
the context clues for the word scent. Ask students
what parts of speech are often context clues
(adjectives).
B (page 35)
Have students complete the exercise in pairs. Review
the answers as a class. Ask volunteers to explain what
context clues helped them identify the correct part of
speech.
C (page 35)
then form pairs to compare answers. Ask them to only
use a dictionary to check their answers, not to help them
complete the exercise. Then call on students to share
their definitions. Ask them what context clues helped
them define each word.
ANSWER KEY
VIDEO
A (page 32)
Possible answers:
1. fishing, ocean transportation, tourism
2. predators, climate change, pollution
B (page 32)
1. species – that can reproduce with one another
2. population – that are members of that species
3. Marine – that live in the sea
4. biologists – who study life and living organisms
5. exclude – that they neither want nor need
6. device – that has a special function
C (page 33)
1. a; 2. b; 3. a; 4. b
D (page 33)
Possible answers:
Disadvantage(s) to
Fishermen
(according to some
fishermen)
Advantage(s) to
Fishermen
(according to
biologists)
holes in net lead to loss
of large part of catch
nets exclude anything
large / fisherman can
fish for longer / catch
more shrimp
E (page 33)
1. Possible answers: How much does it cost? Will
they use more fuel to drag it in the ocean? What
other fish might get trapped? Is it easy to repair if
it breaks? Will it get caught on things underwater?

A 1.20 (page 36)
Have students complete the exercise individually. Play
the audio. Ask students to check their answers.
WHILE LISTENING
B 1.21 Listening for Main Ideas (page 37)
Give students time to read the questions and answer
choices before listening to the whole conversation. After
listening, review answers as a class.
TIP Remind students to listen to the entire conversation
before marking their final answers.
Ask follow-up questions to elicit further details about
the conversation from students. For example:
T: Who are the two speakers?
S1: Students.
T:
That’s right, but how do you know they are students?
S2: They are both in the same class.
T: What are they studying?
Play the audio, and have students complete the exercise
individually. Review answers as a class. Have volunteers
share how they would correct the false statements.
(Possible answers: 2. Elena says, “I’m sorry? Epi- what?”
showing that she doesn’t know a lot about epiphytes. 7.
Professor Darrow actually specializes in orchids.)
AFTER LISTENING
Lead a class discussion about talking to strangers. Ask
volunteers to share their answers to questions 1–3. Ask:
Are there cultural differences in talking to strangers?
What are they? What are some strategies to use if you
have to talk to a stranger? Write students’ ideas on the
board.
ANSWER KEY
VOCABULARY
B (page 35)
Nouns – organism / substance / method / shelter
Verbs – specializes / manufacture / consume /
transfer / resemble
Adjective – primary
C (page 35)
Possible answers:
1. focus on and become an expert in a specific subject
2. look similar to somebody or something
3. way of doing something
4. eat or use up something
5. individual living thing, such as a plant or animal
6. first, greatest, or most important
7. type of material that can be seen or touched
8. make or produce something
9. protection, especially from danger or bad weather
10. move something from one place to another
4
5
MIN
S

LISTENING: A Conversation
on Campus
BEFORE LISTENING
Listening for Content Words
1.19 Write the following on the board:
1. ____ me ____ is ____, a ____ who ____ in the ____
of ____.
2. Joining ____ today ____ Dr. Sam Darrow, ____
botanist ____ specializes ____ study ____ orchids.
Ask the class which sentence makes more sense
and why. (Sentence 2 makes more sense because it
gives more information.) Tell them that sentence 1
contains only function words and sentence 2 contains
only content words. Ask students which parts of
speech are typically content words (nouns, main verbs,
adjectives, adverbs) and which parts of speech are
known as function words (auxiliary verbs, pronouns,
articles, prepositions). Point out that content words
carry meaning; function words have a grammatical
function. Review the information in the box. Play the
audio. Read the example again, exaggerating the
stress on the content words. Have students repeat the
sentences.
ANSWER KEY
LISTENING
A (page 36)
Possible answers:
Leo: Excuse me? Sorry to bother you, but do you
know the way to the conservatory greenhouse? This
map isn’t helping me much.

20 U N I T 2
3
0
MIN
S
SPEAKING
Ask students to review the map in pairs and add one
more common challenge that students face. Ask them
to brainstorm at least two possible solutions for each.
Have each pair of students join another pair of students
to form a group of four. Ask them to take turns sharing
their possible solutions. Lead a class review, and ask
volunteers to share their group’s solutions for each
challenge.
Making Suggestions
Review the information in the box. Read the examples
aloud. Ask students which of the expressions they
have used or are familiar with. Discuss ideas about
when to make a suggestion more or less strong. Have
pairs of students complete the expressions by giving
10 suggestions for how to study English. For example:
Whydon’tyougotoalanguageschool?Youshouldmake
flashcardstostudynewvocabulary.Maybeyoucouldset
aside30minuteseverynighttolistentoapodcastinEnglish.
Have volunteers share their suggestions with the class.
Elena: Yeah, the map isn’t great and the campus
does resemble a maze, doesn’t it? Anyway, you’re
in luck. I’m actually on my way to the conservatory
greenhouse right now. We can walk together.
B (page 37)
1. c 2. b 3. b
C (page 37)
1. T; 2. F; 3. NG; 4. T; 5. T; 6. NG; 7. F
D (page 37)
3. Possible answers: You might need to talk to a stranger
if you are lost and need directions, or if your cell
phone dies and you need to borrow a phone. Some
strategies might include asking the person if they
have a minute and briefly explaining your situation.
5. Possible answers: It’s important to study how plants
survive in a variety of conditions because these
days we have a lot of extreme weather such as
droughts and hurricanes. We can learn how plants
adapt to different conditions, what sort of climate
is ideal, new areas where they can be grown, and
how they might adapt to climate change.
B (page 39)
Brainstorm interview questions with the class. Write
students’ ideas on the board for reference. Then have
them interview at least three different classmates.
TIP Some students might not feel comfortable talking
about their personal problems, especially those relating
to money, relationships, or diet. In this case, remind them
before the interview that they can make up answers or
talk about a friend or family member instead if they prefer.
C (page 39)
Ask students to find a classmate they didn’t interview
in exercise B. In pairs, have them take turns sharing the
challenges and best suggestions they were given. Lead
a class review, calling on each pair of students to present
their ideas.
For additional practice with the SpeakingSkill, making
suggestions, ask students to write a question or problem
they are curious about on an index card. If necessary,
provide some examples (Ican’tfallasleepatnight.What
shouldIdo?) Ask them to write general, not specific,
questions.Tell them this is an anonymous activity, and
they should not write their names on the cards. Collect
the cards, and make sure each question or problem is
appropriate for use in class. Redistribute them, giving
each student one new card. Ask students to form groups
and read the questions or problems aloud to each other.
Then have them create a list of suggestions in response
to the question or problem and write them on the back
of the card. After sufficient time, collect the cards, and
have a volunteer read the suggestions to the class.
ANSWER KEY
SPEAKING
1. Not enough money: Get a part-time job; get a
student loan
2. Limited time to study: Follow a study plan; spend
less time on social media
3. Relationship problems: Ask for advice from others;
see a counselor
4. An unhealthy diet: Eat healthier food; get advice
from a doctor
5. Additional challenge: Not enough sleep: Set a
regular bed time; don’t use electronic devices late
at night
B (page 39)
Answers will vary.
C (page 39)
Answers will vary.

3
5
MIN
S

FINAL TASK: Creating and
Presenting a Proposal
TIP Explain that many university students write proposals
to obtain grants to help fund research. Provide information
about grants and how they work. Consider bringing in a
few grant applications to show students how important
grants are in academic study and how detailed plans need
to be in order to obtain funding.
Read the assignment in the box aloud. Arrange students
in mixed-level groups. Have them decide on key criteria.
Then have students brainstorm answers to the questions.
B Organizing Information (page 39)
Give students time to answer the questions and organize
their proposals. Monitor students’ work, asking questions
to make sure they are on track. For example: Which
information will you present first? Who is presenting
which information? What visuals are you using? Do you
need to write on the board?
SKILL: Presenting with Others
aloud. Elicit additional examples from the class. Write
students’ideas on the board. Have each group choose
a time keeper. Ask the groups to write an introduction
to their presentation that lets the audience know who
will say what and when. Have each group member
write out his or her transitions using the examples in
the box as models.
C (page 40)
Give students time to practice their presentations all the
way through. Make sure the time keeper keeps time.
D Presenting (page 40)
Have each group present on their documentary
proposal. Aim to leave time for follow-up questions and
suggestions after each group’s presentation.
E (page 40)
Lead a class discussion about the proposals. Have volunteers
share what they liked about each one and why. Have the
class vote for the best three documentary ideas.
ANSWER KEY
FINAL TASK
A–E (pages 39–40) Answers will vary.
REFLECTION
• Have them discuss their answers in pairs or small groups.
• Ask students to discuss similarities and differences in their
answers for questions 1 and 2.
• For question 3, have students compare answers and then
write the words about which they are still unsure on the
board. Lead a class review of the challenging words, and
re-teach terms as necessary.

22
Sociology
LISTENING Listening for the Order of Events
Noting Contrasting Ideas
SPEAKING Expressing Probability
Linking
CRITICAL THINKING Categorizing Information
UNIT OVERVIEW
Migration has been a feature of human societies for
centuries. This unit discusses the social, economic,
political, and environmental reasons people decide to
leave their home for another one and the impact this
movement has on our environment and the global
economy.
• LISTENING A A Lecture about Migration: A professor
lectures about different types of migration and the
factors that compel people to leave their homes.
• VIDEO What Ellis Island Means Today: Ellis Island, the
U.S. gateway to immigration, was recently reopened
to visitors. Even for those born in the U.S., a visit there
today can be emotional and nostalgic.
• LISTENING B A Study Group Discussion: Three
students discuss their presentation assignment about
human migration from Earth to another planet.
learned in the unit to give a 5-minute presentation about
their viewpoint on the colonization of Mars.
terms: Migration in Romania; Moldova migration;
East Africa drought; United States unemployment rate;
Hundertwasserhaus; The Peace Bridge, Calgary; Ellis Island;
Mars trilogy, Kim Stanley Robinson; Mars; SpaceX.
2
0
MIN
S
UNIT OPENER
• Where was this photo taken? (Melbourne, Australia)
• What do you see in the photo? (cafés, shops, adults from
around the world)
• How would you describe this place? (narrow pedestrian
street, or alley; crowded with people, many different types
of restaurants)
volunteers to share multicultural areas with which they
are familiar.
Have pairs or small groups of students discuss what
they think of when they hear the expression“on the
move.”
TIP The topic of migration may be sensitive for some
students. If they don’t feel comfortable discussing their
personal experiences, encourage them talk about more
general topics or suggest that they write about their
experiences rather than discuss them.
ANSWER KEY
1. Possible answers: They might have moved there to
be with family, to find a new job, to go to school,
or to have a better lifestyle. They may have been
attracted by work opportunities or the climate.
Read the title aloud. Point out the map key titled
“Gateway city populations.” Check students’
understanding of the map key by asking general
questions, such as:
• What kind of information do we learn from the circle
size? (size of metro area’s population)
3 On the Move

O n t h e M o v e 23
Lesson A
3
0
MIN
S
VOCABULARY
Noticing Clues to Meaning
aloud, and ask students follow-up questions to check
for understanding. For example: Which of the words
in example 1 is the synonym? What is the definition in
example 2? Which is the explanation in example 3? How
do you know?
Remind students that they are listening for just one
word from the excerpt to complete each definition. Play
the audio, and have students complete the exercise
individually. Play the audio again, and pause after each
excerpt to give students time to check their answers.
B (page 44)
First, have students identify and write down the part of
speech for each word in blue in exercise A. Explain that
they should change the part of speech for the words in
exercise A to help them choose the correct answer in
exercise B. Review answers as a class.
TIP The terms emigration, immigration, and migration are
often confusing for students. Write them on the board,
and ask students to recall from the lecture the differences
in meanings of these words. If necessary, review their
explanations again. Say that emigration means to move
from a country, immigration means to move to a country,
and migration is a more general term that means to move
from one region or country to another, not necessarily
with a plan to settle permanently. Tell students that the
choice of the term to use depends on the speaker’s point
of view. For example, if a person talks about leaving his or
her country, that person is an emigrant. If a person talks
about settling in a new country, he or she is an immigrant.
Point out again that they can remember the difference
between emigration and immigration by looking at the
prefixes of the two words: the prefix e- means “from” or
“out,” while the prefix im- means “in” or “into.”
Ask students to write three sentences using words
they have recently learned. Each sentence should
have a clue to a word’s meaning. Have them take
turns reading their sentences aloud in pairs and giving
feedback clues to meaning.
ANSWER KEY
1. The arrows show where people migrated from and
to. The circles show the total number of foreign-
born people, in millions, and the proportion of the
total population.
2. New York at 5.4 million and Los Angeles at
4.4 million
3. Toronto has the highest proportion, with almost half
of its population being foreign born. The other city
is Sydney, Australia, although other cities are similar
proportion.
4. Possible answer: They are gateway cities because
people enter countries through those cities.
• What does the size of a circle mean? (A smaller circle
means a smaller population; a larger circle means a larger
population.)
• Why are some of the circles in color and others aren’t?
(Circles that provide information about gateway cities are
in color.)
Review answers as a class. Address any additional
questions students have about the human migration
map. Ask volunteers to explain the meaning of gateway
city in their own words.
In small groups, have students choose one of
the gateway cities on the map and write a list of
characteristics that make it a“gateway city.”Have each
group present their findings to the class. Lead a class
discussion about how to identify a gateway city. List
students’ideas on the board.

24 U N I T 3
C (page 45)
Have students predict what they will learn in the article
by asking leading questions, such as: Do you think people
are leaving or moving to Romania? To what other countries
might Romanians choose to move? Why? Who might move
to Romania? Why? Have them complete the exercise
individually and then form pairs to compare answers. Ask
a volunteer to read the article aloud to review answers as
a class.
Have students write three comprehension questions
about the article. Ask them to leave two blank
lines after each question. Possible questions could
include:
• What kinds of people moved into Romania’s large cities
at the end of the last century? (people who lived in the
countryside)
• How many Romanians have voluntarily left their
country in recent years? (up to 2.5 million)
• Why are Romanians leaving their country? (They might
be moving for better jobs or warmer weather.)
Ask students to cover the article and exchange
questions with a partner. Have them answer the
comprehension questions on the same piece of paper.
Ask students to check their partner’s answers.
Have pairs of students research the small country of
Moldova and identify at least one reason why large
numbers of Moldovans have moved to Romania in
recent years. Some reasons might include:
• Close historical and cultural ties (Between the two
World Wars, Moldova was part of Romania.)
• Moldovans may be eligible for Romanian citizenship
on the basis of descent.
• Romanian workers are leaving their country and
leaving employment opportunities.
• Continued political instability in Moldova after a civil
war in 1992
• An economic crisis in Moldova after the break-up of
the USSR in the 1990s
• Limited infrastructure in the countryside and
increased poverty
Ask each pair of students to share and compare their
reasons in small groups.
ANSWER KEY
VOCABULARY
A (page 44)
1a. area 3b. internal
1b. people 4a. economic
2a. away 4b. minority
2b. towards 5a. home
3a. country 5b. problem
B (page 44)
1. settlement 4. stable
2. volunteer 5. migrate
3. emigrate / immigrate
C (page 45)
1. nation 5. barrier
2. domestic 6. migrants
3. voluntary 7. emigration
4. settle 8. immigration
D (page 45)
Answers will vary.
D (page 45)
Remind them to give reasons to support their answers.
Ask volunteers to share their barriers to learning
English. Write their challenges on the board. Lead a
class brainstorming session to obtain suggestions for
addressing each barrier.
TIP Consider allowing students to do online research at
home, or give them time in class to go to the school’s
computer lab to answer question 1.
4
5
MIN
S

LISTENING: A Lecture about
Migration
BEFORE LISTENING
A Predicting (page 46)
In small groups, have students discuss what reasons
for migration these photos represent and predict other
reasons the professor might mention in the lecture. Have
volunteers share their ideas with the class. Write their
predictions on the board.

ANSWER KEY
LISTENING
The first photo represents reasons connected to
the climate or natural disasters, such as drought
or poor farmland. The second photo represents
economic reasons, such as not being able to find
work. In addition to these reasons, the professor
might mention other reasons why people migrate,
including for their health, for love, or for political or
religious freedom.
B (page 46)
1. P
There are two kinds of migration: domestic and
international.
2. P
Push factors give people a reason to emigrate
from a country.
3. P
Pull factors make a country attractive to
potential immigrants.
5. P
Push and pull factors can be divided into
several categories.
C (page 47)
1. voluntary; 2. international; 3. environmental;
4. Pull; 5.combination; 6. economic; 7. language
D (page 47)
Answers will vary.
4
5
MIN
S
SPEAKING
SPEAKING: Enough and Too
After you have reviewed each explanation, have students
give another example sentence.Write each one on the
board and underline the phrase with enough or too.
A (page 48)
Give students time to read through the questions. Have
students interview two and ask follow-up questions to
keep the conversation going.
B (page 48)
Ask students to partner with a classmate they didn’t
interview in exercise A. Have pairs of students share what
they learned about one of the people they interviewed.
Invite volunteers to share the most interesting thing they
learned about their classmates with the class.
C (page 49)
After students have completed the exercise, as volunteers
to share their ideas. Have students say whether they know
of a city that meets those particular criteria.
WHILE LISTENING
(page 46)
Play the audio, and have students complete the
exercise individually. Review answers as a class. Ask
volunteers to explain why numbers 4 and 6 are not
correct answers. (Possible answers: 4. The professor
doesn’t mention this. 6. The professor mentions that
many people who migrate have a language barrier to
overcome.)
Noting Contrasting Ideas
Review the information in the box. Ask students
whether they are familiar with the slash (/) to mark
contrast. Remind them it’s important to be quick
and efficient when taking notes. Point to examples
of university classes and language proficiency tests
during which long listening passages or lectures can
make note taking challenging.
C 1.24 Note Taking (page 47)
Give students time to read the notes before listening
again. Remind them to write only one word in each
blank. After listening, review answers as a class. If
necessary, play the audio again, stopping after the
correct answers for students to hear them.
AFTER LISTENING
Have pairs of students complete the exercise. Then
give each pair time to present their ideas to the
class.
Arrange students in mixed-level groups. Tell students
to imagine their group is on the local city council. The
population is declining, and they must think of a plan
to save the city. Have the students work together to
develop a list of reasons why people should immigrate
to the town. If time permits, have students create a
brochure about the town. The brochure should list
appealing reasons for someone to move from another
region or country to their town.

26 U N I T 3
Ideas for … PRESENTING PRONUNCIATION: Linking
1.25 Review the explanations in the box. Play the
audio. Read the examples aloud again two times,
linking and then not linking the sounds. Ask students
whether they can hear the difference. Have volunteers
read the examples aloud for the class.
D 1.26 (page 50)
Play the audio, and have students check their answers. For
each possible answer, ask them to identify which of the
sound combinations from the Pronunciation box it is: (1)
a consonant sound with a vowel sound, (2) a consonant
sound with the same consonant sound, or (3) a vowel
sound with a vowel sound. Have students take turns
saying the sentences aloud. Invite volunteers to read the
text aloud for the class, linking the appropriate sounds.
E (page 50)
Have students respond to the questions individually.
Encourage them to take notes on a separate piece of paper.
After all students have presented their summaries, have
the group make a list of specific features that make a city
attractive and livable for them. Have a spokesperson from
each group share the group’s ideas with the class. Write them
on the board. Referring to the list on the board, have the class
vote on the five most important features a city should have.
ANSWER KEY
SPEAKING
A (page 48) Answers will vary.
C (pages 49) Possible answers:
1. A city needs to have enough parks/public
transportation/parking/good jobs.
2. There should be enough space for recreation/
restaurants.
3. There shouldn’t be too much traffic/crime/
pollution/unemployment.
4. Housing/Apartments/The cost of living shouldn’t
be too expensive.
5. The city shouldn’t have too many traffic jams/
accidents/tall buildings/unemployed people.
D (page 50)
Possible answers:
TheEconomist magazine publishes an annual list of
cities with the best living conditions. These “World’s
Most Livable Cities” have many of the things that
people want in a city. These things include access to
health care, good or great transportation, and relatively
cheap places to live. In recent years, Melbourne in
Australia; Vienna in Austria; and Vancouver, Toronto,
and Calgary in Canada have all been in the top five.
E (page 50)
Answers will vary.
F (page 50)
Answers will vary.
3
5
MIN
S

a Case Study
TIP Explain to students that a case study presents a real-
life situation and often involves a dilemma or problem
that one or more of the individuals described in the case
must negotiate or solve.
A
Critical Thinking: Categorizing Information
(page 51)
Review the information in the Critical Thinking box about
categorizing information. After pairs finish the exercise,
draw the chart on the board. Invite volunteers to write
their answers in the chart.
Pair higher-level students with lower-level students
for exercise A. The lower-level student can read the
case study aloud. The higher-level student can act
as a peer tutor, providing pronunciation support
or explaining any new words or expressions if they
come up.
TIP Another option would be to assign the reading as
homework so students can think more carefully about
what information in the case study is the most important
to highlight.
B Critical Thinking: Applying (page 51)
about how to ask for and give reasons. Point out that it’s
common to repeat the question when giving reasons.
Divide the class into group A and group B. Have students
list reasons that support their group’s opinion. Choose

Video
4
5
MIN
S

What Ellis Island Means
Today
Ellis Island, the U.S. gateway to immigration, was recently
reopened to visitors. Even for those born in the United
States, a visit there today can be emotional and nostalgic.
BEFORE VIEWING
A (page 52)
Ask students whether they are familiar with Ellis Island.
Have them complete the exercise in pairs. Review
answers as a class.
Check students’understanding of the vocabulary
words by asking questions. For example:
1. What do you know about your ancestors?
2. What is something or someone you have faith in?
3. What are defining characteristics of your generation?
4. Do you consider yourself a gutsy person? Why or
why not?
5. Where is the last city in which you were a resident?
B (page 53)
Have students read the short history in small groups and
discuss the questions.
Have students research the current civic Naturalization
Test to become a U.S. citizen. Have them form pairs
and discuss the following questions.
1. How is the current test different from the interview
immigrants had to pass at Ellis Island? (There are
100 questions to study; the immigration officer asks
up to 10 of the 100 questions; the applicant must
answer 6 of 10 questions correctly to pass.)
2. What are some of the topics they ask about on the
test? (Principles of American Democracy, Branches
of Government, Rights and Responsibilities, etc.)
3. Do you think people should still have to pass this kind
of test to become a U.S. citizen? Why or why not?
ANSWER KEY
LESSON TASK
A (page 51)
Possible answers:
Reasons to
Stay
Reasons to Move
Push Factors Pull Factors
Care for her
parents
Language
barrier
No work in
her field
Job opportunities
one or two representatives from each group to engage
in a debate about whether Lana should stay or move.
Have the class vote on which group had the stronger
argument.
TIP Remind students that it’s important to be able to
argue both sides of an issue, even if they have a strong
opinion.
Have pairs of students write a case study of
someone who can’t decide whether he or she
should stay in or leave his or her country. Encourage
students to draw on their personal experiences as
they write. Have each pair of students join another
pair and exchange case studies. With their new case
studies, have students identify the reasons to stay
and reasons to leave. Encourage them to take notes
in a chart similar to the one in exercise A. Based on
this analysis, ask them to make a decision about
whether the person should stay or leave. Have
pairs take turns sharing and explaining their final
decisions. Remind them to give reasons to support
their positions.

28 U N I T 3
WHILE VIEWING
Play the video. Review the answer as a class.
D 1.6 Understanding Details (page 53)
Have pairs of students recall details from the video and
guess which information is incorrect. Play the video
again. As they watch, have students complete the
exercise individually and then form pairs to compare
answers.
AFTER VIEWING
E Personalizing (page 53)
Draw a big suitcase on the board. Inside the suitcase,
write the names of a few items you would pack to move
to another country. Give reasons for your choices. Have
students complete the activity individually. They can
make a list or write their items inside a big suitcase like
the drawing on the board. Then have them share their
ideas in pairs and explain their choices. Take a class
survey to see which items were most commonly selected
by students.
F Critical Thinking: Categorizing (page 53)
Conduct a class brainstorming session on words to
describe emotions. Elicit ideas from the class, and write
students’ ideas on the board for reference. Allow them
to use a dictionary or translation app to find the best
word to express a certain emotion they feel. Have them
complete the exercise in small groups, arranging the
positive and negative words in a T-chart. Assign one of
the group members to take notes for the group. Ask
each group to join with another group and share their
lists.
Have pairs of students share which of the emotions
discussed in exercise F they have felt when traveling
in or moving to another country. Encourage them to
discuss the best ways to deal with negative emotions.
ANSWER KEY
VIDEO
A (page 52)
1. f; 2. c; 3. d; 4. a; 5. e; 6. b
B (page 53)
1. Answers to the first question will vary. You
could find the answers on a U.S. history website.
Answers to the questions are: “The Star-Spangled
Banner”; executive, legislative, and judicial
branches; George Washington; current president
will vary; 13 colonies were New Hampshire,
Massachusetts, Connecticut, Rhode Island,
New York, New Jersey, Pennsylvania, Delaware,
Maryland, Virginia, North Carolina, South Carolina,
and Georgia.
C (page 53)
b
D (page 53)
1. David Luchsinger is the great grandson of people
who came through Ellis Island.
2. Just under 1.8 million bags were lost in the United
States in 2012.
3. Judith Leavell’s grandmother was 20 when she
arrived at Ellis Island.
4. Peter Wong’s parents emigrated to Ellis Island
from Hong Kong.
5. Raea Hillebrant says her ancestors emigrated from
Lithuania in 1914.
6. The maximum number of daily visitors to Ellis
Island during the summer is about 22,000.
E (page 53) Answers will vary.
F (page 53)
2. Possible answers: Positive emotions include
happiness, anticipation, excitement, hopefulness,
joy; negative emotions include fear, nervousness,
shyness, confusion.

Lesson B
3
0
MIN
S
VOCABULARY
Play the audio. Ask students to read along as they listen
to the reports. Have them form pairs and discuss the
meaning of each word in blue.
B (page 54)
Have students complete the exercise in pairs. Remind
them to look for context clues that help them match
each word with its correct definition.
C (page 54)
Have pairs of students ask and answer the questions.
Then have volunteers share what they learned.
D (page 55)
then reveiw answers with the class.
E 1.28 (page 55)
Have students complete the exercise. Play the audio, and
have students check their answers.
F (page 55)
Review the adjectives in the box. Clarify meaning or
pronunciation, if necessary. Have students discuss how
they feel about science fiction movies and books in small
groups.
TIP Provide the names of popular science fiction books
and movies with which students may be familiar.
(Possible movie titles are Star Wars, Avatar, Alien, The
Terminator, and The Martian. Possible book titles include
A Wrinkle in Time, The Martian Chronicles, Foundation, and
A Hitchhiker’s Guide to the Galaxy.) If students don’t have
a lot of experience with science fiction movies or books,
encourage them to ask questions about the topic rather
than share personal experiences.
ANSWER KEY
VOCABULARY
B (page 54)
1. frontier
2. colonize
3. overview
4. relocate
5. encounter
6. survive
7. habitat
8. prospect
9. solar
10. aspect
C (page 54)
Answers will vary.
D (page 55)
Nouns:
colonization, colonist, colony
encounter
relocation
survivor, survival
E (page 55)
1. colony
2. survival
3. habitat
4. encounter
5. frontier
6. colonists
7. colonize
8. solar
F (page 55)
Answers will vary.
4
5
MIN
S

LISTENING: A Study Group
Discussion
BEFORE LISTENING
A (page 56)
After discussing the questions in small groups, have
WHILE LISTENING
Listening for the Order of Events
Review the information in the box. Elicit from students
additional examples of words or phrases for each
category listed. Write their ideas on the board for
reference. Remind students that transition words are
just as important in speaking as they are in writing.
Explain they are used in both informal and formal
situations.
B 1.29 Listening for Order of Events
(page 56)
Have students guess the order of the topics. Then play
the audio. Review answers as a class.
Before students listen again, ask them to recall any
decisions the students make about the four topics listed
in exercise B. Encourage them to take notes on a separate
piece of paper.

30 U N I T 3
D 1.30 (page 57)
Have students refer to their notes to complete the
summary individually. Play the audio, and have students
check their answers.
AFTER LISTENING
Have students discuss the questions in groups. Take
a class survey to see which additional topic was most
popular among students in the class. Ask volunteers to
give reasons for their choices.
Have students share whether they agree or disagree
with the decisions the students made about their
presentations. Ask them to discuss what they would
do differently and why.
ANSWER KEY
LISTENING
A (page 56)
Answers will vary, but students should
guess topics that relate to the unit theme of
migration and people on the move.
B (page 56)
a. 2; b. 1; c. 4; d. 3
C (page 56) Possible answers:
Students made these decisions:
1. The title: Human Migration: Beyond Earth
2. Start with overview of push and pull factors; why
people would want to leave Earth
3. Where humans are likely to go
4. How they will get there and when it might
happen
5. Lucas will talk about how and when; Cheryl will
talk about push and pull factors; Marina will talk
about where they might go.
6. They will meet next week at the same time and
place to discuss research and practice.
D (page 57)
1. Beyond Earth
2. push and pull
3. technology
4. groups of people
5. solar system
E (page 57)
Answers will vary.
3
0
MIN
S
SPEAKING
Expressing Probability
Review the information in the box. Have volunteers
read the example sentences aloud. Ask students
to underline the key word or phrase that expresses
probability or improbability in each example.
A (page 58)
Give students time to review the questions and write
down their own answers. Then ask them to stand up and
talk to a different classmate for each question. Have them
record their classmates’ answers as complete sentences.
Ask them to find a classmate whom they didn’t interview
and share what they learned.
B Critical Thinking: Categorizing (page 58)
Have pairs of students work together to complete the
T-chart. Draw the T-chart on the board. Invite volunteers
to write their ideas in the chart.
C 1.31 (pages 58–59)
Give students time to review the infographic. Have them
work in pairs to choose which phrase best completes
each caption. Play the audio, and have students check
their answers.
TIP Direct students’ attention to the phrases. Point out that
pronunciation of numbers can vary. For example, the
number 115 can be pronounced as one hundred and fifteen
or one hundred fifteen. The year 2024 can be pronounced
as twenty twenty-four, two thousand and twenty-four, or
two thousand twenty-four. Encourage students to read the
phrases aloud for practice.
D (page 59)
Have students form small groups and discuss the likeli-
hood that each thing will happen. Remind them to use
expressions from the Speaking Skill Box on expressing
probability and give reasons to support their opinions.
Ask volunteers to share their ideas with the class.
Have students choose one of the statements to
debate with a partner or in a small group.
Have students form small groups to fill in the chart. Then
ask each group to join another group and share their
charts. Encourage them to give reasons why they think
each of the skills will be necessary.

ANSWER KEY
SPEAKING
A (page 58)
Answers will vary.
B (page 58)
Possible push factors: pollution, overpopulation,
health issues, lack of food, lack of freedom
Possible pull factors: more space, freedom,
adventure, exploration, a unique experience
C (pages 58–59)
1. 8 billion people
2. $10 billion
3. 200 people
4. $100,000
5. the year 2024
6. 115 days
7. –80degrees
8. 75 pounds
D
(page 59) Answers will vary.
E (page 59) Possible answers:
Technical Skills Personal Skills Other Skills
Computer
programming
Piloting skills
Leadership
Patience
Flexibility
Cooking
Mending skills
A Organizing Ideas (page 60)
Review the topic and the viewpoints in the box. Elicit
from students additional viewpoints they’d like to
discuss. Write their ideas on the board. Then have
students pair up to complete the exercise. Walk around
to provide help and feedback as necessary. Give students
a time limit of 3 to 5 minutes for their presentations.
B Presenting (page 60)
Have each pair of students join another pair with
a different viewpoint to give their presentations.
Encourage students to ask follow-up questions.
ANSWER KEY
FINAL TASK
A–B (page 60)
Answers will vary.
REFLECTION
groups.
3
5
MIN
S

FINAL TASK: Presenting
a Viewpoint
SKILL: Expressing Your Opinion Strongly
aloud, stressing the adverbs and adjectives in
bold. Remind students to stress a word by saying
it higher, louder, and longer. Draw out the vowel
sounds in the words really and strong to model how
to add emphasis. Ask volunteers to read the other
collocations aloud with emphatic stress.

32
Earth Science
LISTENING Recognizing Digressions
Noting Supporting Information
SPEAKING Answering Questions Effectively
Word Stress for Emphasis
CRITICAL THINKING Being Creative
4
UNIT OVERVIEW
This unit focuses on multiple aspects of earth science, or
the study of the planet and its atmosphere. The topics
explore places on the planet that have fascinating land
formations and discusses how ecological tourism, a
practice intended to be an environmentally friendly
form of tourism, affects the local people and natural
environment.
• LISTENING A An Earth Sciences Lecture: A professor
lectures on the features of karst limestone landscapes
and describes an example of this landscape in the
Tsingy de Bemaraha National Park on the island of
Madagascar.
• VIDEO I Am Red: The Colorado River has survived for 6
million years, but human impact continues to threaten
its existence. In this video, the river narrates a visual
poem about its history, significance, and future.
• LISTENING B A Conversation about Selecting a
College: Two high school students discuss where one
of them might go to college and what he will study.
learned in the unit to do Internet research about
ecotourism and present a short business report to a
travel company.
terms: Grand Teton National Park, National Park System,
Yellowstone National Park, Old Faithful streaming, Tsingy
de Bemaraha, Mount Vesuvius, Fingal’s Cave, Split Apple
Rock, Bryce Canyon National Park, hoodoos, Colorado River,
Grand Canyon, Pete McBride, Maui, Hawaii, Honey Valley
Cappadocia, fairy chimneys.
2
0
MIN
S
UNIT OPENER
• What is this place? (a national park)
• Where is it? (Wyoming, USA)
• What is its name? (Grand Teton National Park)
Display a map of the United States, and point out
Wyoming. Ask students what they know about national
parks. Ask the following questions:
•
Who typically owns national parks? (the federal
government)
•
Who can visit national parks? (They are open to the
public, but only for educational, cultural, or recreational
purposes.)
•
How are they different from other parks? (They are
protected from human exploitation.)
•
What criteria must an area of land meet before it can
be declared a national park? (It must have nationally
significant natural, cultural, or recreational resources.)
Have students form pairs to discuss the questions.
TIP Consult websites belonging to the National Parks
Conservation Association, the International Union for
Conservation of Nature, or the National Park Service for
additional information.
ANSWER KEY

Possible answers:
1. A good way to describe this place would be as wild
but peaceful. It looks like somewhere that has not
been affected by human activity. It is a mountain
range with high rocky peaks. There is a valley, and a
river in front of it. There is also forest.
2. The mountains are likely to be reduced in height
because of the effects of wind, rain, and snow.
Where the river flows might have changed. Humans
might have cut down some or all of the trees. It is
even possible that people might have built a town
or city in this area.
Our Changing Planet

O u r C h an g in g P l ane t 33
Lesson A
3
0
MIN
S
VOCABULARY
A (page 64)
Read the names of the four landforms in the photos
aloud. Have students share their knowledge about these
landforms in pairs. Encourage them to draw on personal
experiences to complete the exercise.
B 1.32 Meaning from Context (pages 64–65)
Play the audio. Ask students to follow along as they
listen to the statements. Ask them to identify the part
of speech for each word in blue. Then have them work
individually to complete the exercise. Review answers as
a class.
TIP Challenge students to complete exercise B without
using a dictionary. Remind them to use the context clues
in the statements to help them match each word with
its definition.
Pair each student with a classmate from the same
country, if possible. Have each pair of students choose
a landform that is well known in their country. If the
students aren’t from the same country, have them
choose any landform from around the world they
both find interesting. Students should research the
site’s location, history, and any interesting or surprising
statistics. Encourage them to find a photo of their
chosen landform. Ask each pair to join with another
pair to present. Encourage them to use Lesson A
vocabulary in their presentations.
C (page 65)
Give students time to respond to the questions
individually. Then have them interview at least five
different classmates. Remind them to keep track of how
many people give the same answers as they did. Have
volunteers share their answers with the class.
D (page 65)
then form pairs to compare answers. Encourage them
to use a dictionary to check their answers and find
additional meanings and examples. Remind them that
a suffix changes the part of speech, not the root of the
word. Call on students to review answers as a class.
Read the title and the caption aloud. Review new
words or phrases, such as like clockwork (used to
describe something that happens with mechanical and
predictable regularity), geyser (a hot spring in which
water intermittently boils, sending a tall column of water
and steam into the air), and a jet of something (a rapid
stream of liquid or gas forced through a small opening
under pressure).
Direct students’ attention to the statistics on page 63.
Have volunteers take turns reading the captions aloud
for the class. Have students discuss the questions in small
groups. Ask volunteers to share their answers with the
class.
TIP The National Park Service has a live-streaming
webcam of the Old Faithful Geyser. Consider having
students visit the official National Park Service
government website and watch Old Faithful erupt as
homework.
Extend the discussion by asking students whether
they have ever visited a national park. Have pairs
of students discuss what they liked about the park
and why they think it was given national park status.
Encourage students to name or research the locations
of national parks in their area.
ANSWER KEY
2. Possible answers: People visit the park to see the
unusual sights, to see wildlife, to experience nature.

34 U N I T 4
As you review answers for exercise D, ask students
follow-up questions to check for understanding. For
example:
T: What is the noun form of erode?
S1: Erosion.
T: That’s right! How did you know?
S2: The root of the word is the same.
T:
So, if the root is the same, what is the meaning of
the word erosion?
ANSWER KEY
VOCABULARY
B (pages 64–65)
1. appropriate
2. unique
3. dramatic
4. exposed
5. crack
6. pressure
7. formation
8. landscape
9. erode
10. collapse
C (page 65)
2. Possible answers: The natural action of gravity
can cause erosion by, for example, causing rocks
to fall onto other landforms. Human actions such
as walking, riding bikes, or driving cars might also
erode a landscape. Heat from the sun can dry the
soil and kill plants, which could lead to erosion of
the soil.
4. Possible answers: Water can be under pressure
in a bottle. It can also be under pressure in a
pressure cooker. When the pressure is released,
the water often comes out quickly and
powerfully.
5. Possible answer: People might continue to use a
plate, a cup, a cell phone, a mirror, or something
plastic that has a crack in it.
D (page 65)
1. b; 2. a; 3. b; 4. c; 5. b; 6. a
4
5
MIN
S

LISTENING: An Earth Sciences
Lecture
BEFORE LISTENING
A (page 66)
Give students a short amount of time to brainstorm
places in their group. If a student’s country doesn’t have
any government-protected parks, suggest that he or
she research the name of an important park or outdoor
space. Ask volunteers to share the names of the places
they listed with the class.
WHILE LISTENING
(page 66)
After students have listened to the lecture, have them
compare their notes in pairs and work together to
complete the sentence. Invite a few volunteers to write
their sentences on the board. Review them as a class, and
decide which one most accurately summarizes the main
ideas in the lecture.
TIP Monitor students’ work as they take notes to be sure
they are not writing down complete sentences or too
much information. If you see this happening, address the
issue after, not during, the listening activity. Demonstrate
examples of effective and ineffective note taking on the
board.
C 1.34 (page 66)
Have students take notes in a numbered list of six steps.
Give them time to review the six steps in the book. After
you play the audio, review the example answer as a class.
Say: The first step in the formation of a karst landscape is
that water begins to erode the limestone, causing holes
and weaknesses. Have students complete the exercise
individually. To review answers, invite a volunteer to
explain aloud how the Tsingy landscape forms.
Ask students to cover exercise C. Have pairs of
students take turns summarizing the step-by-step
process of the formation of the Tsingy landscape. Have
each of them repeat the summary several times to
increase fluency.

Recognizing Digressions
Write on the board: (v) digress / (n) digression. Explain
that when a speaker temporarily leaves the main
topic in a conversation or speech, that person is
“digressing.” This new subtopic that is not directly
related to the main topic is called a“digression.”Review
the information in the box. Read the examples of
starting a digression and returning to the main topic
aloud. Write a main topic on the board, and provide
examples of how to use these phrases. For example,
write on the board: Landforms. Begin talking about
the different kinds of landforms, and then digress. For
example: The main types of landforms are mountain
peaks, caves, canyons, and volcanoes. As an aside, I visited
two active volcanoes last year. Interestingly, they were
both in California. I bet you didn’t know that California
had active volcanoes, right? But anyway, as I was saying,
these are four important landforms.
D 1.35 (page 67)
Play the audio. Review answers as a class.
E 1.36 Listening for Details (page 67)
Write on the board: key point (KP) / digression (D). Explain
to students that a key point directly relates to the main
topic and a digression does not. Have pairs of students
review each statement, guess whether it is a KP or D, and
pencil in their answers. Play the audio, and have students
check their answers.
AFTER LISTENING
Have students discuss the questions in a small group.
Draw a T-chart on the board. Write “Digressions”
at the top, and title the columns “Advantages” and
“Disadvantages.” To review, ask volunteers to share their
answers to question 2. Write their ideas in the chart. Ask
students for examples of situations in which digressions
might be inappropriate (job interviews, important business
meetings, timed academic speeches).
ANSWER KEY
LISTENING
B (page 66)
Possible answer: A geology professor described
the formation of karst landscapes in general and
then discussed one specific example of a karst
landscape.
C (page 66)
1. f; 2. d; 3. b; 4. e; 5. a; 6. c
D (page 67)
Digressions:
Interestingly, the term limestone doesn’t come from
the color of the rock, which is typically white or gray,
not green, but from lime, an important industrial
product made from limestone.
Uh, we usually think of acid rain as being caused by
human industry, but sometimes acid rain can be
caused by gases from volcanoes.
Words that signal a return to the main point:
Anyway, limestone is a relatively hard rock, but water
can wash it away, especially water that is slightly
acidic.
Now as I was saying, water can erode limestone.
E (page 67)
1. KP; 2. D; 3. D; 4. KP; 5. D
F (page 67)
2. An advantage for a speaker can be that a
digression can be a way of adding some
especially interesting information or something
humorous. A disadvantage is that it can use
up time and may not be directly related to the
topic.

36 U N I T 4
C (page 69)
individually. Remind them to answer in the passive
voice. Then have them stand up and interview two
different classmates. Have volunteers share their
answers with the class.
Answering Questions Effectively
Review the information in the box. Read the
examples aloud. Elicit from the class additional
examples of expressions to ask for clarification
or repetition and ways to confirm that they have
understood. Write students’ideas on the board for
reference. (Additional examples of clarification might
include: Come again? What do you mean by …? I
didn’t understand. Can you say that again? Additional
examples to confirm understanding might include: If
I understand you correctly, …; I see, so in other words …)
Point out any expressions that might be appropriate
only in informal situations, such as What’s that? or I
don’t get it.
D (pages 69–70)
Arrange students in same-level pairs. Have them decide
who is student A and who is student B. Explain that each
student has an information box with notes at the top and
questions at the bottom. Point out that the questions at
the bottom are in reference to their partner’s topic, not
theirs. Give students time to review their notes and the
questions silently.
Then have student A ask student B the questions about
the Legend of Red Painted Faces. Tell student B to refer
to his or her notes to answer the questions correctly
and to answer in full sentences using the passive voice
when appropriate. Ask student A to take notes on
student B’s answers. Have partners switch roles and
repeat the exercise. To review, call on a student A and
a student B volunteer to share their answers with the
class.
E (page 70)
Give students time to research or remember a traditional
legend or story from their countries. Have them get in
small groups and share their stories. Encourage students
to ask for clarification about what they hear.
45
MIN
S
SPEAKING
SPEAKING: Passive Voice
Review the information in the box. After each example
in the passive voice, ask students to identify the be
verb and the past participle. (1. was formed; 2. was
conducted) Ask a volunteer to say example 2 in
the active voice. (Graduate students conducted this
geological study.)
For homework, have students look online for
examples of the passive voice in science articles or
instruction manuals. Ask them to write down three to
five sentences and share them with a partner in the
next class.
A 1.37 (page 68)
Have students complete the exercise in pairs. For
each sentence, ask them to determine whether
the agent is important to include or whether it can
be omitted. Remind them that if the agent is
important to include, they should use a by phrase.
Encourage them to write down the sentences in the
passive voice on a separate piece of paper. To review,
play the audio.
B (page 69)
Draw students’ attention to the photo on page 68.
Have them discuss with partners what questions they
still have about Vesuvius. Ask volunteers to share their
questions.
TIP If you have a large class, have students work in small
groups for exercise B. Then have a representative from
each group come to the front of the class and write one
of the group’s questions on the board.
Arrange students in groups of four. Have each
group member choose a question about Vesuvius
listed on the board and research the answer. Then
have each member share his or her answer with
the group.

ANSWER KEY
SPEAKING
A (page 68)
The eruption of Mount Vesuvius in AD 79 is one
of the most famous in history. Two Roman towns
were destroyed and numerous citizens were killed.
The eruption was observed by the writer Pliny the
Younger. He described the eruption in two letters
to Tacitus, another famous Roman. His description
was so detailed and accurate that similar eruptions
are called Plinian by modern geologists. These days
the sites of the destroyed towns are often visited
by tourists. However, this may not be a safe thing
to do as Vesuvius is considered to be an extremely
dangerous volcano by many experts.
B (page 69)Possible questions:
Which two towns were destroyed by Vesuvius? How
many citizens were killed by Vesuvius? Where was
Pliny the Younger when he observed the eruption?
What was Tacitus famous for? What can tourists see
at the sites of the destroyed towns? Why is Vesuvius
considered dangerous by experts?
C (page 69)
Answers will vary.
D (pages 69–70)
Student A notes
1. They are a Native American tribe.
2. The “Legend People” originally lived there.
3. They were turned to stone for being bad.
4. It is called “Red Painted Faces” by some tribe
members.
Student B notes
1. They can be called tent rocks or earth pyramids.
2. They have a layer of hard rock on a thicker layer of
soft rock.
3. They are formed when the softer rock is eroded
by the weather.
4. The park is located in Utah, and it is special
because more hoodoos are found there than
anywhere else.
E (page 70)
Answers will vary.
3
5
MIN
S

LESSON TASK: Creating
a Legend
A Brainstorming With a Mind Map (page 71)
the importance of being creative. Elicit from students
other effective methods for learning how to think
creatively. Have them share their personal experiences
with being creative.
Arrange students in mixed-level groups of three. Give
them about 20 minutes to complete the exercise.
Assign roles so that everyone participates. The group
leader keeps the conversation on track. The time keeper
keeps track of the time. The recorder takes notes on the
discussion in the mind map.
Have them work together to brainstorm a legend about
one of the landforms and complete the mind map.
Encourage students to be dramatic storytellers when
they present the legends to the class.
TIP If groups need help to start their brainstorming
session, encourage them to invent main characters and
create a story about how these people or imaginary
beings (giants, dragons, etc.) caused this piece of land
to form in this way. They can also consider what each
landform looks like. For example, the split rock is in the
shape of an apple that has been cut in half.
B (page 71)
Have groups take turns telling their legends to the class.
Take a class vote on which legend was most creative.
Find another photo of an interesting landform.
Display the photo in class, and have students create
a legend about how it formed. This time, though,
ask students to work individually to write a short
story. Call on volunteers to read their stories aloud for
the class.
ANSWER KEY
LESSON TASK
A–B (page 71) Answers will vary.

38 U N I T 4
Video
4
5
MIN
S
I Am Red
The Colorado River has survived for 6 million years, but
human impact continues to threaten its existence. In this
video, the river narrates a visual poem about its history,
significance, and future.
BEFORE VIEWING
A (page 72)
Have students read about Pete McBride and look at the
photo as they discuss the question in pairs. Remind them
that there is no one correct answer. Have volunteers
share their ideas with the class.
B (page 73)
Have students work in pairs to complete the exercise. Ask
them to predict the answers based on their background
knowledge and the information in the book.
C (page 73)
In the same pairs, have students match the words
with the correct definition. Encourage them to use a
dictionary for any new words.
WHILE VIEWING
D 1.8 Understanding Main Ideas (page 73)
Give students time to review the questions and answer
choices before they watch the video. Remind them to
listen for only these two answers as they watch it. Review
the answers as a class.
E 1.8 Understanding Details (page 73)
Have students look back at exercise B. Ask them to check
their answers as they watch the video again. Review the
answers as a class, and ask volunteers to correct the false
statements.
AFTER VIEWING
students whether they like the format of a visual poem.
Ask: Do you think visual poems are an effective way to
tell a story? Why or why not? Ask volunteers to share their
answers to question 3 with the class. Write the names of
important rivers on the board.
In small groups, have students create a visual poem
about an important river in the world. First, have
them choose a river and discuss how climate change
and other current events are affecting the river’s
survival. Ask them to find several photos of the river
and its surrounding area and write a poem from the
perspective of the river. To present, students can show
the pictures and read the poem.
ANSWER KEY
VIDEO
B (page 73)Answers will vary. See exercise E for the
correct answers.
C (page 73)
1. g; 2. a; 3. b; 4. f; 5. d; 6. c; 7. e
D (page 73)
1. a; 2. c
E (page 73)
1. False (The Colorado River has existed for 6 million
years.)
2. True
3. False (It is not the strongest or largest river in the
United States.)
4. True
F (page 73)
1. The best answer is a. In fact, the name of
the Colorado River comes from a Spanish
word meaning colored, especially red
or reddish.

B (page 75)
Answer the first question together as a class. Explain
that concordancers don’t typically provide complete
sentences but rather parts of a sentence to analyze.
Ask: What verbs come before the word balance? (find,
get) Which preposition is used more than once, making
it a “strong collocation”? (between). Have students
complete the exercise in pairs. Review answers as a
class, clarifying any unfamiliar words or meanings.
TIP This exercise requires students to be able to
recognize the different parts of speech and know the
difference between countable and uncountable nouns.
If necessary, do a quick review on how to identify verbs,
prepositions, adjectives, and countable and uncountable
nouns.
C (page 75)
Give students time to respond individually before they
discuss the statements in pairs. Have them ask each
other follow-up questions to keep the conversation
going.
ANSWER KEY
VOCABULARY
A (page 74)
1. c; 2. a; 3. b; 4. b; 5. c; 6. b; 7. a; 8. a; 9. a; 10. c
B (page 75)
1. find / get
2. between
3. major
4. on
5. countable
6. reach / come to
7. cause / suffer
8. to
9. of
10. carry out / perform
C (page 75)
Answers will vary.
Lesson B
3
0
MIN
S
VOCABULARY
A 1.38 Meaning From Context (page 74)
Play the audio. Have students complete the exercise as
they listen to the lecture. Pause after each excerpt, and
give them time to complete each definition with one of
the answer choices. Review answers as a class.
Have students identify the part of speech for each
word or phrase. Ask them to write five sentences that
are true for them using five of the vocabulary words
in exercise A. Have them form pairs to share their
sentences and provide feedback to each other on
word usage.
Using Digital Tools
Explain to students that there are several ways to
investigate authentic examples of new words and
phrases online. Review the explanation for each tool.
Bring up different websites to provide examples of
what each tool looks like. Be sure they understand
how each resource is different and how to use it
effectively. Be aware that online concordancers
might be difficult to navigate. In a concordancer, you
need to put a phrase in quotation marks for search
engines to return examples of the exact phrase. Be
sure to use it yourself a few times before using it
with students. Always make sure the words you are
asking students to input will actually give them good
results.
1. Have pairs of students write example sentences
with the vocabulary words in a vocabulary
journal.
2. Have students use a web concordance to look up
two or three words from Lesson A. Discuss the
patterns that they notice for each word.

40 U N I T 4
Ask students what they know about the islands of Hawaii.
Ask two volunteers to read the descriptions aloud. Clarify
any new words or phrases, such as stunning, minimize the
impact, and local ingredients. Have students compare the
two vacation packages in their small groups and discuss
the questions. Take a class survey to see which vacation is
more popular among the students and why.
Have pairs of students list two or three tourist
attractions in or near the area in which the school is
located. Have them research or visit one of the sites
and decide whether it is environmentally friendly.
Remind them to note information to support their
opinions. If an attraction is not environmentally
friendly, have them develop a plan to make it more
suited to ecotourism. Have each pair join with another
pair to present their opinions and/or plans.
45
MIN
S

about Selecting a College
BEFORE LISTENING
A (page 76)
After students have brainstormed factors in small groups,
have volunteers to share their factors with the class. Write
their ideas on the board for reference.
TIP Some students might be unfamiliar with systems of
education in North America. If so, provide cultural notes
about typical ages of high school seniors (17 or 18) and
a common timeline for applying to, deciding on, and
attending college (apply during junior year, decide during
senior year, attend after high school graduation).
WHILE LISTENING
After listening to the audio, have students compare their
lists in exercises A and B. Review answers as a class, and
ask volunteers to share how many factors they predicted
correctly.
Noting Supporting Information
Review the information in the box. Write on the
board: the best university in the world. Ask students to
choose which university they think is the best in the
world and write down an example of each type of
supporting information in the box. Then have them
share their opinions and supporting information in
pairs. Invite a few volunteers to share their opinions
with the class.
Give students time to review the questions before listening
again. Play the audio. Then review answers as a class.
AFTER LISTENING
Have students discuss the questions in small groups. Call
on volunteers to share their answers to the questions. Ask
students whether they would like to work in ecotourism.
For homework, have students go online to find local
events or courses about ecotourism. Have them
report back to the class about what they learned.
ANSWER KEY
LISTENING
A (page 76)

Possible answers: price, location, quality of
education, size, course offerings, reputation
B (page 76)
• location
• available majors
• tuition cost
C (page 76)
1. 3 / three
2. ecotourism
3. air travel
4. New York (University)
5. 2 / two
6. Canada / Mount Royal (University) / Calgary
D (page 77)Possible answers:
1. Ecotourism is the idea that people’s vacations
should cause as little damage to the environment
as possible.
2. How to carry out an analysis of the tourist area;
how to work with community members to make
tourist practices locally sustainable; what kind of
infrastructure is least harmful for the environment
3. You could do research online or attend a course
at a local college or university.

Have students work in a different group than the
one they were in for exercise A. After students have
done the exercise in a group, have a spokesperson
from each group share the group’s saying with the
class and explain why it is significant and inspirational
to them.
ANSWER KEY
SPEAKING
B (page 79)
Answers will vary.
3
5
MIN
S

a Business Report
TIP This final task requires students to conduct research
online. Be sure to reserve a computer lab; allow students
to use their cell phones, tablets, or laptops in class; or
leave time for students to work in the library.
TIP Some students will need guidance on how to
conduct research online. Pair these students with
classmates who are more skilled at doing research.
Ask them to help each other. If necessary, provide the
class with step-by-step instructions on how to conduct
research online.
A (page 79)
Read the topic in the box aloud. Have students look up
their preferred websites for the categories listed and
write them down. Remind them to write down just the
name of the website rather than the actual site address.
Have them share their ideas in pairs. Then ask volunteers
for websites and create a class resource list students can
access online.
TIP Students should feel free to list online sources in
their first language, but only if an English translation is
available. Explain to them that conducting their research
in English will help them prepare their report in English
more effectively.
E (page 77)
1. Possible answer: Natural Hawaii sounds more like
an ecotourism vacation because the description
mentions things like “minimize the impact of all
activities,” “environmentally-friendly lodge,” and
“visit Hawaii without changing it.”
2. Possible answer: Active Hawaii sounds like it
might be more expensive because the hotel is
five-star and modern. Also, the activities may be
expensive as they may require renting equipment
such as mountain bikes, diving gear, and a boat.
Natural Hawaii may be less expensive if the meals
are prepared with seasonal local ingredients, and
an environmentally-friendly lodge likely requires
less energy to run than a modern hotel.
3
0
MIN
S
SPEAKING
Word Stress for Emphasis
1.40 Explain to students that some words have
stress as part of their meaning (RE-cord vs re-CORD),
but other words we can choose to stress for emphasis.
Review the explanations in the box. Play the audio two
times. The first time, have students listen. Afterward,
ask them whether they perceived the stress added for
emphasis. The second time, pause after each example,
and ask students to repeat.
A (page 78)
about how to express agreement and disagreement.
Read the sayings aloud. Tell students that these
statements aren’t facts but opinions. Give them time
to consider whether they agree fully, partially, or not
at all with each opinion and why. Have students share
their opinions in small groups. Remind them to use
word stress to emphasize their ideas, use the phrases in
the Everyday Language box to express their agreement
or disagreement, and give reasons to support their
opinions. Have volunteers share their opinions with the
class. If they disagree with a saying, invite them to rewrite
the saying on the board so it is true for them.

42 U N I T 4
B Critical Thinking: Categorizing (page 79)
Review the category headings in the chart, and answer
any questions about meaning. Write the following
questions on the board. Teach students to consider them
when analyzing sources.
1. Is there an author? (Be aware of sources in which
anyone can add or change content.)
2. Who is the author? (Credible sources are written by
respected authors who cite their sources.)
3. How recent is the source? (Depending on the topic,
sources should provide up-to-date information.)
4. What is the author’s purpose? (Don’t limit research to
just one perspective or side of a debate.)
5. Who paid for the research or publication? (Look
for funding information; research the source’s
background.)
Have students complete the exercise in pairs using the
online sources listed in exercise A.
C Organizing Ideas (page 80)
Ask a volunteer to read the situation aloud. Have students
complete the steps in pairs. Suggest that they download
photos or other visuals, if available. Walk around as they
work to provide help or feedback as needed. Remind
them of the 2-minute time limit as they practice.
SKILL: Making Eye Contact
Review the information in the box. Demonstrate both
effective (looking at each student for a few seconds)
and ineffective ways (staring at just one student,
looking up or down) to make eye contact with the
audience.
D Presenting (page 80)
Have each pair deliver their report to the class. Aim
to leave a few minutes for follow-up questions and
feedback. Take a class vote on which report most
effectively answered the travel company’s questions.
ANSWER KEY
FINAL TASK
A (page 79)
Answers will vary.
B (page 79)
Possible answers:

Neutral – online encyclopedia, newspaper website

Up-to-Date – online encyclopedia, newspaper
website

Accurate – online encyclopedia, newspaper website

Biased – personal blog post

Out-of-Date – personal blog post

Inaccurate – personal blog post
C–D (page 80) Answers will vary.
REFLECTION
groups.

43
Economics / Business
LISTENING
Listening for Similarities and
Contrasts
Using Abbreviations
SPEAKING Using Numbers and Statistics
Indirect Questions
CRITICAL THINKING Personalizing
5
UNIT OVERVIEW
Economics is the study of the way in which money,
industry, and commerce are organized in a society. This
unit looks at a variety of businesses, goods, and workers
around the world and discusses the impact they have on
our environment and social well-being.
• LISTENING A A Talk about a Cooperative Business:
The director of Worldwide Co-op, an organization that
supports cooperative enterprises, speaks to members
of wildlife organizations about a co-op in Chennai,
India.
• VIDEO Light for India’s Villages: India-based Mera
Gao Power aims to bring low-cost, sustainable energy
solutions to India’s rural areas. Their solar panels provide
power and nighttime lighting to the people who need
it most.
• LISTENING B A Meeting about Social
Responsibility: Employees of a small software
engineering firm discuss how they can be more socially
responsible without decreasing profits.
learned in the unit to research a business that is socially
responsible and give a presentation about it.
here are some suggestions for online search terms:
Portable Brain-Scan Headsets, Emotiv, TechCollective,
Chinchero Weaving Cooperative, Irula Snake Catchers’
Cooperative, Kudzu Kabin Designs, Second Shot Coffee,
Mera Gao Power, InVenture, Give Back Box, Corporate Social
Responsibility, Operation Backpack, Hotlin Ompusunggu,
Alam Sehat Lestari.
2
0
MIN
S
UNIT OPENER
•
Who is the woman in the photo? (National Geographic
explorer Tan Le)
•
What is she wearing? (headset that can read brainwaves)
•
What is she doing? (controlling virtual objects with
thoughts)
Have students form pairs and discuss the questions. Ask
volunteers to share what they think they will learn about
in this unit.
TIP Define the adjective virtual for the class (not
physically existing as such but made by software to
do so). Give them some synonyms, such as simulated,
artificial, make-believe, computer-generated. Make sure
they understand that a virtual object is a representation or
non-tangible abstraction of a physical object.
ANSWER KEY

Possible answers:
1. Tan Le’s invention could make it easier for people to
operate electronic devices, including people with
physical disabilities or limitations. For example, Le’s
invention could help someone who cannot speak
to communicate, or it could help a paralyzed person
operate a wheelchair.
2. Earning income can improve not only one’s own life,
but also the lives of family members. The money
can be used to buy better food, better housing, or
books and uniforms for school. A person can also
make a difference by directly helping someone, as
a doctor or teacher might. A person can also be a
positive influence in a work environment.
Making a Living,
Making a Difference

44 U N I T 5
Lesson A
3
0
MIN
S
VOCABULARY
A (page 84)
Have volunteers share their definitions with the class.
Lead a class brainstorming session, and ask students to
think of synonyms for each word. Write students’ ideas
on the board. Possible answers:
1. (adj) conventional: typical, traditional, common
2. (v) cooperate: unite, combine, team up
3. (adj) diverse: various, multiple, assorted
4. (n) model: design, type, version
5. (n) profits: yield, proceeds, earnings
B 2.2 Meaning from Context (page 84)
Play the audio. Ask students to check their answers as
they listen to the information.
C Critical Thinking: Evaluating (page 84)
Review the answers as a class. Ask volunteers to share
any knowledge they have about co-ops.
Have pairs of students cover exercise B and take turnings
explaining how a co-op works in their own words.
Have pairs of students research local co-ops. Have
them choose one and answer the following questions:
1. What kind of co-op is it? (retail, grocery, etc.)
2. What are their core values or principles? (voluntary
and open membership; democratic member control;
education, training, and information, etc.)
3. What kinds of goods and/or services do they provide?
4. Would you like to shop there or work with them?
Why or why not?
Have students present their findings to the class.
D (page 84)
Have volunteers share their definitions with the class.
Lead a class brainstorming session, and ask students to
think of synonyms for each word. Write students’ ideas
on the board. Possible answers:
1. (v) assess: evaluate, analyze, judge
2. (adj) effective: successful, beneficial, helpful
3. (n) entrepreneur: businessperson, innovator
4. (v) generate: create, make, produce
5. (n) poverty: great need, impoverishment
Have volunteers take turns reading the captions aloud
for the class. Review the meanings of any new terms,
such as start-up company (a newly emerged, fast-growing
business that aims to meet a marketplace need). Ask the
class: Do you know anyone who works in these jobs?
What is their experience like? Have students discuss the
questions in small groups. Ask volunteers to share their
answers with the class.
In small groups, have students share information
about jobs in their home countries. Encourage them
to draw on personal experience as they talk. If they
don’t know, ask them to predict the answers. Have
them consider the following questions:
1. Which jobs have the highest and lowest salaries?
2. What are the fastest growing and fastest declining
jobs?
3. Are there any jobs that are done predominantly by
men? By women?
ANSWER KEY
2. Possible answers: They are making a difference by
providing goods and services that people need.
The entrepreneurs may be designing software
that is very helpful to people. The factory worker is
being careful to produce a switch that gives people
electricity. The bakery owner provides food and
probably employs members of the community. The
nurse provides care and comfort.

M a k i n g a L i v i n g , M a k i n g a D i f f e r e n c e 45
E 2.3 Meaning from Context (page 85)
Play the audio. Ask students to check their answers as
they listen to the information.
Review the answers as a class. Ask volunteers to share
why they think it’s important to have diverse kinds of
businesses in a community.
Suffix -ive
Review the information in the box. Read the
examples aloud. Have pairs of students define the
verb and the adjective forms for each example.
Then ask them to write one or two sentences using
three of the word pairs in the box. Remind them
that their sentences should clearly show the words’
meanings. Examples: I need to decide which college
to attend, but I can’t choose which one because I’m not
a decisive person. I know cell phones can be addictive
because my cousin is a cell phone addict. He won’t talk
to people anymore; he only texts them.
G (page 85)
Have students complete the exercise in pairs. Have
them refer to the Vocabulary Skill box for spelling
changes.
3. I want the money I spend on products and
services to go directly to the co-op members
rather than to a corporation. I like the personal
attention I get by dealing with the co-op
member-owners rather than with employees of
a company. Or, I prefer the large selection or low
prices at large companies or stores.
D (page 84)
Answers will vary.
E (page 85)
1. poverty; 2. entrepreneurs; 3. generate;
4. effective; 5. assess
F (page 85)
1. Forming the weaving cooperative created an
additional source and new of income for people
in Chinchero. It allowed the women of Chinchero
to earn money from their traditional craft.
2. Possible answers: Having diverse kinds of
businesses in a community means more choices
for customers and more employment options
for workers—whether they prefer to work for
themselves, to work for a small business, or to
work for a large company.
G (page 85)
Cooperative, interactive, attractive, communicative,
expressive, protective. Example sentences will vary.
ANSWER KEY
VOCABULARY
B (page 84)
1. conventional; 2. models; 3. cooperate; 4. profits;
5. diverse
C (page 84) Possible answers:
1. Owning the business could be quite motivating.
Selling products or services together could lead
to greater efficiencies and more profits. Sharing
profits means that all members can earn a good
living.
2. Profits could be higher through sharing expertise
and advertising costs, and because workers/
owners might have a greater incentive to do well
on the job. Profits could be lower if sharing profits
means that costs (in the form of salaries) are
higher.
4
5
MIN
S

LISTENING: A Talk about
a Cooperative Business
BEFORE LISTENING
A 2.4 Critical Thinking: Analyzing (page 86)
Direct students’ attention to the photo. Ask them whether
they are afraid of snakes and why. After listening to the
audio, have students form pairs and discuss the questions.
Then have them share their ideas with the class.
Using Abbreviations
Review the information in the box. Have students
circle the abbreviations they have used. Elicit further
examples of abbreviations from students. Write their
ideas on the board. (etc., a.k.a. for also known as) Teach
them the abbreviations e.g., which means for example,
and i.e., which means that is. Remind them that there
is no one right way to use abbreviations; they should
use the system that makes the most sense to them.

46 U N I T 5
WHILE LISTENING
B 2.5 1.9 Note Taking (page 87)
Play the audio, and have them complete the notes using
abbreviations. To review, write the numbers 1 to 6 in a
list on the board. Ask volunteers to write their answers
for each number on the board. Make sure you have two
or three answers for each number and that they show
different abbreviations. Lead a class discussion, and
compare the different abbreviations.
Tell students to focus on details, including numbers. Play
the audio. Review answers as a class. Ask students: What’s
the most interesting thing you learned?
AFTER LISTENING
D Critical Thinking: Synthesizing (page 87)
Have students work in small groups to complete the
chart. Draw the chart on the board, and ask volunteers to
write in their answers. Take a class vote on which co-op
most directly benefits its members, community, and the
world.
Have students form small groups. Ask them to imagine
their group is starting a co-op. Have them brainstorm
ideas for their business. Ask them to consider the
following questions:
1. What kind of co-op is it? Where will it be located?
2. What are your core values or principles?
3. Whom will you be helping?
4. What kinds of goods and/or services will you
provide?
5. How will your co-op members benefit?
6. What positive effects will your co-op have on the
community and the world?
Have groups present their co-ops to the class. Take
a class vote on which co-op is the most likely to
succeed.
ANSWER KEY
LISTENING
1. Wildlife was probably becoming endangered and
needed protection; India recognized the value of
protecting wild plants and animals from human
activity.
2. An employer goes out of business. A job doesn’t
pay enough to support a growing family. Broader
economic changes take place (e.g., imported
goods replace local products). Physical limitations
or aging make it harder to do a certain job.
Moving to another city or country means leaving
a job behind.
B (page 87)
Possible answers:
1. dir.; 2. info.; 3. Ind.; 4. pov. / pov’ty; 5. entre’s /
ent’prnrs; 6. hum.
C (page 87)
1. b; 2. c; 3. b; 4. a
D (page 87)
Possible answers:
Benefits to
Members
Other Positive
Effects
TechCollective – Helps people w/
tech knowledge
become
entrepreneurs
– Provides a good
income
– Members have
income to spend
to support
families
–Communityhas
afriendlyplace
togetcomputers
repaired
Chinchero
Weaving
Cooperative
– Provides a good
income
– Money helps
the co-op and
the community
– Community has
more security;
can deal w/
tough times
– Traditional art
form is valued
and preserved
Irula Snake-
Catchers’
Cooperative
–Provides a new
way to generate
income
– Allows Irulas to
continue using
traditional skills
– Snakes / snake
species are
preserved
– Irula community
doing better(e.g.,
more children
attend school)

M a k in g a L i v in g , M a k in g a D i f f e r e nc e 47
4
5
MIN
S
SPEAKING
Using Numbers and Statistics
It is important for students to be able to understand
spoken numbers and visualize the numerals when
they hear the words. Review the information in the
box. Read the two examples aloud. Ask students why
the second example is more convincing. Remind
them that there is variation in how numbers are
pronounced. Point out that zero is pronounced as
“oh”in certain contexts. It’s common to say“oh”when
pronouncing series of numbers, such as:
• a zip code (90210)
• a room number (room 404)
• a phone number (555-206-1234)
• a credit card number (1024 5026 9046 8065)
It’s more common to say“zero”when you are talking
about math or science. For example, you would say
“Six minus zero equals six”or that the temperature is
“below zero.”
A (page 88)
Have pairs of students take turns saying the numbers. Ask
volunteers to say the numbers aloud for the class.
B 2.6 (page 88)
Have students work in pairs to write out how they would
say each number. Play the audio and have students check
their answers. Call on students to say the numbers aloud.
Have pairs of students research the demographics of
the city or country in which they are currently living.
Ask them to record at least five relevant numbers or
statistics. They can consider data about population,
ancestry, race/ethnicity, languages, etc. Ask them to
write their data in complete sentences. For example:
• As of 2010, 78.93% (4,823,127) of residents spoke
Spanish as a primary language.
• There was a population increase of 350,000 people
between 1990 and 2000.
Have each pair join with another pair and present
their findings. Ask volunteers to share any numbers or
statistics they found interesting or surprising.
C 2.7 (page 88)
Have students complete the exercise in pairs. Play the
audio. Ask them to check their answers as they listen.
TIP Give students class time to record themselves saying
exercises B and C. They can use a phone or another audio
recording device. Play track 2.6 and track 2.7 again. Have
students play their own recordings back, comparing
them with the originals.
D Critical Thinking: Analyzing (page 89)
Have students read the information and discuss the
questions in small groups. Write the list of activities in
question 4 on the board. Elicit examples from students
about how each activity is important to a small business
owner. Write their ideas on the board. Have volunteers
share their ideas about what other responsibilities
owners have. Write these on the board as well. Ask the
class: Would you like to be the owner of a business? Why
or why not?
Pronouncing Large Numbers
2.8 Review the information in the box. Play the
audio. Ask students to listen and repeat.
E
Critical Thinking: Interpreting Statistics
(page 90)
Ask students questions to check their understanding of
what the data in the table is about, such as:
• What is this table comparing? (start-ups, closures,
bankruptcy)
• How does it compare them? (indicates how many
business engaged in each activity from 2009–2013)
Ask students to review the information individually.
Then have them discuss the questions in their groups.
Review the answers as a class. Remind students to
pronounce the large numbers as explained in the
Pronunciation box.
In small groups, have students find a table, chart,
or graph that represents business statistics for
a country other than the United States. Have
them analyze the data themselves and write five
comprehension questions about the information.
Make sure they also make an answer key on a
separate piece of paper. Then have each group join
with another group and exchange their visuals and
comprehension questions. Have group members
check each other’s answers.

48 U N I T 5
ANSWER KEY
SPEAKING
B (page 88)
1. [50,000] fifty thousand
2. [3,200,000] three point two million / three million,
two hundred thousand
3. [9,600] ninety-six hundred / nine thousand six
hundred
4. [740,000] seven hundred (and) forty thousand
5. [8,000,000,000] eight billion
6. [1,297,300] one million, two hundred (and) ninety-
seven thousand, (and) three hundred
C (page 88)
1. 85; 2. 60; 3. 18; 4. 2,500; 5. 7.4
D (page 89)
2. Possible answers: The Irula Snake Catchers’
co-op and Basket’s kudzu business are both
environmentally friendly. On the other hand,
Basket works alone while hundreds of snake
catchers work for the co-op. Another difference
is that Basket’s products may be nice and useful,
but they don’t save lives like the anti-venom
produced by the snake catchers.
3. Possible answers: If kudzu products became
quite popular, kudzu entrepreneurs might make a
difference in the amount of kudzu growing in the
U.S., but one kudzu entrepreneur probably can’t
use very much of approximately 7.4 million acres
of kudzu.
4. Possible answers:
-
Marketing and advertising a product makes
buyers aware of the product and leads to sales.
-
Maintaining a website is an extremely important
way to reach potential clients.
-
Managing employees is part of making any
business run smoothly. Happy and well-trained
employees contribute to the success of a
business.
-
Getting supplies is necessary before products
can be produced.
-
Selling and shipping products gets them into
the hands of customers.
-
Doing accounting and paying taxes are essential
to a company’s financial health and its legal
operation.
Small business owners might also do research
to make good decisions about developing
new products or services, or they might
write a newsletter or send marketing
e-mails to their clients to encourage future
business.
E (page 90)
1. 5,825,458: five million, eight hundred (and)
twenty-five thousand, four hundred (and) fifty-
eight
2. 19, 076: nineteen thousand (and) seventy-six
3. around 60 million
4. The overall number decreased somewhat. The
economy may not have been very strong at that
time, or it might have been difficult to get loans
to start new businesses.
5. Four hundred thousand, six hundred (and)
eighty-seven businesses closed in 2013, which
is fewer than the four hundred ninety-three
thousand, nine hundred (and) ninety-four that
closed in 2009. The economy might have been
improving, and perhaps people were spending
more money in 2013.
6. The number decreased substantially, from
fifty-eight thousand, seven hundred (and)
twenty-one in 2009 to thirty-six thousand,
(and) sixty-one in 2013. The economy may have
been improving, and more businesses were
doing well.
3
5
MIN
S

Small Businesses
A Critical Thinking: Evaluating (page 91)
After students have done the exercise, have volunteers
share their ideas with the class. Write their ideas on the
board for reference. Ask the class what local businesses
they know of that benefit the community and how they
do so.

M a k i n g a L i v i n g , M a k i n g a D i f f e r e n c e 49
B Organizing Ideas (page 91)
Read the questions aloud. Have a volunteer read the
example aloud for the class. In the same pairs, have
students discuss the questions and take notes on their
ideas. Have students decide which information each
partner will present. Give them time to practice. Remind
them that they only have 1 minute to present.
Encourage students to ask each other follow-
up questions after each presentation. Then have
students discuss the questions in their groups. Have
a spokesperson from each group briefly describe the
business the group chose and explain why it was chosen.
ANSWER KEY
LESSON TASK
All small businesses would provide employment and
the convenience of having something close by in
the community.
Restaurants and coffee shops: fresh food; a place to
socialize with friends and family
Retail shops: a place to buy specific things
Manufacturers: sources of new products and
employment
Service providers: a place to get something repaired
or get assistance with something
B (page 91)
Answers will vary.
C (page 91)
Answers will vary.
Video
4
5
MIN
S
Light for India’s Villages
India-based Mera Gao Power aims to bring low-cost,
sustainable energy solutions to India’s rural areas. Their
solar panels provide power and nighttime lighting to the
people who need it most.
BEFORE VIEWING
A (page 92)
Remind students to determine the parts of speech and
use context clues to help them complete the sentences.
Check students’understanding of the terms by asking
questions, such as:
1. What do you think is the best way to extend the
deadline of a work or school assignment?
2. On a scale of 1 to 5, where 1 is very poor and 5 is
very good, how would you rate the infrastructure of
the area where you currently live? Why?
3. What might be some uses for kerosene as a fuel?
(lamps, lighting, heating)
4. What advice would you give to somebody who
lacks energy?
5. What do you know about the working conditions in
the companies that manufacture your clothes?
B (page 92)
Direct students’ attention to the photo. Have a
volunteer read the caption aloud for the class. After they
list ideas in pairs, have volunteers share their ideas with
the class.
TIP Although “off-grid” does refer to living without access
to electricity, the term has also been used in recent years
to describe the lifestyle of people who choose to live
without reliance on public utilities, as well as the lifestyle
of those who refrain from using electronic devices such
as smartphones or computers for a period of time.
Emphasize the difference between not having access to
electricity and choosing to live without electricity.

50 U N I T 5
WHILE VIEWING
Play the video. Ask students to complete the exercise as
they watch. Review answers as a class. Ask volunteers to
correct the false statements.
D (page 93)
Have students look back at the list they wrote in
exercise B. Take a class survey to see how many
challenges students correctly predicted. Ask them to add
any additional daily challenges from the video to their list.
Play the video again. To review, call on students to read
the complete sentences aloud.
AFTER VIEWING
F Critical Thinking: Personalizing (page 93)
personalizing information. Have students complete the
tasks in small groups, and then call on volunteers to
share answers to questions 1 and 2. Write their ideas in
two separate lists on the board. Ask volunteers to make
statements comparing the two lists. Take a class survey to
review question 3. Have students give reasons to explain
their opinions.
Arrange students in multi-level groups. Tell them
their team has just won a $125,000 grant to develop
a solution to one of society’s most pressing social
problems. Lead a class brainstorming session on
issues to address. Write students’ideas on the board.
(Examples: worker rights, gender equality, poverty,
pollution, discrimination, child labor, malnutrition, etc.)
Have each group choose an issue.
Write the following questions on the board to guide
the group discussions:
1. What social problem will you address? (including
reasons to support their choice)
2. What country or region will you focus on? (including
statistics to support their choice)
3. What is your sustainable solution? (a general
description including ways in which it is
4. How will you use the $125,000? (categories of
spending and how much for each)
Ask a spokesperson from each group to present the
group’s idea to the class. Take a class vote on which
solution is the most realistic and sustainable.
ANSWER KEY
VIDEO
A (page 92)
1. lack; 2. infrastructure; 3. extend; 4. kerosene;
5. working conditions
B (page 92)
Possible answers: People who live off-grid would not
have a television or radio for news or entertainment,
and they would not be able to study or work at
night. Even charging the batteries in computers or
telephones would be impossible. Everyday chores
such as laundry or house-keeping would require
more labor, since washing machines or other
conveniences could not be used.
C (page 93)
1. T
2. T
3. F (a lot of money)
4. F (does not require any new land)
D (page 93) Answers will vary.
E (page 93)
1. 200,000,000 (or 200 million) / 60; 2. 30; 3. 1,000;
4. 3,500 / 140
F (page 93)
1. Possible answers: Cooling: air conditioners,
fans; Heating: space heaters, radiators; Lighting:
lamps, overhead lighting; Work or entertainment:
computers, TVs; Cleaning: washers, dryers,
vacuum cleaners; Water heating: showers, baths;
Cooking: refrigeration, stovetop, oven, microwave

Lesson B
3
0
MIN
S
VOCABULARY
A 2.9 (page 94)
Play the audio. Review words as a class. Play the
audio again, and have students repeat the words for
pronunciation practice.
TIP When teaching vocabulary, help students understand
more than just the meaning. In order to effectively use
new words, they should also know the level of formality,
connotations, pronunciation, and spelling.
B (page 95)
then form pairs to compare their answers. To review, call
on students to read the complete sentences aloud.
Have students look at the photo at the bottom of
page 94. Read the caption aloud. Have students
discuss the following questions in pairs:
1. What does this business do? Where is it located?
2. How might the location affect the amount of
funding or support the owners have?
3. How would you describe this business team? The
office space?
4. What social problem does the business try to solve?
5. Would you like to work for this business? Why?
C 2.10 (page 95)
Have different volunteers read the three diagram steps
aloud for the class. Have students complete the exercise in
pairs. Clarify any new terms, such as charitable organization
(the main objective is to assist those in need) and for-profit
company (the main objective is to make a profit). Play the
audio and have students check their answers.
Ask additional questions after each step to help
students gain a deeper understanding, such as:
1. Open Your Box: What kind of merchandise do you
typically order online? What do you usually do
with the cardboard box after you unpack it? What
information does a shipping label include?
2. Pack Your Box: What kinds of clothing might people
need? What kinds of household goods would you
be willing to donate? How might your donation vary
depending on country or time of year?
3. Send Your Box: How often do you think people
complete all three steps? Why might somebody
not participate in the Give Back Box program? What
questions do you still have about the program?
Have students discuss the questions in pairs. Take a class
survey to see how many students would use a service
such as the Give Back Box. Ask students to give reasons
to support their positions. Have volunteers share their
answer for question 2. Write their ideas on the board.
Have students make a list of any clothes, furniture, or
other household goods they rarely or never use. Ask
them to share this list in small groups and indicate
whether they would be willing to donate any of the
items. Encourage them to give reasons to explain why
or why not.
ANSWER KEY
VOCABULARY
B (page 94)
1. concept,
fundamental
2. response
3. corporation
4. donate, charity
5. accessible
6. demonstrate
7. outcome
8. affordable
C (page 95)
1. concept
2. donate
3. charity
4. affordable
5. fundamental
6. demonstrate
7. response
D (page 95)
2. Possible answers: They can donate goods to local
thrift or second-hand stores. They can lend or
rent something out for a low price when they are
not using it, such as a bicycle, car, or apartment.
They can pass out a questionnaire asking what
people need and then host community events to
collect those items.

52 U N I T 5
45
MIN
S

LISTENING: A Meeting about
Social Responsibility
BEFORE LISTENING
A Personalizing (page 96)
Write Corporate Social Responsibility (CSR) on the board.
Ask students to discuss the meaning of the term.
(CSR is a corporation’s initiatives to assess and take
responsibility for their effect on the environment and
society.) Ask students to analyze the statistics and discuss
the questions in pairs. Encourage them to draw on their
personal experiences to answer the questions. Have
Have pairs of students research one or two examples
of Corporate Social Responsibility and present them in
small groups. Ask them to research:
1. the name of the corporation
2. what the corporation does
3. the name of the CSR initiative/program and how it
works
4. what social problem the corporation is helping solve
For example: Nu Skin Enterprises, a vitamin and skin
care product marketer, has a program called VitaMeal to
combat hunger in Malawi by allowing their customers
to buy and donate meals. Twitter, a social media
network, has a campaign called The Fledgling Initiative
to partner with a non-profit organization called Room
to Read and promote literacy among children.
WHILE LISTENING
Be sure students understand where to add notes on
each topic in the chart. Play the audio. Ask students to
complete the chart as they listen. Draw the chart on the
board, and ask volunteers to write in their answers.
2. Too is usually used at the end of the sentence. For
example: I like to play soccer, too.
3. As well is also used at the end of the sentence. It’s a
little more formal than also and too. For example: I
like to play soccer as well.
The differences in the use of although, though, and
even though:
1. Although is the most general and common
expression of contrast. A clause that includes although
can begin or end a sentence. For example: Although
the restaurant was crowded, we found a table. / We
found a table, although the restaurant was crowded.
2. Though has the same meaning as although but is
more informal. It’s more common at the end of a
sentence. For example: I liked the jacket. I decided
not to buy it, though.
3. Even though is stronger and more emphatic than
although. A clause that includes even though
can begin or end a sentence. For example: Even
though you don’t want to, you need to study.
/ You need to study, even though you don’t want to.
C 2.12 Listening for Similarities and
Contrasts (page 97)
Play the audio. Ask students to fill in the blanks as they listen.
To review, call on students to read the complete excerpt
aloud and explain how they chose the correct answer.
AFTER LISTENING
D Critical Thinking: Evaluating (page 97)
Read the questions aloud. Have students discuss them in
pairs. Ask volunteers to share their ideas with the class.
ANSWER KEY
LISTENING
A (page 96)
Answers will vary.
B (page 96)
Possible answers:
Type of
Company
How Are They Socially
Responsible?
1. Large drug
manufacturer
– provide med. training
– red. noise levels at plants
–
make meds more
affordable accessible in
poorer parts of world
2. Small co.
that makes
handbags,
backpacks
–
“Buy one, give one”model
= customer buys a bag,
company donates a
backpack w/ school supplies
Listening for Similarities and Contrasts
Review the information in the chart. Ask students to
circle the examples they already use or are familiar
with. Have volunteers read the examples aloud for the
class. Clarify the meanings and uses of any expressions
that are new or confusing, such as the following:
The differences in the use of also, too, and as well:
1. Also usually goes before the verb or adjective. For
example: I also like play soccer. Sports are good
exercise but also really fun.

3
0
MIN
S
SPEAKING
SPEAKING: Indirect Questions
Write two questions on the board: Why should I study
English? and Can you tell me why I should study English?
Ask students what question is being asked in each.
Make sure they notice that the question is exactly
the same. Review the information in the box. Ask
volunteers to read the examples aloud. Lead a class
discussion about situations in which indirect questions
are more appropriate (more formal situations; when
talking to somebody you don’t know). List the situations
on the board. Have students give examples of indirect
questions for each situation.
A (page 98)
Have pairs of students rewrite the questions. Challenge them
to use a variety of phrases from the Grammar for Speaking
box. Call on students to share their answers. Discuss any
differences you notice in formality or connotation.
B (page 99)
about how to show interest. Remind students that being
an active listener is just as important as being a clear
speaker. Elicit additional examples, and write students’
ideas on the board. Ask students to rewrite the questions
individually and then take turns asking and answering
them in pairs. Remind them to use expressions to show
interest and ask follow-up questions.
C (page 99)
Have volunteers take turns reading the statements
aloud for the class. Monitor students’ work, and provide
feedback on sentence structure, if necessary.
D (page 99)
Have students form pairs and share their answers from
exercise C. Remind them to give reasons to explain their
answers. Then have them discuss the questions. Ask
volunteers to share their dream jobs with the class.
ANSWER KEY
SPEAKING
1. Do you know what time it is?
2. I’d like to know why you are taking this class.
3. Can you tell me how old you were when you
took your first English class?
4. Could you tell me what kind of career you hope
to have in the future?
5. Can you tell me how you make decisions about
the clothing you buy?
6. I’m wondering where I should go for a day trip
this weekend.
B (page 99)
Possible answers:
1. I’d like to know what technology company is the
most influential.
2. Could you explain how people get jobs with
good companies?
3. I’m wondering whether you would want to be a
member of a cooperative.
4. Can you tell me what kind of small business you
would like to start?
C (page 99)
Answers will vary.
D (page 99)
Answers will vary.
3
5
MIN
S

a Socially Responsible
Business
TIP This final task will require students to conduct
research online. Be sure to arrange time in the library or
computer lab before class.
Allow lower-level students to work and present in
pairs. Remind them to divide the questions so the
research and the presentation are distributed evenly.
A (page 100)
Read the topic in the box aloud. Give students time to
review the step-by-step instructions individually. Ask
them follow-up questions to be sure they understand the
assignment.
C (page 97)
1. both; 2. though; 3. too; 4. Even though
D (page 97)
2. Possible answers:
a. Reducing their use of paper would help decrease
their environmental impact.
b. Providing free software to help local charities
would help strengthen their community.
c. Offering free after-school classes would help
them give back to their customers’ families and
prepare youth for a competitive job market.

54 U N I T 5
TIP It may be difficult for students to find a socially
responsible business online and navigate websites.
Consider preparing and providing a list of socially
responsible businesses and passing it out to the class.
If possible, demonstrate how and where to find the
necessary information on an example website.
SKILL: Looking Up While Speaking
Review the information in the box. Model effective
and ineffective eye contact and body language.
B (page 100)
Arrange students in mixed-level pairs, and have them
practice their presentations. Encourage them to give
feedback on what their partners did well and what they
can improve on for the presentation.
Have students present their socially responsible
businesses in small groups. Encourage audience
members to ask follow-up questions.
TIP If possible, videotape the presentations. Explain to
students the importance of watching and listening to
themselves present in another language. Be sure to get
their consent first. Provide feedback on their verbal and
non-verbal communication skills. Consider using an
evaluation form that includes the presentation skills and
language taught in Units 1 to 5.
ANSWER KEY
FINAL TASK
A–C (page 100)
Answers will vary.
REFLECTION
groups.

55
Design
LISTENING Listening for Inferences
Noting Steps in a Process
SPEAKING Using Descriptive Language
Effective Pausing
CRITICAL THINKING Making Inferences
6
UNIT OVERVIEW
Design is the process of creating products,
experiences, and environments that are central
to business and society while considering their
purpose, economics, and impact. Design is critical
to developing creative and sustainable solutions to
increasingly complex global problems.
• LISTENING A A Guest Lecture about Design: A
professor invites a successful designer to present the
criteria and principles of good design to his class.
• VIDEO Designing the Future: Skylar Tibbits, founder
of the Self-Assembly Lab at the Massachusetts
Institute of Technology, explains how nature, humans,
and technology are coming together to reinvent how
products are designed and made in the future.
• LISTENING B A Conversation with a Teaching
Assistant: A student visits a teaching assistant to get
help with an assignment in a design course.
learned in the unit to give a presentation about the
process they followed when they designed, created,
made, changed, improved, or developed something.
terms: Google offices, Louvre Museum, Louis Sullivan,
Dieter Rams, chindogu, SJET LLC, 4D printing, User
experience design.
2
0
MIN
S
UNIT OPENER
Direct students’attention to the photo, title, and caption.
• Where is this place? (Google office in Waterloo,
Ontario, Canada)
• How would you describe the design? (modern,
comfortable, relaxing)
Ask volunteers to share their opinions about the design
of the room. Ask the class: Would you like to work in this
office space? Why or why not?
Design with Purpose
ANSWER KEY
1. Possible answer: The company might have a space
like this to let employees relax because this could
help them be more creative. Another reason is that
big companies like Google use appealing spaces like
this to attract the best employees to work for them.
Read the title and caption aloud. Give students a few
minutes to read the information individually. As a class,
clarify the meanings of new words, such as commission
(order or authorize the production of something),
disrepair (poor condition of a building or structure
because of neglect), corridor (a long passage in a building
from which doors lead into rooms), and courtyard (an
unroofed area that is enclosed by the walls of a large
building).
Read the following sentence aloud:“Today the glass
pyramid at the Louvre is a beloved jewel of the Paris
landscape.”Ask students to explain the meaning of “a
beloved jewel”in this context in their own words.
Ask students comprehension questions to check for
understanding, such as:
• What is the Louvre? Where is the Louvre located? (an
art museum; in Paris, France)
• What was the project architect I. M. Pei was
commissioned for? (to design a new entrance and
reorganize the museum’s interior)

56 U N I T 6
Lesson A
3
0
MIN
S
VOCABULARY
A 2.13 Meaning from Context (pages 104–105)
Play the audio. Ask students to read along and pay
attention to the words in blue as they listen.
Remind them to use the context clues in the text to help
them choose the correct answers. Review answers as a class.
Ask students to take turns with their partners
summarizing each designer’s philosophy and
principles in their own words. Then ask them which
philosophy they agree with more and why.
• Why was the project challenging? (The historic buildings
were in disrepair, the entrance couldn’t handle many
visitors, the galleries were not connected, and people got
lost in the corridors.)
• How would you describe Pei’s solution in your own
words?
• What was Pei’s inspiration for the entrance design? (the
Great Pyramid of Giza in Egypt)
• What was the international response? (negative; Pei
received criticism)
Have students form small groups and ask them to
discuss the following questions:
1.
What other architectural designs do you think are
beautiful or elegant?
2.
What makes the design beautiful?
Invite volunteers to share their ideas with the class.
ANSWER KEY
3. Possible answers: One possible reason for the
negative reaction is that Pei’s design looks much
more modern than the other buildings around
it in Paris. Another possible reason is that his
design is very innovative, and many people do
not like things that seem very new when they
are first introduced.
Have students form pairs, and ask them to research
a building or object whose design appeals to them.
Have them consider the following questions:
1.
Who was the main designer or architect?
2.
When was this building or object built?
3.
How would you describe its design?
4.
Why is it appealing to you?
Have each pair join another pair to present their
findings. Make sure students have a photo of their
building or object as they present. Invite volunteers
to present their findings to the class.
B (page 105)
Remind them to give reasons to support their opinions.
Arrange students in same-level groups for exercise B. Give
lower-level students time to think about and write down
their answers before they discuss them with their groups.
C (page 105)
Have students complete the exercise individually. Ask
them to take turns reading their sentences aloud and
giving feedback on word usage in pairs.
ANSWER KEY
VOCABULARY
A (page 104–105)
1. a; 2. b; 3. b; 4. a; 5. b; 6. b; 7. a; 8. b; 9. b; 10. b

D e s i g n w it h P u r p o s e 57
B (page 106)
Write the word prototype on the board. Ask volunteers to
share their definitions with the class. Write their ideas on the
board to create a class definition of the word.
WHILE LISTENING
C 2.14 Listening for Main Ideas (page 106)
Give students time to review the topics before they listen
to the audio. Play the audio. Review the answers as a
class.
Ask students to recall some principles that the guest
speaker, Ana Fuentes, thinks are important for good
design. Have pairs of students write down as many as
they can remember. Have volunteers share these with
the class.Write their ideas on the board. (Examples of
principles: Gooddesignshouldhaveausefulfunction;good
designshouldhelppeopledosomethingbetter,moreeasily,
orlessexpensively;gooddesignshouldmakeaproduct
understandable;gooddesignshouldbeenvironmentally
friendly.)Then ask students to look back at the text on
page 104. Ask them whether Fuentes’s principles are
more similar to those of Sullivan or Rams and why. (Her
principles are more similar to those of Sullivan because
she states in the lecture that she believes“form should
follow function.”)
TIP Retrieval-based learning is a powerful technique to
help move new information from short-term memory
to long-term learning. Whenever possible, do recall
activities with students. Ask them to take a moment and
try to summarize or recall material, such as details or
vocabulary, from the article, listening, or video.
D 2.15 Listening for Details (page 107)
Give students time to review the steps before listening
again. Play the audio. Review answers as a class.
Ask pairs of students to cover exercise D and take turns
explaining the steps of the student project. Have them
repeat this process several times to increase fluency.
B (page 105)
2. Possible answers: Durability, comfort, style, size, stain
resistance, ergonomics, environmentally friendly
3. Possible answers: A couch can also function as a
bed. A kitchen counter can function as a desk.
6. Possible answers: Keep an open mind. Think
outside the box. Respect your elders.
9. Possible answers: Teachers need to be innovative to
develop materials to teach students with different
learning styles. Computer engineers need to be
innovative to create programs that keep people’s
information safe online. A chef needs to be innovative
to design creative ways of cooking traditional dishes.
C (page 105)
Noun Verb Adjective
appeal appeal appealing
commitment commit committed
influence influence influential
innovation innovate innovative
4
5
MIN
S

LISTENING: A Guest Lecture
about Design
BEFORE LISTENING
A (page 106)
Have students complete the exercise in small groups. Review
answers as a class. Then discuss which type of design they
are most interested in learning more about and why.
Ask students to choose one type of design from exercise
A to learn more about. Have them find a partner who is
interested in the same type of design. Have them form
pairs and answer the following questions:
1.
What is the purpose of this kind of design?
2.
What kinds of products do these designers make or
what kinds of services do they provide?
3.
What kinds of skills do you need to be this kind of
designer?
4.
Why is this type of design important?
Listening for Inferences
Tell students that inference is the process of arriving
at a conclusion using known or observable evidence
and then logically forming an opinion of the
situation. Give an example of inference, such as:

58 U N I T 6
4
5
MIN
S SPEAKING
Ideas for … PRESENTING GRAMMAR FOR SPEAKING:
Making Comparisons
aloud, and give additional examples as necessary.
To practice comparisons, have students get in small
groups. Ask them to make a list of three things they
have in common and a list of three things they do not
have in common. Ask a volunteer from each group to
share the comparisons.
To practice superlatives, write examples of questions
using superlatives on the board. For example: Who
is the youngest? Who is the oldest? Who lives the
farthest away? Who speaks the most languages?
Who has the longest hair? Arrange students in
different groups. Have them share information about
themselves and answer the questions about their
group members. Ask a volunteer from each group to
share the group’s answers with the class.
A (page 108)
Have students complete the exercise individually. Call on
students to say the comparisons in each item aloud, and
ask them to state whether it is a comparative, superlative,
or as … as phrase.
Give students time to complete the sentences
individually. Have them share and explain their ideas
-
You walk into the classroom, and the teacher tells
you to clear your desk and get out a piece of paper
and a pencil. You can infer that you’re going to have
an exam.
Tell them the verb form of inference is to infer. Write it
on the board. Elicit from students synonyms for the
verb, and write their ideas on the board (to deduce, to
conclude, to interpret, to understand, to presume, to
assume, to figure out, etc.). Review the information in the
box. Exaggerate the intonation as you read the example
aloud for the class. Tell students that in conversation
speakers sometimes imply something by saying the
opposite of what they mean. Explain that this is a form
of spoken sarcasm. Say aloud common expressions
such as“Thanks”or“Excuse me”with a variety of
meanings (authentic, angry, irritated, etc.). Ask students
to infer your meaning depending on your intonation.
E 2.16 Critical Thinking: Making Inferences
(page 107)
Tell students they are going to listen to three parts of the
guest lecture. Ask them to make inferences about how the
designer, Ana Fuentes, thinks and feels based on what is
said in the lecture. Play the audio. Ask them to write down
their ideas as they listen and then form pairs to compare
answers. Ask volunteers to share their ideas with the class
and give reasons to explain their interpretations.
AFTER LISTENING
F Personalizing (page 107)
Encourage them to draw on their personal experiences to
answer the questions. Ask volunteers to share their ideas
with the class.
ANSWER KEY
LISTENING
A (page 106)
1. c; 2. a; 3. f; 4. d; 5. b; 6. e
B (page 106)
Possible answer: A prototype is a first or early model
of something before the final version is made.
C (page 106)
P
An influential experience she had as a design
student
P
People who have had a major impact on her
philosophy
P
Some principles she thinks are important for
good design
D (page 107)
3. She built a prototype.
4. She felt pleased with her hard work.
6. She tested her prototype.
8. She learned from the experience.
7. She realized that her design was poor.
5. She showed her professor her design.
2. She spent time thinking up a design.
1. She was given an assignment.
E (page 107)
1.
We can infer that Ana thinks that it’s not an easy
question.
2.
We can infer that Ana was very embarrassed.
3.
We can infer that Ana thought her design was not
very good.
F (page 107) Answers will vary.

in small groups. Encourage students to ask follow-up
questions to learn more about each other.
Ideas for … Presenting The Speaking Skill:
Using Descriptive Language
Elicit examples of adjectives from students.Write their
ideas on the board. (happy,sad,good, etc.) Ask students to
write three sentences using the adjectives on the board.
Review the information in the box, and have a volunteer
read the examples aloud for the class. Ask students to
work in pairs to rewrite their sentences using one of the
three techniques described in the box. Call on volunteers
to share their sentences before and after the rewrites.
C
(page 109)
Give students time to answer the questions individually.
Then have them share and explain their answers in pairs.
Remind students to take notes on their partners’answers.
D Critical Thinking: Making Inferences (page 109)
Review the information in the Critical Thinking and
Everyday Language boxes about making and expressing
inferences. Read the examples aloud. Have students work
with different partners than they had for exercise C. Ask
them to take turns summarizing what they learned about
their other partners. Remind them to use comparative
language and make inferences.
Have students repeat exercise C with different
classmates. Ask them to stand up and talk to at least
three other students in the class. Remind them to take
notes on their classmates’answers.Then ask them to
write a short summary of what they learned. Have them
exchange their summaries with a partner and give each
other feedback on comparative language use.
Direct students’attention to the photos and have discuss
the captions together. Review the pronunciation of
the word chindogu (CHIN-doe-goo) with the class. Ask
a volunteer to read the information in the box aloud.
volunteers to share their opinions and ideas with the class.
F Critical Thinking: Synthesizing (page 111)
Have students form pairs discuss what principles describe
chindogu inventions. Have students look back at exercise
A on page 104. Ask the class: What are the design
principles of Dieter Rams? Write their ideas on the board.
(Answers: Design should be as simple as possible; design
should be innovative rather than old fashioned; design
should be made from sustainable materials.) Then have
them complete the exercise in pairs. Call on students to
review answers.
ANSWER KEY
SPEAKING
A (page 108)
1. The most important
2. better, more easily, less expensively
3. the biggest
4. as important as
B–E (pages 108–110) Answers will vary.
F (page 111)
Principles of chindogu may include the following:
Invention needs to be a solution to a problem but
be a little useless; invention needs to be funny. It
needs to work.
1. C; 2. DR; 3. DR; 4. C; 5. DR
3
5
MIN
S

LESSON TASK: Presenting
a Design
Arrange students in multi-level groups for the Lesson
Task. Lower-level students can draw and create the
picture of the design while higher-level students can
plan and write down what group members will say.
A (page 111)
Arrange students in groups of three. Have them
brainstorm several ideas for a chindogu invention.
Encourage them to be creative and not discount any idea
at first. From this list, have them choose one invention
that all group members find interesting.
TIP Monitor group work. Check that each group’s
invention meets the principles of chindogu before group
members move on.
B (page 111)
Encourage all group members to contribute to the
design while one member draws. Then have them use
the outline to plan their presentation and decide which
information each group member will present.
TIP If students have the resources and skills, allow them
to create an actual model or computer design of their
invention to use in their presentation.

60 U N I T 6
C (page 111)
Give groups time to practice their presentations more
than once. Walk around, giving feedback as necessary.
TIP Encourage students to have a strategy to keep time
during their presentations. One idea is to ask a classmate to
keep time for them by writing the number 30 on a piece of
paper and holding it up when their group has 30 seconds
left.
D (page 111)
After allowing 3 minutes for each presentation, aim to
leave a few minutes for follow-up questions.
Have students find a partner with whom they did not
present. Ask them to discuss the questions. Take a class
vote on which of the presented ideas was the most
interesting. Ask students to give reasons to support their
choices.
ANSWER KEY
LESSON TASK
A–E (page 111)
Answers will vary.
Video
4
5
MIN
S
Designing the Future
Skylar Tibbits, founder of the Self-Assembly Lab at The
Massachusetts Institute of Technology, explains how
nature, humans, and technology are coming together
to reinvent the ways in which products are designed
and made in the future.
BEFORE VIEWING
A (page 112)
Have students complete the sentences in pairs. Remind them
to use context clues to find the correct meanings. To review,
call on students to read the complete definitions aloud.
B (page 112)
Have a volunteer read the information about Skylar
Tibbits aloud for the class. Ask students what they know
about 3D or 4D printing. Lead a class discussion on what
kinds of things Skylar Tibbits might be designing in his
laboratory. Write students’ ideas on the board.
WHILE VIEWING
C 1.11 (page 113)
Play the video without sound. After students compare
answers in pairs, review answers as a class.
Play the video. Ask students to choose the main message
of the video as they watch. Have them share their
answers in small groups. Review the answers as a class.
Ask students to recall the benefits that self-assembling
materials can offer to humans.
Suggest they cross off each phrase from the box after
they have used it. Play the video again. Ask students to
check their answers as they watch.
AFTER VIEWING
volunteers to share their answers with the class.

TIP On his website, Skylar Tibbits defines his work as
experimental computation plus design. He conducts
multidisciplinary research that ranges from design and
fabrication to computer science and robotics.
Tell students that Skylar Tibbits is looking for ideas
about which kinds of self-assembling products would
be most popular in different countries around the
world. If appropriate, ask students to find a partner from
the same country or region of the world. Have each
pair brainstorm an idea for a self-assembling product
that would be particularly useful for people living in
their home country. Encourage them to draw or create
a picture of their product. Have each pair join with
another pair to present their ideas. Remind them to
explain how the product would work, who might use it,
and why it would be popular in their home country.
ANSWER KEY
VIDEO
A (page 112)
1. f; 2. d; 3. b; 4. a; 5. e; 6. c; 7. h; 8. g
C (page 113)
a. 5; b. 6; c. 2; d. 3; e. 4; f. 1
D (page 113)
d
E (page 113)
1. remove components, complexity
2. environments and users
3. put things together
4. temperature, moisture, pressure
5. pairs of shoes
6. the future of robotics
F (page 113) Answers will vary.
Lesson B
3
0
MIN
S
VOCABULARY
Explain to students that universities typically have a print
and online catalog where they list descriptions of the
courses that are offered every semester. Ask students to
predict what kind of information would be included in
these course descriptions. Write their ideas on the board
(e.g., explanation of subject, main objective of course, what
students will learn, how the course is delivered and graded).
After you play the audio, have students choose the
definitions and then compare answers with a partner.
B 2.18 Critical Thinking: Analyzing (page 115)
Give students time to review the statements before they
listen to the audio. Play the audio. Review answers as a
class.
Multiple Meanings
Review the information in the box. Explain to
students that words can have more than one
meaning and act as more than one part of speech.
Read the examples aloud. Remind them to always
consider the context in which the word is used to
decide which meaning is most appropriate.
C (page 115)
Divide the class into two groups: A and B. Ask each
student from group A to find a partner from group B.
Explain to students that they have to choose four words
to match the four definitions in their column: Student A
should choose words from page 104, and student B
should choose words from page 114. After they work
individually, have them share their answers in pairs.
Remind them that the definitions in exercise C may or
may not be the same as those they learned in previous
exercises.
TIP Encourage students to record the words with
multiple meanings in their vocabulary journals or
notebooks for future reference.

62 U N I T 6
WHILE LISTENING
Play the audio. To review answers, ask the questions
aloud, and call on students to respond.
Noting Steps in a Process
Model note-taking strategies as you review
the information in the box. Elicit from students
additional examples of sequence words and
phrases, and write them on the board for reference
(second, third, then, next, finally, lastly). Ask
students whether it helps them to make a visual
representation of the information in their notes,
similar to the diagram in exercise C.
Play the audio. Ask students to take notes on the
different stages in the process as they listen. Then have
them complete the diagram individually based on their
notes. Remind them to write only one word from the
conversation in each space. To review, ask volunteers to
say the process aloud, inserting sequence words and
phrases between the steps.
Give students time to visually represent a process
with which they are familiar using arrows or simple
diagrams. Then arrange students in same-level pairs.
Ask them not to show their visual representations to
their partners. Have them decide who is Student A and
who is Student B. Explain the activity instructions. As
you do, ask students to take notes on the instructions.
1. First, Student A explains his or her process aloud to
Student B step by step.
2. As Student A explains, Student B takes notes on the
different stages in the process.
3. Then Student B creates a visual representation of the
process based on his or her notes.
4. Finally, Students A and B show each other their
visual representations and discuss how they are
similar or different.
5. Students then reverse roles and repeat the activity.
AFTER LISTENING
D Critical Thinking: Applying (page 117)
Ask volunteers to share their ideas with the class. Write
individually. Then have them complete the exercise. Ask
volunteers to share the most interesting answer they
received.
ANSWER KEY
VOCABULARY
A (page 114)
1. a; 2. a; 3. b; 4. b; 5. a; 6. b; 7. a; 8. b; 9. a; 10. a
B (page 115)
1. identify
2. objectives
3. combination
4. satisfaction
C (page 115)
1. function
2. influence
3. philosophy
4. principle
5. browse
6. identify
7. illustrate
8. explore
D (page 115)
Answers will vary.
4
5
MIN
S

with a Teaching Assistant
BEFORE LISTENING
Make a copy of the comic strip, and white out the
text. Be sure to leave the source website at the
bottom. Pass out the comic strip without text to
higher-level students before beginning exercise A.
Ask them to write in the text as they hear it while
listening. Lower-level students can follow along with
the text in the book.
A 2.19 Critical Thinking: Making Inferences
(page 116)
Play the audio. Ask students to pay attention to the
speakers’intonations as they listen. Have students discuss
the questions in small groups. Remind them to make
inferences based on what they see in the comic strip, as
well as what they heard in the audio. Have volunteers
share their ideas with the class. Take a class survey. Ask
students: Would you like to work as a TA in the future?
Why or why not?

the three situations in question 2 on the board. For each
situation, ask a volunteer to share whether the design
process would be useful. Remind them to give reasons
and examples to support their opinions.
Tell students they have listened to two different
conversations between a student and a teaching assistant.
Ask them to form pairs and discuss how the two visits
were different. Write the following questions on the board:
1.
How were the students’ problems different? (In the
first conversation, the student didn’t have a specific
problem; in the second, the student’s questions were
unclear, but he knew what the problem was.)
2.
How were the reactions of the TAs different? (In the
first conversation, the TA was upset and frustrated; in
the second, the TA was patient and happy to help.)
3.
Why do you think the TAs’ reactions were different?
(In the first conversation, the student asked for help
4 hours before the assignment was due; in the second
conversation, the student asked for help earlier.)
4.
What are some lessons you learned about visiting
TAs during office hours? (Don’t wait until the last
minute; prepare specific questions; take notes while
talking to the TA.)
5.
Look back at question 4 in exercise A: “Would you
be interested in working as a TA in the future?” Now
that you’ve heard about two different experiences,
would you change your answer? Why or why not?
ANSWER KEY
LISTENING
A (page 116)
1. Possible answers: The comic strip makes it clear
that TAs provide help with homework, offer
tutoring sessions, and hold office hours regularly.
2. Possible answers: The repetition of “Now?” and
phrases related to time show the TA’s frustration. The
use of phrases such as “bored out of my mind” also
shows her frustration. She also shows her frustration
in the final sentence when she says her life is at the
student’s disposal, meaning that she will do anything
he wants her to do.
3. Possible answer: From the words “Yes, please” it is
possible to infer that the TA is saying the opposite
of what she actually means, which is “No.”
B (page 116)
1. c 2. a 3. b
C (page 117)
1. Identify
2. Brainstorm / Explore
3. Select
4. Get
5. Improve
6. Decide
D (page 117) Possible answers:
1. The student could have spoken to other people,
such as friends, family members, or even a
professor, about the problem. The student
could also have tried to come up with a solution
without asking for help from others.
2. The process is actually not specific to design; it
is just a general process for coming up with a
good idea. As a result, it is useful in a variety of
wide situations. For example, for choosing where
to go on vacation, the “problem” is where to
go; the “solutions” are possible destinations; the
“design” is the final choice; the “user feedback” is
what other people who will go on the vacation
think about that final choice; the “redesign” is
coming up with an alternative location if the
original choice is not popular. The process could
be adapted in a similar way for deciding what
clothes to wear or what to write.
3
0
MIN
S
SPEAKING
A (page 118)
Have students complete the exercise in small groups.
Encourage them to look back at exercise A on page 114
to review basic information about user experience (UX)
design. To review, ask volunteers to take turns reading
the principles aloud.
Have students analyze the image at the bottom of
page 118 by discussing the following questions in pairs:
-
What about the design of these buttons is clear and
attractive?
-
What is the message of each icon? How do you
know?
-
Where do you think these control buttons might
be used?

64 U N I T 6
Effective Pausing
Review the information in the box. Model effective
short and long pausing, as well as ineffective pausing
(pausing between every word or not pausing at all).
Ask students to recall what they learned about thought
groups in Unit 5. (Thought groups and intonation make
it easier for listeners to understand large numbers; each
numerical group ends with a rising intonation and slight
pause.) Be sure students understand the strategies
listed in the box before moving on.
B (page 119)
Have pairs of students discuss where to mark pauses in
the information about UX design principles in exercise A.
Write the first principle on the board, and complete the
task together as a class. Have students mark the pauses in
their books and then form pairs and take turns reading the
principles aloud.
C Critical Thinking: Evaluating (page 119)
Have pairs of students brainstorm a list of websites or
software applications. Then have them choose one of
the items on their list to analyze. Ask them to complete
the chart individually, writing in the five principles of UX
design and making notes about how well their website
or software application matches each principle.
TIP Examples of software applications include word
processing software, e-mail programs, communications
software, and more.
D (page 119)
Have students share the information in their charts in
small groups. If possible, encourage them to show the
website or software application on a phone or tablet as
they describe it. Ask each group to choose one website
or software application that most effectively matches the
five principles and share it with the class.
ANSWER KEY
SPEAKING
A (page 118)
1. Help save time.
2. Look attractive.
3. Offer a valuable service.
4. Work and look the same.
4. Be for non-experts.
B (page 119) Possible answers:
1. Help save time. // A good user experience /
allows users to work quickly, / efficiently, / and
without mistakes; // UX should never / waste
users’ time.
2. Look attractive. // Users want sites and
applications / with a design that is / clean, /
simple, / beautiful to look at, / and without
unnecessary elements.
3. Offer a valuable service. // It is not enough / for
sites or applications / to look nice; // they / also /
need to provide an experience / that users find
useful.
4. Work and look the same. // Sites should have
a standard appearance / and be usable in a
consistent way; // one way to achieve this / is by
reusing icons and colors.
5. Be for non-experts. // Most people are / not
/ computer programmers or designers; //
they want a user experience / that is easy to
understand.
C (page 119) Answers will vary.
3
5
MIN
S

a Process
SKILL: Body Language
Review the information in the box. Demonstrate
the four elements of positive body language as
you describe them. Elicit from students further
examples of gestures. Have them model effective and
ineffective posture. Pretend you are presenting, and
stand in different positions. Ask students whether they
are positive. Have volunteers show the class different
facial expressions that would make the audience feel
comfortable.

A (page 120)
Read the topic in the box and the stages of preparation
aloud. Give students time to brainstorm something they
have designed, created, made, changed, improved, or
developed.
Walk around the class, and be sure to approve students’
topics before they move on. When doing their outlines,
encourage them to use arrows or make a diagram to
visually represent the process as well.
B (page 120)
Have pairs of students review the information in the
Presentation Skill box and take turns practicing their
talks. Tell students they have 2 to 3 minutes for their
presentations. Remind them to use sequence words and
phrases in their presentations. Ask them to give each
other feedback on the four elements of body language.
Have each pair join with another pair to form a group
of four. In these groups, have students present their
talks. Ask group members to take turns keeping time
so each student has only 2 to 3 minutes to present.
Encourage them to ask follow-up questions after each
presentation.
In the same small groups, have students discuss the
questions. Ask volunteers from each group to share
which talk they thought was the most interesting and
why.
ANSWER KEY
FINAL TASK
A–D (page 120) Answers will vary.
REFLECTION
groups.

66
Environmental Sciences
LISTENING Understanding a Speaker’s Purpose
Dividing Your Notes
SPEAKING Using Analogies
Intonation with Tag Questions
CRITICAL THINKING Considering Other Views
7
UNIT OVERVIEW
We face a number of environmental, social, and
economic challenges in the 21st century. This unit
presents motivational stories about people who are
taking action and making a positive difference in the
fight to save our planet.
• LISTENING A A Podcast about the Environment:
The host of a weekly podcast about environmental
issues interviews two National Geographic explorers
about the idea of environmental fatigue.
• VIDEO Three Seconds: As the human population
continues to grow, so does our impact on the
environment. In this short video, spoken word
artist Prince Ea makes a powerful case for protecting
the planet.
• LISTENING B A Talk about the Environment: A guest
speaker gives a free lecture at a local library about how
very young scientists, inventors, and businesspeople
are taking action to save the environment.
learned in the unit to work in a group and create a plan
for a short video of up to 60 seconds about how to save
and preserve the environment.
Panut Hadisiswoyo, Orangutan Information Centre, Wasfia
Nazreen, Ösel Foundation, Anand Varma, Tierney Thys,
Kenny Broad, environmental fatigue, Madhav Rajaram
Subrahmanyam, Hannah Alper, Nikita Rafikov, green
fluorescent protein, Adeline Tiffanie Suwana, Sahabat Alam -
Care the Nature, storyboard templates
2
0
MIN
S
UNIT OPENER
•
Who do you see in the photo? (students, young rangers,
graduate students)
• Where are they? (at North Cascades National Park in
Washington, USA)
• What are they doing? (learning about the outdoors)
Have students discuss the questions in pairs. Encourage
them to draw on their personal experiences to answer
the questions. Take a class survey on how many students
are interested in learning about the outdoors. Ask
volunteers to explain why or why not.
ANSWER KEY
1. Possible answers: The unit title suggests that people
can be inspired to protect the planet. The title
relates to the photo in that the young rangers and
graduate students are teaching the students respect
for the environment.
2. Possible answer: Children can learn many things
from exploring the outdoors, including how
different species of plants and animals interact and
how best to protect nature.
Read the title aloud. Give students a few minutes to read
the quotes by the three National Geographic explorers
individually. Then ask volunteers to take turns reading the
quotes aloud for the class.
Have volunteers share which approach they think is the
most effective. Remind them to give reasons to support
their answers. Ask students which environmental issues
they are most and least concerned about. Write their
ideas on the board.
Inspired to Protect

I n s p i r e d t o P r o t e c t 67
Lesson A
3
0
MIN
S
VOCABULARY
Have volunteers take turns reading the definitions aloud
for the class. Clarify any new words or phrases in the
definitions, such as mental tiredness or enthusiasm. Ask
students to complete the exercise in pairs. Remind them
to use the context clues in the sentences to help them
choose the correct answers. To review, call on students
to read the complete sentences aloud.
Have students work in pairs to discuss which explorer
they would most like to meet. Have students write
down questions they would ask him or her. Then have
pairs share their ideas with the class.
Using Word Maps
Review the information in the box. Ask students
whether they have made word maps in the past and
why they think this is an effective way to learn and
remember new words. Elicit examples of additional
information one could include in a word map
(pronunciation patterns, connotations, degree of
formality, etc.).
If higher-level students finish early, ask them to make
additional word maps for the vocabulary words in
blue in exercise A.
ANSWER KEY
1. Panut Hadisiswoyo has helped others get involved
by giving local people a chance to volunteer and
protect the forest and animals. Wasfia Nazreen has
worked with people in her country to help them
reflect on how to avoid affecting Earth negatively.
She has also involved schoolgirls in projects
and taken them on trips. Anand Varma has used
photography as a way to help people learn about
nature and change their ideas about animals.
B 2.22 (page 125)
Play the audio. Play the audio again, and have
students repeat the words. Review the example word
map for apathetic. Ask questions to check students’
understanding, such as: What does the word mean?
What are some synonyms? What is an antonym? When
they are finished with the exercise, invite volunteers to
share their example sentences.
C (page 125)
Have students review the statements and answer the
questions individually. Remind them that the word rarely
means hardly ever.
D (page 125)
Give students a few minutes to change the statements
in exercise C into questions. After students have
finished the exercise, have volunteers share which
classmate had the most survey answers that were
similar to theirs.

68 U N I T 7
E (page 125)
volunteers to share their groups’ ideas with the class.
Have students imagine they are one of the three
National Geographic explorers on pages 122–123.
Using one or more of the vocabulary words on
pages 124 and 125, ask students to write three to
five sentences about their work from the explorer’s
perspective. For example: I’ve dedicated my time to
conservation work with orangutans. They have suffered a
great deal because of humans. Then arrange students in
small groups. Ask students to take turns reading their
sentences aloud. After each sentence, ask the rest of the
group members to guess which explorer the speaker
was representing (e.g.,“You must be Panut Hadisiswoyo.”).
C (page 125)
Answers will vary.
D (page 125)
Answers will vary.
E (page 125)
1. Possible answer: Energy conservation helps the
environment by decreasing pollution caused by
burning coal and oil needed for energy.
6. Possible answer: I tell myself to work just a little
harder, or I set a time limit. I focus on my end goal.
7. Possible answer: Environmentalists may be
perceived this way because they often try to stop
commercial development or ask for stricter rules
about environmental issues.
ANSWER KEY
VOCABULARY
A (page 124)
1. passion
2. resources
3. conservation
4. capacity
5. fatigue
B (page 125)
Possible answers:
inspire (v): to give someone the enthusiasm to do or
create something. Other word forms: inspiration (n),
inspiring (adj), inspired (adj); Synonyms: motivate,
encourage; Antonyms: bore, discourage. Example
sentence: The music inspired him to take guitar lessons.
motivation (n): a feeling of enthusiasm or interest
that makes you determined to do something. Other
word forms: motivate (v), motivated (adj); Synonyms:
drive, incentive; Antonyms: discouragement.
Example sentence: These methods can help increase
students’ motivation and interest.
perceive (v): to understand or think about
something in a particular way. Other word forms:
perception (n), perceptive (adj), perceptively (adv);
Synonyms: understand, realize; Antonyms: ignore,
misunderstand. Example sentence: Robots are still
perceived as a threat by some.
sacrifice (v): to give up something important or
valuable so that you or other people can do or
have something else. Other word forms: sacrifice
(n), sacrificial (adj), sacrificially (adv); Synonyms: give,
offer; Antonyms: deny, keep. Example sentence: She
sacrificed her career to be at home with her children.
4
5
MIN
S

LISTENING: A Podcast about
the Environment
BEFORE LISTENING
A Critical Thinking: Predicting (page 126)
Write ocean conservation on the board. Direct students’
attention to the photos. Ask them to work in pairs
and use their background knowledge to predict at
least four possible topics the explorers will discuss
in their podcast. Then have students share their
predictions with the class. Write their ideas on the
board.
WHILE LISTENING
Give students time to review the topics before they listen
to the audio. Play the audio. Ask them to form pairs to
compare answers.
Give students time to review the ideas before listening
again. Play the audio. To review, ask volunteers to read a
statement aloud and identify who said it.
Ask students to take turns defining the term
environmental fatigue in their own words with a
partner.

Understanding a Speaker’s Purpose
Tell students that it’s important to know who says
what, but it’s also important to know why they say
it. Point out that identifying the speaker’s purpose is
another way to improve listening comprehension.
Explain that sometimes speakers will be explicit (state
what they mean clearly and in detail, leaving no room
for confusion or doubt), but often, their meaning will
be implicit (not directly stated). Ask volunteers to take
turns reading aloud the examples that speakers use
when they are being explicit. Explain that if a speaker’s
meaning is not explicit, students will need to infer the
speaker’s purpose by observing his or her behavior
and intonation and by asking themselves“Why is this
person saying this?”and“What’s the point?”
D 2.24 Listening for a Speaker’s Purpose
(page 127)
Answer question 1 together as a class. Play the audio,
and then pause after the narrator asks, “Why does Kenny
Broad say, ‘I’ve got to make sure that there’s food in the
refrigerator’?” Read the two answer choices aloud. Ask
students: Which is the correct answer? Why is he saying
this? Play the audio for the rest of the excerpts, pausing
after each to give students time to choose the correct
answer. Have students form pairs to compare answers.
Ask volunteers to share their answers and give reasons to
support their choices.
AFTER LISTENING
E Personalizing (page 127)
Remind them to give reasons to support their answers to
question 2. To review, read each statement in exercise C
aloud, and take a class survey to determine who agrees
and who disagrees. Call on a volunteer from each side to
explain his or her opinion. Repeat for each statement.
Ask students to discuss the following questions in pairs:
1.
Do you have environmental fatigue? Why or
why not?
2.
Are you optimistic or pessimistic about the future?
Why?
3.
Kenny Broad said,“You inspire people through their
emotions, … by showing them pictures, showing them
videos.” What is a picture or a video you’ve seen that has
influenced how you think about environmental issues?
Show or explain it to your partner.
Remind students that Tierney Thys said that an effective
way to inspire people is by sharing positive stories. For
homework, ask students to research a person who is
doing good conservation work and read his or her story.
Have them take notes on the person’s background,
current projects, and any other information they find
interesting or motivational. In the next class, ask them
to share this person’s story in groups.
ANSWER KEY
LISTENING
A (page 126)
Answers will vary.
B (page 126)
b. P
what environmental fatigue is and why it
occurs
c. P
what people can do to reduce environmental
fatigue
f. P why environmental fatigue is a serious problem
C (page 126)
1. TT
2. KB
3. TT
4. KB
5. TT
6. KB
D (page 127)
1. a; 2. b; 3. b; 4. a
E (page 127)
Answers will vary.
4
5
MIN
S
SPEAKING
SPEAKING: Tag Questions
Explain that tag questions are a way of eliciting a
response from another person by asking him or her
to confirm some information. Write the examples
in the box on the board, and underline the positive
and negative verbs and auxiliary verbs. Refer to the
examples as you review the explanations in the box.
Point out that it might be confusing to know how to
respond to tag questions, so students should answer
in complete sentences, rather than simply“yes”or“no”
to avoid miscommunication.
Have them practice creating tag questions. Ask them to
write five statements with tag questions about five of
their classmates. Remind them that the statement and
tag question should use the same auxiliary or modal
verb. Provide examples, if necessary. Then have students
take turns asking and answering the questions in pairs.

70 U N I T 7
D (page 130)
Clarify the meaning of the word latter in question 2 (the
second or second mentioned of two people or things).
Have students complete the exercise in pairs. Remind
them to give reasons that explain why their choice is the
logical answer. Ask volunteers to share their answers and
explanations with the class.
TIP In order for students to form a logical analogy in
exercise D, they need to know words’ meanings and
relationships to other words. If students need help
completing any of these tasks, be sure to take the time to
explain what they need to know for everyone in the class.
Direct students’ attention to the two illustrations. Give
students time to read the captions. Read the questions
aloud. Have students discuss questions 1 and 2 in pairs.
If necessary, give an example answer for question 1. (The
inner core of the Earth is like the cork center of a baseball.)
For question 3, ask students to first write down some
analogies between the Earth and an onion. Then have
them discuss the question in pairs.
F (page 130)
Read the instructions aloud, and arrange students
in mixed-level groups. Monitor their work, providing
feedback on analogies and illustrations. Have each
group join with another group to share their work. Ask
volunteers to share the analogy they thought was the
most interesting or useful with the class.
ANSWER KEY
SPEAKING
A (pages 128)
1. You haven’t lived here for more than a year, have
you? (rising intonation)
2. You were at the last class, weren’t you? (rising
intonation)
3. Your smartphone is less than a year old, isn’t it?
(falling intonation)
4. You don’t come to school by bus or train, do you?
(falling intonation)
5. Your hobbies include reading and running, don’t
they? (rising intonation)
6. You can’t play the guitar, can you? (falling
intonation)
7. You’ve visited Canada before, haven’t you? (rising
intonation)
8. You aren’t going to the party, are you? (falling
intonation)
Intonation with Tag Questions
2.25 Explain to students that the intonation they
use in tag questions will depend on the meaning they
are trying to express. Review the information in the
box. Play the audio. Have pairs of students take turns
pronouncing each of the examples in the Grammar for
Speaking box with rising and falling intonation.
A 2.26 (page 128)
Have students complete the exercise individually. First,
have them underline any modal or auxiliary verbs in
the statements. Ask them to add a tag to each. Play the
audio. Ask students to check their answers as they listen
and mark each tag as rising or falling intonation with an
arrow. Review answers as a class, and then have them ask
and answer the questions in pairs.
B (page 129)
Have students complete the exercise in pairs and then
take turns asking and answering the questions with
the appropriate intonation. Remind students to
answer in complete sentences to avoid confusion.
Call on pairs of volunteers to ask and answer each
question aloud in front of the class. Provide feedback
on intonation.
C
Critical Thinking: Considering
Other Views (page 129)
considering other views. Ask the class which part of the
example sentence shows that the speaker is considering
other views (But I understand that …) Have students
complete the exercise individually. Explain that to “put
yourself in someone else’s shoes” means to look at a
situation from that person’s perspective. Have them
share their information in small groups.
Using Analogies
Review the information in the box. Tell students that
analogies are often used in both informal and formal
conversation and that they can help students express
themselves more clearly. Point out that we form
analogies with (1) the be verb + the word like or
(2) an if / then structure. Explain that the two words
or phrases being compared should be the same parts
of speech. Have volunteers read the examples aloud
for the class. Give additional examples of phrases that
begin analogies, such as“It’s just like …,”“It’s similar
to …,”or“Think of it this way … .”

B (pages 129)
1. We are affecting the environment negatively, and
we can’t just be apathetic, can we?
2. Facts aren’t what influence people, are they?
3. You inspire people through their emotions, don’t
you?
4. It’s also really important to show people the
challenges and the impact we’re having on the
natural world, isn’t it?
5. We can train local people and give them
resources, can’t we?
6. The kids get it, but the adults don’t seem to want
to sacrifice for the future, do they?
C (pages 129)
Answers will vary.
D (page 130)
1. a
2. b
1. The inner core is like the cork center; the outer
core is like the two rubber rings; the mantle is like
the layers of cotton and wool; the crust is like the
leather cover.
2. Earth has a very hot core, and each layer is a
different temperature.
3. A baseball is a better analogy because each
layer is different. In an onion, each layer is
basically the same.
F (page 130)
Answers will vary.
3
5
MIN
S

LESSON TASK: A Group
Presentation about the
Environment
Draw students’attention to the photo, and read the
caption aloud. Have students form pairs and respond
to the image by discussing the following questions:
1.
What is the first thing that gets your attention
about the photo? Why?
2.
What questions do you have as you look at the
photo?
3.
What do you think the message of this photo is?
Why?
Have students brainstorm and write down environmental
issues in small groups. Then have them write analogies
that would help others understand them. Ask volunteers
to read their analogies aloud for the class.
B (page 131)
Read the information in the box aloud. Have each group
choose just one environmental issue to discuss. Ask
groups to prepare their talks. Monitor students’ work.
Ask them what phrases they will use to show they are
considering other points of view. Encourage them
to draw simple diagrams to illustrate their analogies.
Suggest they keep track of time as they practice.
Have each group deliver their talk to the class. Aim
to leave 2 to 3 minutes after each talk for follow-up
questions. Elicit feedback from audience members by
asking: What analogies were most effective? Why? Would
you donate to the non-profit? Why or why not?
Have students research a non-profit organization that
protects the environment. Have them read about the
non-profit’s mission, values, and objectives online. Ask
them to take notes on the main ideas and write down
any analogies that were used. Have students form
pairs and take turns presenting their non-profit and
explaining whether they would donate to the cause.
ANSWER KEY
LESSON TASK
A–C (page 131) Answers will vary.

72 U N I T 7
Video
4
5
MIN
S

Three Seconds
As the human population continues to grow, so does our
impact on the environment. In this short video, spoken
word artist Prince Ea makes a powerful case for protecting
the planet.
BEFORE VIEWING
A Personalizing (page 132)
Give students time to complete the statements
individually. Then have them form pairs and share and
compare their sentences. Encourage them to give
examples of videos or shows they frequently watch. Take
a class survey on how many students think that watching
videos is a good way to improve their English.
TIP Explain to students that watching videos in English
with English subtitles can help them improve their
reading and listening skills simultaneously. Suggest
that they first challenge themselves by watching videos
without subtitles and then turn the subtitles on to see
how much they understood.
B (page 132)
Have students share their definitions with their groups.
As they listen, have the other group members record
the information on a separate piece of paper or in their
vocabulary journals.
Arrange students in same-level groups. If higher-level
students complete the exercise early, have them look
up synonyms of their words as well.
WHILE VIEWING
C 1.12 Critical Thinking: Making
Inferences (page 132)
Give students time to review the statements before
they watch the video. Play the video without sound. To
review, ask volunteers to share their ideas and explain
what visual cues in the video helped them infer the
answer. Don’t tell students the correct answer yet.
Tell students that the man speaks quickly in the video.
Remind them to listen for the main idea, not details. Play
the video with sound. Suggest that students add key
words to their notes as they watch. Have them discuss
their answer to exercise C in pairs. Review the answer to
exercise C as a class.
Challenge higher-level students to take notes as
they watch the video with sound. Remind them to
use abbreviations and numbers. Monitor their work
to make sure they are not writing down too much
information or complete sentences.
Have students complete the exercise individually. Play
the video again. Ask students to check their answers as
they listen.
Have students form pairs and take turns explaining
the meaning of the title of the video.
AFTER VIEWING
F Critical Thinking: Ranking (page 133)
Ask students to work individually and rank the quotations
from 1 to 5, where 1 means they definitely agree with the
statement and 5 means they definitely do not agree with
the statement. Have pairs of students take turns sharing
and explaining their rankings. Take a class survey to see
how students ranked each quotation.
Have students choose one of the statements in
exercise F to debate in pairs or small groups.
G (page 133)
Have students choose two to three words from the box
with which to summarize the video. Then have them
share and explain their choices in small groups.

ANSWER KEY
VIDEO
A (page 132)
Answers will vary.
B (page 132)
Possible answers:
condense (v) – shorten
corporation (n) – a company
era (n) – a period of history
existence (n) – the state of existing
greedy (adj) – wanting a lot of food or money
miracle (n) – an amazing event that is hard to explain
neglect (v) – ignore or not care for well
oppression (n) – unjust use of power or authority
over someone
reaction (n) – an action that occurs as a result of
something
symptom (n) – a sign of a disease or problem
toxin (n) – a poison, something that causes disease
wisdom (n) – the quality of making careful choices
C (page 132)
Answers will vary.
D (page 133)
b. Humans need to do a much better job caring for
the world.
E (page 133)
1. 4.5
2. 140,000
3. 3
4. 1,000
5. 33
6. fourth
F (page 133)
Answers will vary.
G (page 133) Answers will vary.
Lesson B
3
0
MIN
S
VOCABULARY
Play the audio. Ask students to use context to think about
the meaning of the words in blue as they listen.
B (page 134)
then form pairs to compare answers. Remind them to use
the parts of speech and context clues in the sentences to
help them match each word with its definition.
C (page 134)
Have students work in pairs to identify the parts of
speech. Review the answers as a class. Ask students to
explain the rationale for each of their answers. Then have
them work individually to write five sentences with five
of the words in their notebooks.
D Brainstorming (page 135)
Explain to students that they will have 30 seconds to
list as many answers to e.ach question as they can. Give
them time to review the questions before beginning the
exercise. Tell them not to write anything down yet. When
students are in groups give them 30 seconds to respond
to each question. Keep track of time by saying, “Next!”
every 30 seconds. Have students share their answers
in small groups. Encourage them to add their group
members’ ideas to their lists.
E
Critical Thinking: Considering
Other Views (page 135)
Read the headlines aloud for the class. Clarify any new
words or phrases, such as senior citizens or investment.
Ask follow-up questions after each headline to increase
students’ understanding, such as: What types of food
might be more expensive? What are forms of renewable
energy? Have pairs of students discuss why the people
mentioned in the headlines might feel this way. Have
F (page 135)
Give students time to write several interview questions
based on the headlines. Then have them stand up
and interview at least five other classmates to find
out whether they feel the same way as the people
mentioned in the headlines.

74 U N I T 7
Direct students’attention to the photo at the bottom
of page 135. Ask students where they get their news.
Ask them to go to their favorite newspapers or news
websites and write down three headlines that mention
how people or groups of people feel. Have them form
pairs to share their headlines and discuss why the
people mentioned in the headlines feel that way.
ANSWER KEY
VOCABULARY
B (page 134)
1. renewable
2. crisis
3. optimism
4. discouraged
5. activist
6. deny
7. aware
8. pessimism
9. depressing
10. source
C (page 134)
1. activism (n)
2. awareness (n)
3. critical (adj)
4. denial (n)
5. depression (n)
6. discourage (v)
7. optimistic (adj)
8. pessimism (n)
9. renew (v)
10. source (n)
Five sentences will vary.
– Senior citizens might be discouraged because they
are usually retired and so live on a fixed income
each month.
– Environmental activists might think the crisis can
be avoided because the government will invest
money to solve the problem.
– Office workers might think their workplace is
depressing because they dislike their job or their boss.
The office may be crowded or uncomfortable.
– People might want more investment in renewable
energy because they think it will be good for the
environment.
– Children might be optimistic about the future because
many children naturally have a positive outlook.
F (page 135)
Answers will vary.
4
5
MIN
S

LISTENING: A Talk about
the Environment
BEFORE LISTENING
A Critical Thinking: Ranking (page 136)
Read the names of the groups of people aloud. Ask
students to rank each group in order of how likely they
are to protect the environment, with 1 being most likely
and 5 being least likely. Encourage them to list reasons
next to each ranking to support their opinions. Have
them share and compare their rankings in small groups.
Ask volunteers to share their rankings and explain their
opinions.
Have pairs of students listed find an example of
someone from one of the groups who has taken
action to protect the environment. Have each pair join
another pair to share their examples.
WHILE LISTENING
B 2.28 1.13 Listening for Main
Ideas (page 136)
Explain that public libraries often host free lectures about
important topics and advertise them in local newsletters.
Play the audio. Review the answer as a class. Ask
volunteers to explain why they think this is the best title.
Dividing Your Notes
Review the information in the box. Elicit from students
other ways they separate important information or
main ideas in their notes.
Play the audio again. Have students form pairs to
compare their notes and discuss how many times the
speaker moved to a new point. Ask students whether
they thought it was obvious when the speaker moved on
to new points. Have them recall examples of phrases the
speaker used to show he was moving on to a new point.
(Possible answers: I’ll introduce you to some of them, shall I?
First, …; Next, …; Moving on, …; And finally, …)

Explain to students that speakers often end an
important point with a tag question before moving on
to another. Play the audio. Ask students to write down
the tag questions they hear that show the speaker is
moving on. (Possible Answers: shall I? / isn’t he? / don’t
we? / wouldn’t you agree?)
AFTER LISTENING
D (page 137)
Have students refer to their notes to complete the
summary individually. Then have them form pairs to
compare their answers. To review, have volunteers take
turns reading the paragraphs aloud for the class.
Ask students to cover exercise D and their notes and
then take turns summarizing the information from the
lecture in pairs.
Have students each select one of the four young
people to research. Have them find out what the
person has done recently, including any special
conservation efforts. Ask volunteers to report what
they found to the class.
E
Critical Thinking: Considering Other
Views (page 137)
Review the information in the Everyday Language
box about introducing a new topic. Write topics on
the board, such as climate change or environmental
fatigue. Read the example expressions aloud using the
example topics. Examples: In terms of climate change, …
or If we consider environmental fatigue, … Have
students discuss the questions in small groups. Remind
them to think about the issues from other people’s
perspectives. Ask volunteers to share their opinions
with the class.
ANSWER KEY
LISTENING
A (page 136)
Answers will vary.
B (page 136)
P The Future of Environmental Activism
C
(page 136)
Answers will vary. After the introduction,
the speaker moves to six new points.
D (page 137)
1. tigers
2. thousands
3. India
4. Toronto/Canada
5. nine/9
6. idea
7. eleven/11
8. windows
9. electricity
10. Indonesia
11. trees
12. villages
E (page 137)
Possible answers:
1. Some people may not recycle because it is
not convenient. If we consider that people
need different trash cans for different kinds of
recycling, we can see the problem.
2. If we consider politicians, not all are aware of
current science about the environment. Their
lack of knowledge may cause them to deny
climate change. Or they may have a different
understanding of the problem. It may not be a
convenient belief for a politician.
30
MIN
S
SPEAKING
A (page 138)
Have students reflect on something they are proud
of from their own childhoods and then share the
story with a partner. Invite volunteers to share their
accomplishments with the class.
B (page 138)
Have students discuss different ways to answer the
question in small groups. Have a spokesperson from each
group share the group’s ideas with the class. Write them
on the board.
TIP If you have students who are parents in the class,
try to put them in groups with students who don’t have
children. That way, each student is able to draw on his or
her own experiences to contribute to the conversation.
C Critical Thinking: Synthesizing (page 138)
Remind them to give reasons to support their opinions.
ANSWER KEY
SPEAKING
A (page 138)
Answers will vary.
B (page 138)
Possible answers:
Parents can encourage curiosity about the
environment or issues that relate to the child’s
everyday life and talk about possible solutions;

76 U N I T 7
parents can set a good example with their own
actions and talk about why they do what they do;
parents can encourage a child to take small actions.
C (page 138)
Possible answers:
1. The children are taking action and making real
contributions. They are raising the awareness of
others and inspiring others to take action. This will
help us have a better future.
2. The speaker may see the video as a way to
raise awareness and inspire action. The speaker,
however, seems to prefer concrete actions.
3
5
MIN
S

FINAL TASK: Planning a Video
A (page 139)
Read the task in the box aloud. Arrange students in small
groups, and ask a volunteer to read the example topics
aloud for the class. Have groups choose a topic for their
presentations. Make sure you approve it before they
move on.
SKILL: Storyboarding
Review the information in the box. Direct students’
attention to the photo. Explain to them that storyboards
can use real photos, drawings, or just diagrams to
organize the information.
B Organzing Ideas (page 139)
Have groups create their storyboards. Ask them to
choose which group member will present which part
of the video. Monitor their work to make sure they are
including all the necessary information.
Tell students they can either present their storyboard in
class or record a video. Read aloud the instructions for
each, and have each group make the decision. Either way,
give students in-class time to practice their presentations
or rehearse before they record their videos. Ask audience
members to take notes on the important points as they
listen to the presentation or watch the video.
TIP If groups are recording videos, be sure to show them
examples of effective sound, lighting, and length; and
show them how to fix any potential issues. Recording
a video will take significantly longer than giving a
presentation in class, so make sure to plan accordingly.
You may need to reserve recording equipment or a
computer lab for groups to complete the assignment.
Have students refer to their notes to write positive
comments about each presentation or video. Lead a class
discussion on what each group did well and what they
can improve on in the future.
ANSWER KEY
FINAL TASK
A–D (pages 139–140)
Answers will vary.
REFLECTION
groups.

77
Health / Medicine
LISTENING Listening for Supporting Details
Indenting Details
SPEAKING Using Phrases to Signal Reasons
Linking Vowel Sounds with /y/
and /w/
CRITICAL THINKING Evaluating Claims
8
UNIT OVERVIEW
Being healthy depends on absence of disease, as well as
quality of life. Traditional and modern medical treatments
can help to improve both. Recent innovations in health
technology, in particular, are taking big steps toward
helping humans not only to survive, but to thrive.
• LISTENING A A Lecture about Plant-Based
Medicines: A professor lectures about plant-based
medicines and the drug development process.
• VIDEO Wild Health: In this video, Dr. Cindy Engel gives
examples of how animals prevent and cure illness, heal
wounds, balance their diets, and regulate fertility. She
also points out parallels between animal and human
medicine.
• LISTENING B A Podcast about Prosthetic Devices:
The host of a podcast interviews a medical doctor
about progress in the world of modern prosthetic
devices.
learned in the unit to give an individual presentation on a
topic related to medicine or health.
cryotherapy, home remedies and recipes, rosy periwinkle,
chicory plant, plant-based medicine, FDA approval, Feliciano
dos Santos, Massukos, Mozambique NGO Estamos, public
health issues, medical tricorder, regenerative medicine,
bionics, Amanda Kitts, cochlear implants.
2
0
MIN
S
UNIT OPENER
•
Where is the man in the photo? (in New York, NY, USA,
maybe at a spa)
•
What is he doing? (He’s undergoing cryotherapy,
exposing himself to very cold temperatures.)
•
What do you think this treatment is used for? (sore
muscles or swollen tissues)
Have students discuss the questions in pairs. Ask the
class: Would you do cold-temperature therapy? Why or
why not? Have you done any other traditional therapies
before? Which ones? Why?
ANSWER KEY

Possible answers:
1. Cold temperatures are used to treat sore muscles
or swollen tissue. Very focused freezing of the skin
can treat some skin conditions. Cryotherapy may
also have value in the treatment of some serious
illnesses.
2. Other ancient therapies that are still in use include
herbal or plant remedies, acupuncture and other
forms of traditional Chinese medicine, and the
application of certain creatures (e.g., leeches and
maggots) to wounds to promote healing.
Read the title aloud. Ask volunteers to take turns reading
the captions aloud for the class. Ask follow-up questions
after each caption is read to activate students’ prior
knowledge, such as:
•
Lavender: What part of the lavender plant is used to
make the oil? (the flower, not the stem) What might
people use lavender oil for? (sleep aid, insect bites, minor
burns, motion sickness)
•
Garlic: What are examples of cardiovascular benefits?
(improved muscular function and strength, improved
ability to take in oxygen, mental clarity) How might you
make mosquito repellent out of garlic? (make a spray
out of minced cloves, oil, water, and lemon juice)
Traditional and
Modern Medicine

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