nos Happiness ‘Guessing meaning from context Lesson B: Understanding a classification text Introduction to the paragraph ‘Writing a topic sentence acer Tek ‘Academe Paty Health Science Lesson A: Lesson C: Unit Theme Identifying an author's main ideas “Many people around the world say they want tbe happy, but what do they meas by happiness? Does happiness mean the same thing ro everyone? Unit 1 explore the topic of happiness a it the lives of people in Singapore and Mexica longevity Think and Discuss (page 1) ‘Ask students to descr the picture. What does the Picture make them think of? Posabie ansvers: A hapgy chichood memery. tine when somthing ‘see her, ora ary mba or et NAPE) ‘Share a personal memory as an exarple if needed. (a student think chigren ae happier han ects? Wy ory ot? ‘+ Dscuss question 1 asa dass. Asa way to model and onarize stents’ responses, you can create ‘a word woo, Wt he words To be happy ‘moans. onthe board ard cca thar, Then caw ‘Soveral ins fom the rc arc wrt student answors othe question. (Posie answers: having ‘8 Jving family, having good fens, having ait of ‘of money, veg in a beauttlenvrocment, et) + Diccuss question 2, Ack volunteers to ta he cass about the parson they chose. (Possible answors: ‘Someone ho laughs at, has ot frends, et) Exploring the Theme (pages 2-3) “The opening spread esr ration about Wo haporess sures. + Before answering questions 1-3, ask studs how they would create a survey to measure peogte’s happinass. What questions would thay ak? ‘+ Asc students to lock a tho ret survey. What reasons do they thrk peep these si ‘aunties might have for borg hap? Check their Understanding of GDP (Gross Domestic Produc) ways to become happier evaluating happiness in your community and po lpr capita, oF por person, and haw se lust (GDP pe the total vas af goods and ‘seroes produced by a country. died bythe umber peop) Ask why GOP might ba igh in Some cuties than nother, {rom the rt survey, (Theft survey atkod peoole {0 te the pereonal apriness. The second suneyincluGed the eworage fe expectancy and ervronmental pact of pele nthe countes) + Discuss questons 1-3 and compare answas ‘Answer Key 1. Costa Fea was the happiest plcein both suns 2. Posie enewor: warm cat Costa eh eh GDP pe Swzorana}. bw erviermenal impact latcountiesnsuney 2 2. Pesibi srs: mount of ea tne, umber of oop oho ony thor TIP Forquestion 3, have students work ia sroups and develop a happiness survey. Compare the rests, Sudents could survey their {tied for homework IDEAS FOR... Expansion Ask tdets fo workncidualy towne 10 ay to hic he sontence: Happiness. Then hase ‘thom werkin grouos to choc ho bos antes to take a poam about he meaning of haconaesPreparing to Read (page 4) WARM-UP “The Lesson A targe vocabolary is presented inthe context of comparing happiness for people in Singapore and Mexico, Aseseudens what they know about fifein Singapore and in Mexico, Why do they think eople there might be happy? Braistorm possible Sewers and write thems onthe board Porible newer: ho climate, good family elatonships, food econoary, et) Exercise A. | Bullding Vocabulary + Ask students to read he words the box, and check (te words they krow and underine the ores thoy bret sure about + Have student nthe word they don't known the reading, ad uso the chor weds around thm to ‘94898 thek earings. Then hav tem complete the Sontances using te words nthe box. * Check the answers by ask wolunters to ead outa sentence each, + Point out the Word Link box Discuss the meanings, ‘ofthe aborvatens for word forms and nd other ‘orm tor soma of he words n eerice A. (OssI6 answor: } society: ad) scl fac) access) Vocabulary Notes “Tae word access often appear inthe phrase hve aces fo, (Many peonle have acces ote Internet ‘trough computers and smartphones) Content and ‘secure bah deserbe feelings. Confident moans you ‘fat sure about someting, (My broher was content he would pass the fst) Secure means you fol safe, (Having a dog at rome makes some peopa fal sare) p Review some way to ui the context 10 ‘TIP juste meaning ofan vofomior word Give sn example using the word socialize, the ase 0 item 1 in Exercise A. The suffix and its position ia the scence inthe rending ndiat tha socalize isa vet ‘Ges in the previous sentence define socializing 2s talking with a neighbor or having dinner with friends, which means is somedhing done fr fan--as ia the Context of tem 1 Answer Key 1Lsosalae 5. proces 8. basi nesses 2ipowety G.eancaréotining 10. contort Stacoees 7 trancid ‘Veeder 6. secure IDEAS FOR... Checking Comprehension 4. How does the goverment in Sngapore help oople who we uneraojed? 2. How des telp people wih ow income? 3. How does thal people wre ook ate aging 4. ow does th tact he happiness of pple Shgapors? '5. What prtiems do poop n Masco have? 6 How do people Mnco sty nanny? Exercise B. | Using Vocabulary Invite volunteers to share thir ansiers th the class (Possible answers to question I: good heath, warm "omen wit, ajo, lean wate) Exercise ©. | Brainstorming + Ate completing the answers inialy, have students compare ansior in pats. “+ Maka at on the boars and ask ho lass to choose ‘he sk mest important things. Posse answers: ‘gecd heath, goad ends, an nieresting [ob enouch money, et) Exercise D. | Predicting + Draw altonton tothe rang Strategy box. Exp that students wil app his sate tothe reading + Explin that predicting is trying to guess ho git general doa ofthe reaing passage—wnat the oat important idea is. Ask stunts to describe the pete, and then readout the te ana the subhaods. Explain that rece in the tite does ot ‘ean a recipe for how to makofooe ut rece {echow tobe nape. (Te tle of ts eadng is 1s Thee Recipe for Happiness? The subheads ae ‘Selaty and Sacuniy, Fiend and Neghbors ‘AWived Racive?) + Ask stuns to use the pictues, ils, and subheads to pred, oF qu05s, what ho readings aout. Have thom read the eaptone aed say which wo coun: tha passage oouses on. We tor predictors} on the boar, ‘+ Note: Students wit check tor preicton) at in ‘vercse Aon page 7 ‘Ask studnts to read th passage. Opto: Havo ‘Students Inter tothe aud a thy rea) Exo that ‘he vocabulary dettona inthe fotnotes atte baton ‘of page 5 wil help them understand the eangIDEAS FOR... Checking Comprehension Acie tc ota vocetuary atebook [Demonsate on he board Now owe ra words inthe notebook, wring cferent ome for ech ew were Ask stderr suggestion about ‘shat nkrmaton to lade, For exo, they ‘might nel raisons, example sentences, oF Coloctons (rds that comment agpoaroneter. o Tc “Tho passages atpte fom Dan Betas book The: Finding Happiness the Bl Zonas Way, The passage presents te contacting case stuces, Singapore and Mico, whic help to make the pot that hore sno sgl secret to happiness. Th Qt oF (g2rera dea of he passage, that thee ro ample reason or recipe that exalans why poopie are happy. “Te passage pont cut that work, secu, elt, freedom, and socilng wi) fends a fai can a ‘ly important rl, bu there ls singe snort [gue or eveyone. You can fed out more about Dan unto’ esearch on: tp/wwmubluezonescomlabout Understanding the Reading (page 7) Exorcise A. | Understanding the Gist Check students prediction) in exercise B on page 4. ‘Di ney guess the general idea corecty? ‘Answer Key ‘The cooet nas tana. Suet tm) nt ‘he mostimpetant ing for everyone and and aghbors are alo important. The irs subhea A Med Rete? indoates tat ovryone ay Not Nee ‘the same base ings o be hepoy (sated tench Vocabulary Notes ‘rough (paragraph C= approximately {aps up (peragyaoh C= add vale, increases What mats mor (paraach G = Whats ero important Exercise B. | Identifying Key Details ‘Explain that a Venn clara, ke the one on page 7 lea useful way to compare tw fr more} igs, 0 show now thy are ake and ferent. In this cas, ‘he dagram i used te show which characteris ‘ppl 9 people n Singapore vs. Mexico, and which raractoste thoy share an tat Studer should vt the number of ‘sah statement inane otha tras pts of tho ‘diagram: hele cet applies only to Mexia, inthe ight cic app any o Singapore, andin the mide apps o both ‘+ Draw the diagram onthe board and ask students to ta you the ansners as you wie them nthe dagram, Answer Key (rsvors may vay) Mouse sinaepoe 497 (4) 236 Exercise C. | Critical Thinking: Guessing Meaning from Context + Draw etudentsatonton to the CT Focus ox Discuss why ts reortant to use context cluas and otto rly ona cctonary (ten the icone has Several afin fra word aed the conto wt ll ‘ou which cne & correct. Ago, thee canbe special ‘earings ofa werd in cant at donot appear Ina detoner)| *+ Ask students to cover the second col, + Rad aloud the sentonesstoms inthe fret col, For each one, ask volunteer to expan or dein the ‘meaning by Using cues n the context of he reading, Noto that al he tas eer tothe frst part of the reading (page 6}. Accept al ansvers. + ek stucent to uncover he eacond column an ‘wie mar ansners, ‘Answer Key 1. paragraph B 9. ipranreoh ) paragraph D) 2 elparmyarh 6 4b pwagrenn C) Exercise D. | Critical Thinking: Analyzing ‘Ak cudnt o find dealin the eadrg to support thek opinions. unr 13(Dy Anawer Key rss may vary) 1. People hv ar ats of sinlar income lave 2.Taleng witha nsghbor ohasing dane wh ands. Exercise E. | Personalizing \When students ish wt the senteness cuss ‘ham as alas, comparing arewars an opinions. IDEAS FOR... Checking Comprehension ‘ak tudes of two tt nthe passage that aro true about people where tay ho, anv ats sk @ Developing Reading Skills mits (page 8) Reading Skil: Identifying the Main Idea ‘Ask tudes to cover the lower part of he box ae read ho paragraph + Aacor suogestins forthe main ia. choose the ans + Check comprehension by asking why tems a and bare not main eas. (They rte to vain D and endorphins, which are detaistxampls) Exercise A. | Matching Ask students o compare ansies in pls, or check them asa aes, AnswerKey .C2.F3.G4H ©>, Exercise B. | Identifying the Main Ide "=" Draw students attention tothe CT Focus box ‘Ask students fo expan how hey woud guess the meaning ofthe thee weed the paragraph by using the context Ge an exam forte fet Wor Explain Pew unten relats tothe race har fo be happy nto fat sertnce, wich ‘makes a conection between neath and happiness, “heroor, Danish poop ara happy because they sae resthy—o 1+ Askcstudonts to ok atthe picture, road tho canton, and guess wy many people are rng boscles fn fis oad. Askif mary peop use Boyce or {ranspotaton wher they fe, ancl here are spacial be ares + Alow tm for students to ead and wth ideas Indica. (Option: He stents sen othe auclo sasthey read) + Ask or auggeatone forthe main a, and yo ogres nts best answer Answer Key "Msn dea: Blng heathy makes you epee© Viewing: Longevity Leaders mrs (page 9) C nr ro an Busters the autho the books Ter ng Happioes the Bue Zones Way anc The Bue Zones: {Lessons ey Ling Longar Fem the Peco Wav Lied tho Longest. He and e oun of esarchars raed sound he wrt rave wat aco enable people {ove lengor They ened tha word's "Sus Zones communities wrose doors 10 arose song 96. “Te video cecrbes how the numberof elderly pcr in the wold is growing, and x inestgaes factor tet enable people in two places, Sarna and Okrawa oe toa vero og ‘You en find out about ne coment nd Hes habs tat heap pacpeiNng ast he age 100 by ‘earcrng Dan Buetiner under Speakers on tis webs: ‘worteccom! Vocabulary Notes rough = approximately localy grown = grown in ho foal rea ‘racessed fd = ood that I xoducedin factors ‘ith artic axed ingredients. eg, canned ood, frozen pizza, sausage balvaton = catures becoming mor similar to teach other Before Viewing Exercise A. | Guessing Meaning from Context, + Astin oleate chr and suggest tear vy sore poole lng ac par of tre word, Possblsanoere Thy ache wak tconine~he nachenfuty enerrert) + Hae cei wrk gio cc and wrt none oh woos ou coud doe oo a8 hearty wiry carirare ona bowd and Sing suet camels ote: page ito bo 100 yrs orc + Congas ans asa cas ‘Answer Key ‘.cantonaras = pace ho ar 100 years ld le 2iongorty =a ong le 3 rocessed fod = ooo at re no rata reat 4. vacionel este = people who do things the same way rat people neve doe her for along tne S.scthe = exch, Paya game, nerectng wih sone Exercise B. | Brainstorming Ask values to wrt thar idas onthe board. (Posse ‘anwar: nk ta, eer, don eat process ood, Spend te wth ends) © While Viewing Exercises A and B. Ask students 1 readthe questions in Aan B. + Play the video. Ask students to heck th answers to the Bainsoming excise Boor Viewing, and 0 rts sort answer fo questions 1-Sin rcs B. Answer Key 1. sete billonnnettlon 2 Populate in places tha he United Stes, Europe, ‘and China ae ating much ote, much str. Pople have mere accesso good medal cae ‘8. Tha watral eaves cf mary contains aro \dsarpeeing. May yourger por ar les acne tnd et more proesetd food, younger poorle (fw ole, hy wl replace tho ter, tonal Gorteria. Poop wll contin 1 ok to mecca ionca to hop ho longer ies, nea of foloving ‘he vadionalesivos of cononaans, wro eat oat an stay aco © After Viewing Exercise A + Have students dscuss and compare answers. Pay tre video agan and chock be answers. Exercise B. | Critical Thinking: Synthesizing Have students workin pars, refeing back the reaing ‘snecessry, and then dscuts th anewors asa cass. ‘Answer Key answers may an) ‘They ero, and hay ha he soppot ons ano to© Preparing to Read (pages 10-11) she WARM-UP “The Lesvon B target vocabulary is presented inthe context of what people ned to become happice Aslesudents to name three things that they would need to become happier. (Possible answers: more free time, ‘more money, more friends} Wet al sei suggestions fon the boar Exercise A. | Building Vocabulary + Asstt o choose they wat to work inact Fn is + Elan thatthe wor In ve ae the row vocabulary ‘words an that stants shaud choose wich ‘meaning is cotect by locking the corto clues ere ann th reading. “+ Pont othe CT Focus box. Do te ft tem together ‘wth the class a an example. (Te kay word stces Sopearsin em 7 ane dainiion a) + Pont out the Word Partners box. Expin tat some werd, he fcr often cur gather vith oer ‘wor in speech and wring, asin the exsies hor: conerbutg facta, daca face ot. Another ferampl sn tm 2: ho wore gaa sen uses ath ther werd, as infongtm goats, shart ‘goals, meds goat, et. Expla that ang werd ‘arners can Mp stunts expand vocabusy. These ‘word partners are sometimes cad calocaons ‘Answer Key 1.92.03.04.05.06.07.0800.a 10 Exercise B. | Using Vocabulary + Ghean example of your ou goal forthe fat em i ocessary, Aa studnts to workin pas to compare answers ‘en hey ae fishes. Ask volntsorso read out the sorencos. * Take noes of y common erors and prow foodback IDEAS FOR... Expansion For exercise B, you may want o contrast pais ot ‘words wth sia or oppose meanings. Ask students {o go exampes ofeach and to provice ‘2 derition For ample | Along tm /short term 2 community naghberhood ‘3. hobby sport 2 reel /Ungrte Example: “Te Whatle th dference betwoon along erm ands serttorm goa? ‘8 Ashort erm gol fr oda otis week. Along arm 00 or nent oar roto years tor nom. 5h Vary good, Can youge ma same xaos? Exerolse ¢. | Predicting 1 Expisn tha the word lst means the man pot or genera meaning of tho reacing + Askovclunters to rad thei, subneads and ‘pening paragraph aloud. Then have stunts pri {he get of he reader based on thse thee things. + Not: Stuer wl check thr exeeton ate n ‘ere Aan page Exercise D. | Brainstorming Averd web sa visual way to organize Important formation. Expai ht kertyng kay concepts and "atod vocabulary belore they read wil ho students Understand te moortant formation in he racing. For execs D, you may want to daw he TAP Git on egy pice of poper ead sk ‘one all, The have stant come op tothe chart wie their words ont with ner pen. >, Ask students to read the article, Explain thatthe ‘vocabulary detains inte fesnotes a the bate of age 13 ll pelp them understand the acing “he eacng passages adapted om Dan Buetner’s book Thre Fring Hspainass the lve Zane Way Tre passage dere commen ttre ha ae everyone's spines. ~ suggest that paying attenton to these sk factors wi make you hap, = rales that als factors are inpotant concludes hat he pace where you nes probably the ‘most important factsBO For mar inormation onthe eating 8 Kays 0 Happiness, so the Lve Happer part of tho Blue Zanes ebsites hp buezones.convve-nappied/ ‘Thar ls a happiness survey thst your students may keto try: htipsfapps.biezones.convhappiness! Vocabulary Notes takes the fous off (paragraph ) = takes atenton ‘nay fom longs ioaragraph O = things that ast ong tne ‘envi (paragraph D) = mprove; add vate ‘trot (paragraph E = cat bey food o your bas (paragraph ) = ry ashard as you can ‘mos paragraph E) =a social petwark of cose feds ‘Sommen Okinawa Understanding the Reading (page 14) Exercise A. | Understanding the Gist (Chock students’ prions in xcs G on page Anewar Kay “Te anewor is. The general dea o it ofthe {ce indatedin tet subhead, nd opening Bagraphis thal hee re some base chargse ‘you cn ako te become hair em bie net ‘one boca he artless tht al actors ae Important, and tom isa spoote concuson the ast paaraph, rot he gerade ogi. Exercise B. | Identifying Main Ideas ‘+ Explain that each sortance refers to one paragraph ofthe reading, + Ask suet now hey usualy go about fe the ‘rainisea ‘+ Draw attention othe Strategy box. Look back the ‘pening paragraph of the ead and erty where ‘horn idea & the second sence ‘+ Doth tet temas an example incessary. Then low stants tere to workday + Compare answers as a dass. ‘Answer Key Self. Home b. Financial Life. Social Life. Workplaces. Community 3 Exercise C. | Identitying Key Details + Explain tat oy tas giv earples or mre "oration about man Was needing. + Dothe fist tem as an ample necessary, + Ascstudonts to work india at et. Then compare ans pais. ‘Answer Key itakas he fous of our opm probs. (remakes you fol rattler what you have, 2c inatoat ies. 3... neil ay, Exercise D. | Personalizing + expan that apeiving eas rom areacing ot own Ines can hep studeets understand and remot fret to ge students eas needed. ‘nan stolons rsh wing hee dess, have them shar neies witha pariner smal reups, or 35 ‘cass Shere yout das you have dane 50 prevcusy, Exercise E. | Critical Thinking: Synthesizing Encourage students to look back atthe readings remember he main pins, Possible answers: sl sons of purpos) socal la (enc, conmunty (ve rear people who have the same leet of income as you) 2. ove, spa ie, a ean and beat erronent[EN © Exploring Written English sits (page 15) Exercise A. | Brainstorming + Draw aterson tthe Strategy box. + Elan that rinsing isa selfs tap to ‘gherng eos bor wing, + Aacstucents io workin pals to wo words or pivasos rth books or ena lee paper Wak Sound the clas as tudets werk and hap them ‘ith as node, Exeroise B. | Journal Writing ‘Eilat oural wrtingisanotborsvatogy for ‘gneratng cea, The ving ses mere personal {3 oral, nd stuonts shuld not wory about ‘gammatica eros. The impeiant thing isto wee an ‘teresting personal respons othe question. “Alou tne for stunts o werk incl. Wile ‘wound as students wees and afer hp o suggestions fenced, Exercise ©. | Language for Writing = Go ue te raion inthe 1 Have tudons complete the sentencs. ‘Answer Key ‘Las 2.903. ar dort 8. ont DEAS FoR... Presenting Grammar For eso, its aster exes onthe ‘board ef eanenoes wth error for tons to coast ‘Susans can slo wre hr sirenoes om oxise Deon the boner claemats fo check Exercise D. | Applying + Monitor students a hey werk and hp them wth Iooas treed, ‘+ He stucers share thar sontonces wih a partner oF tha cles Writing Skill Writing a Tople Sentence + Go ove the ormation inthe box. Pont out howe wring a ope santos sts tthe sk of ring ‘fe man dos ofthe paragraph in reading—that the top sertonce lnrecions he main ie fhe paragraph the topic eenenoe i stong and is tod ‘ary shod be easy or readers 1 Ider. + Compare the strong and wesk sxaotesotnic ‘sertanoss anak tases ently the erences Exercise E. | Identifying Topic Sentences ‘+ Adiso students tore trough each paragraph fst before attempsing to the toe serencs. + Chack he ansvers a class. Discuss how gach etal in the psazrapn relat to th ain ce. ‘Answer Key Theta sree pag i sro tan Family members proud supporto each char dung ‘Sct toe. [Sovences Sanat do et spectcaly ‘menin dieu ies) 2, Stes hav shoun tlaugror may bo 29 imoorant actor our happees, ard people ‘ought are happie (Serta easonts Snergument Gantonese 28 ond euppot the ‘sour 3, Ourworkcan increase cur happiness. (Th est two Senereas can be combed) Exercise F {+ Wakcaraund and marr students a hey work rome asastirce ss noose, “+ Aek volunteers o read the rovised topic sentonces. ‘Answer Koy {an Mosca gating supp ram tay manbarsisan roman scr nba hay. 2, Because we spend meat fo ly hes Wo, cg aj the we roy can rose cur happness. Writing Task: Drafting (page 17) Exercise A. | Planning + oor ine steps inthis exeise ‘+ Berinastusonts hat complete sentences ae not ‘necessary at this tae, and that tis more important to oous on har ideas than on grammar or spaig, + Pobtout thet the deta need to supper the opis sertance. The tpl sentence adhe deta have to werk togener nthe parsranh + Wak aroun and mentor students a they work Provigo aseetance as ned.+ Aste or fur vlunoes to ead he ope sarsanco and douse them aba Sas, Exercise B. | Draft 1 \Wtcarcund anc mnie students as they wor, Prone sssetance as needed ‘When hing aden feedback on exerci B, TIP ake sare focus ont conta of the est stom grammar or pling The impact hing a his Stages for tds deeopapeopiate ad teresting ides in expon 0 he goes Writing Task: Revising (page 18) Exercise ©. | Analyzing + Wing veal roqutes two or mor ats. Port out ‘hatin ts acy students wil compa wo dts ‘of paragraph 0 900 now ring can reo Sst ef. Doing tis act wi ep students to revise ‘hak own vt. + Ask cents to workin pst discuss the question ‘+ Ask ourtsrs io epithe reasons forthe choo. ‘+ Draw sttontion the GT Focus box. Ak tude 0 ‘explan whether aassonae a 00d ot bad elng sing the cont. (tis 2 good fetng because ofthe Cont cue eatin he sentence belo havea (rat ob} Can hey quoss what a ase moans? (ho Sentence before arabe in paragraph says doa? ‘make alt of mney, wich can hea USS GUESS ‘hat ask ora rave means sk for mors money ara higher slay at wor) ‘Answer Key Paragph bs the tat dat, paragraph ais hereon, Tha epee sentence in paragiaph fers most gs 0 ry, ett werk, and an ghes exarpios. Paagrann b Conan ontnoes that donot re the mah Hea [ont make aot of maney, so sometimes Ihave odo extra werk on be weekends, wart to ark foraraie a werk Exercise D. | Analyzing “Ask students to workin pars to doass tears. + Gooner the answers togser asa cass E. | Revising + Expo that aking the questions in exercise D wit hap stants to improve thot own uniting, +k around and meniter students as hey werk Proud assistance as needed Writing Task: Editing (page 19) Some students may be surprised hat 8 paragraph might acd seeral revisions. Explain that even good writers often do several drat ofan sey, The iat or second drafts usualy focus on geting the ideas well organized and erty presented The final deat ‘ually focus on details sac as speling and punctuation, Exercise | Peer Evaluation ‘+ Expsn that poor euustion sa good way to got Indices eedback on your ting. A ars ree o gat feedback on ther ing mn deo Improve + Dscuss the for ste h the evaaton process to ‘make sure stucentsunderstancl what hoy ae to co 1+ The purpose of tis peer avalon isto seit each stunts parner oF peer can tent the man es and deals hat helshe nando ne re ra, Exercise G. | Draft2 “Montor students 0s hey werk, and provide assistance as noaded, Exercise H. | Editing Practice 1+ The purpose of hie erie ito giv students aconal practice n ecg or gramme o prepare ‘hm to do tho Elting Checklist rth sacend fat. Fooushg on gitar and punctuation at 1s ‘age prepares etusent owe tra cat + Gover te inrmation nto box, and then have susan et he fe erence, 1 Checkihe anawers by asking students o read out the ccomect sntenees arc pian the errs. unirs19‘Answer Key 1.Lenioy he wer do because i very chalenang, ‘ot don he my bass or my coworkers 2.Ny coworare we suoporve, ney nd fun, a frioy spending tne wh tem ar wer 23,fes mportant ma to spena te wih fay ‘members when ean, ut 8 afcut becauso thoy ‘ort ve case ome 4. though my uo ot lg ae ancy. my ‘elghbornaod se ars bot 5. hy fend and exercise ops vary yt sty ely, and tat Sontauas tour MapEnOs. Writing Task: Editing (page 20) Exercise I. | Editing Checklist + oad the sentences inthe ecg checks. + Alow tne for stents to road aed et th work “+ Ask students for some examples ofeach typ fer Exercise J. | Final Draft Have students complete thelr thed rat and then cobect ‘ou an se tant? paragraph to collet TIP anonymous} examples of good topic sentences nd common ror forthe ext as Unit Quiz + sudo cavern gous wre he tons 1 eounp sas onto aart Poser erate + Tedothe quz aba competton, youoan have stucenfs werk in teams Answer Key 4.Costa ics 2.andaa 8: Srgaore Neto Sgt 7. does. happy ers 10 | unr IDEAS FOR... Vocabulary Review ‘ak stucats o creat own aul based on cebu eur avo stusonts work roups. ‘sin ne reading othe ideo lesson 10 each group. ‘Tan hav qrouos exchange quzzes an arever tho usatone wo long athe book Atoms, ave each group sll wosbulary tans fom _sryharo nthe unt IDEAS FOR... Journal Writing Atha erd of this unt ok stunts to writ about fer oon nerpeatens ofthe word Mappers ‘what advice hey nou ge someone on Mom to beep: what adic hey wou gv Nee to malonate IDEAS FOR... Further Research ‘Ask stents oct autor esearch nto apeines or longosty ano wa shot report beat what they tnd out Tey ca preset thor teporeto he lass inthe nt son Possible webate:ris Big Ideas Interdiscipinary Lesson A: Understanding a biographical text Identifying supporting ideas. Lesson B: Ranking ideas in order of priory Lesson C: Supporting the main idea and gWving dais. \Wiiting a descriptive paragraph Unit Theme How do people come up with new inventions Is luck or hard work a a combination ofthe to? "Nanotechnology is che study of extremely tiny partcles—that is, matter or materials on ‘an atomie and molecular scale. Nanotechnology deals with anyching measuring between and 100 nanometes. (A nanometer [am] is one-bilionth of a meter) Scientists are currently experimenting with substances atthe nanoscale to learn about their properties and how to use thom. For example, engineers ate tying to use nano-sie wires to crete smaller, more powerful microprocessors and doctors are looking for ways to use nanoparticles in medical applications. ‘Unit 2 explores the topic of scientific breakthroughs asi relates to: inde seat is ree imran that icp developing cous . + Pend tna au nd sk se Think and Discuss (page 21) Dapunwtoxhorecces ns + Askstucints how hy tinkerancetncogy ——«+—Laadaclas cuson abot qe 1-2 fine one mat wee? Gar ket on Shor career Parse rane Tey ica “TIP Foequsion hare stan york in fal atacand cao ct thorn bd opal hn fe ana ‘out danagin clo Soin omstNG—_ivemons toe ae Then ve the cass Sto ofeas com enobeo ‘Span eee ems inporan + Danus inten a css: Mako ait ot inventions. famous otra eos oar Span tat ere ote eaangs nbs ut IDEAS FOR... Expansion } about famous mention, + Dscuss quoston 2 Ask students what inventions thay have with them right row and which ones thy have st Romo. Mako alas I. 1+ Ask tures to costo a goer noose quiz Students work in post take ums akg each sihers qu. + pak eudents ord mor stout ranoectrebay Exploring the Theme Testa nenngae pane (pages 22-23) ‘The cpaning spread features photogeohs of tree Important invertions: to airplane, the elaphone, 2nd the combustion engine + Askestudonts to look atthe pictures and sy haw ‘hse inveons changed the wor ‘Hive students roa the tax. Ask what i ilar and cferent about have mentions. inareet a(EE or © Preparing to Read (page 24) oh WARM-UP “The Lesion A target vocal matching exerci + Askstudents what they know about if in Malawi ‘Whar problems do they think there ze? Possible answers: population growth, economic hardships, fod and water shortages, exteme weather et) + Bring ina world map and identify the locaton of ‘Malar, What do stadents think te climate ike there? (Possible answer: The climates subtropical, ‘with a ain season anda dry seaton) Exercise A. | Building Vocabulary Ask students to rad the defons and try to guess ‘the missing words. *+ Doct ctudens to look at he word in buon tho rmading and ry ta match ham wth he defen. + Check the answers by asking ote to readout + Draw students atanton to the Word Link box ‘Discuss th meanings ofthese words and ask fo ‘easrple sentences. Note thatthe basa form of tho verb may requ some wrenctrmaton wen fing a sufi 2 make ta noun, Far exampo, the ‘er prevent becomes prevention; deine bacames otntion create bacomes creation, sc. “+ Suggee that students it words that orm nouns wth the suffi thar vocabulary ntebooks, 1 is ntroduced in a Encoorage student to se context io gst TIP he meaning of nfuiiar words bere asin gem hopaatmmertos are > Cees amacrine Sgn ihn tome + Todothis cuz 2 a competion you can have students work mts. ‘Answer Key {.inpertat vention 2 sola 8 oot, water 4, deena, gh easors, ve oars 6, sls Ck aoa stove 6. nnoraion 7 pesiage Same goer IDEAS FOR... Vocabulary Review attra groups ofeu erty acto ‘pmevih sone tthe key werdsand graces Fon nis | (Give oxo wera orgrasecn an ox card ard ve ‘et of cars each oun Each sarin an wl (pacaasea umautchonngtio betes da ‘Sere toerecart rd Thy it et yr Sy wore. The ts pan fo guts wo os fri. cupe einer homo choos ance Word r present key words and phrast ‘2 ponuton ‘ammunicaton stam huolerarage aan detector iinlgerd| ‘malaria preverton parte cooker ‘renewable anacy IDEAS FOR... Journal Wrting ‘the enc ofthis unt, ack stadt to te about 6) thar fovea novation rom st 8) adice ‘hay would qv to sorneone who wants 0 be an Inventor or @ novation they rece wl bo mado Intrenet 10 yrs IDEAS FOR... Further Research ‘Ask tudes ofr out about ater rotons in feionee or tedology and ove a short oper, tout what hey nd ou. Tay can resent or roportin tenant ass Posie doa: Punying Saw ‘Somme SC0 millon pel ck coe o ste cng ‘water Sing trough fo Lest ere sue ‘hater est, edhe tranamsion of bacera Suresne Orarcoa ‘Bequates made torch sugarcane sth rake Ue of an ebundet el ecu, arc they bar mre han ‘Modal Laptops ‘The one laptop par child ret sms o este ren mramote parts the word. Governments purchasa the computer, coc ecipped tn FL ‘apo ear” ande-book ode, fo SonosConnected Lives ‘Anthropology/Soclology Lesson A: Skimming for gist Making inferences Lesson B: Reading a magazine article Lesson C: Writing @ concluding sentence Writing an opinion paragraph Unit Theme iow do people communicate via the Inernet? How has it changed the way we communicate? “The Internet isa global system af interconnected computer networks tae connects hllions of ‘wets worldwide The Interne has enabled new fom of hunian communication through instant ‘messaging, Internet forums, and social networking Unit 3 explores the topic of human communics new median the Internet = tradicion and modernity in Lama © Think and Discuss (page 41) mins + Acc studonta to deocrbe he picture, Port ou the Caption nthe ower comar Ae there sar 1WitF aloe whore thay fv? Whore do people typlealy gather to use the nine? ‘+ Dacuss queston 1 asa clase. Make ast ideas con to board (Possible answers: eral, social networking ses, Skype, texting, blogs vital wort) * Discuss queston 2. Ask stuconts to describe thie ‘um expan with lating rrough the rere. [Poastle answer: videos and podoasts of cties and lessons, research distance karing) “+ Explain that some of he radings inthis unt wi be about ways to communicate ang ean va the Inset, For question 2, ide the sino groupe TIP godhavecach up cesta tof he savages nd sedvanaes fearing via tbe Inert Exploring the Theme (pages 42-43) The opening spe ests aap towing he {enya adreses aroun ho wor a ‘graphic showing the numberof visor ovaious Socal ntworkng te in 2008. ~ new idea for an Internet sarap reading news and sharing music online ‘+ Ask students to look athe map and rsd the text Discuss questions At and az, ‘Discuss questions Bt and 62 vth tho clas "Note An internet Protocol acess ( aces) sa rural bel assed to each doce fag, computer, pen partipang n a compster newer that uses {he erat er communication, Answer Key [As They show the numberof website in tat 6 ‘22 Japan, Europe, ad North Sener ate he most ‘ormected. South and East Ai Latin Ari, fate Middle Eas ra te biggest 8 Irtmot ose. Arsers wl vary) 11. The gagic shows which soc netwaking sos ae most popula ana which cures ue tha most 2. Aravars vl. For guetonB2 dv the clas into groupe TIP gadhave cat group crate abt of he avamages and advantages of ial ering sts IDEAS FOR... Expansion Askstutents on ot mere aber opportunites to lean on nenet in theca 8. Then 0k tha ‘o summaizs what ey eur cutin he ent asEo ET TT © Preparing to Read (page 44) o& WARM-UP “The Leson A target vocabulary i introduced in snatching exercise Ace sudents to suggest one way in which the Internet thas changed the way we communicate Find out how many students ithe class havea website and/or a blog, and have watched or posted a vido on YouTube Exercise A. | Building Vocabulary * Ask students to ead he worden bbe, ane check (the words thay know ard underine the ones they ‘on' sure about Thon have them match the prs ofthe sartances, + Chock the answers by asking volunteers to read out a sottonce each + Port out the Word Link box sk volte to suggest slunces using each of theca words and to aac ther ‘word otis et ,Possbe answers: rooted, Irteredats, nersec terion, tavern, ee) ‘Answer Key 1.02.88.04.08.96:718.68:/10h Exercise B. | Using Vocabulary *+ flow time for students to workin pir to ascuss the questions + Irie velurtors to share th answers ith he lass. Exercise ©. | Brainstorming + Pit out that the Venn diagram sa useful way to ‘xganze information to show what she same cr ‘fren about two concep + Alow tine tor students to completo th answers inaicualy. + Draw th lagram onthe boata. Ask students ta ‘olunteer anivers and writs them on the board + Lead a las discussion about the novation that havo had the mast pact on the woe, TIP sie Sn hin ay ak them ro sp with another pit and compare answers Answer Key (Ansirs wiv) “V.cno.nay cammunicaton, fd chicas Bt got nas, hear musi wah modes 86 and har arin Irie: reactive, can post messages ar alto ‘bers, can shop oni Exeroise D. | Predicting *+ Draw tinton tthe racing Strategy box. Expain ‘at studerts wl sean the passage hore to nd specie words. + Seta timo eit of te minute for students to sean ‘he tet. + Note: Stents wi check tr predistin l,m evoresa A on page WT, ‘Answer Key Possbie answers rltonshics, communicate, Intra, noma, commactons }, Ask students to read the passage. Remind etudents thatthe vocabulry detncns in the footrest he bottom of pages 45 and 45 wil help hem understand thereadig, IDEAS FoR. Go stunts more pracce wih scan. For fevample they ool can the text on page 2 Ae ot for names of cunts. Expansion T Tho reatng passage describes how now me are changing ou soe ad ou relatonanips. The point Ismade that tho nawost media of communication — which are on ternal ae more tractive than television ging eveyone vole. This new sty of ‘communication can provi opportunites fr sharing and celaboration. making it vauable cational tot howover,everyone—especally studonts must be aare af the dangers of cigtal mesia and sam t0 use wisely. More intormaton can be found nee tp: www natonalgeographic.comfexplorers/bos! michas-esen!|Understanding the Reading (page 47) Exercise A. | Understanding the Gist Check stents prediction nese D on page 4. ‘Dia ney goss the general idea coecty? Answer Key ‘ne covet anserisiom a though the use of he Irtemetn he classroom fem is dscssod the passage 1s Pe gona ia, The morte of tisoates os compared to aha fos of moda (mc) Isler sated nor ipod nthe psssoge Exercise B. | Identifying Key Details + Alon timo for students towne thee answers Iria anc then compare answers in pars + Monitor stunts while they re werking ana idetty ‘he sortonces that cause city. + Check the answers by iting volunteers to come up ‘and writs them onthe boar ‘Answer Key uch a YouTube 2. the way fas rteroted tat ti two-way ret vers can neract with the ses ae cormmunicala wih one anther 4: by connecting peopl wih nimi an comacing peepe wit peop 65. tht can ge mien nermation &.anonina al payng game, Te, anayz, ae tk ctely about onine Inermation a wel 38 crea thr um Exorcse C. | Critical Thinking: Making nferences + Daw student’ attention tthe GT Focus box, Expl that malng erences fan mportant reading sk. tars don alays tats information dct — ‘sometimes the reader Rast llr, oF guess, he ‘mpeg mearing from te fermatio thats gen + Gio an example rom the capsion on page 48: Toy, the inet helps young Bhutanese, suchas these calege students, stay connected wi) the esto he ‘wor Ak studnts wht he read can inf om this santence;Poasibe angie: Poop in Bhutan do rot have much contact with the rest ofthe work) + Ask studants o werk’ pls to choose tw corect leoronces, + Check he ansvers with he cass, ashing students to ‘he reasons fr her creoes. AnsworKey 1.82.03. Exercise D. | Personalizing \When students trish wing ther answers, ocuss the questions as dass, comparing answers and opinions. TOEAS FOR... _Gheking Comprehension feequnn ghee hfe seein thurs yrechacormn ona fwenmowtenmontesae trearge | Totnes rary ete, “+ Everyone can hawe voice onthe intsmet | ‘Tei opens nero oor bought | “boxe | = Sheen mec de charge sat | types of media, -Setrtratnersaencawivow rasa | ‘commartnormsastanpeawe | an Tenor cnneb psec ianiocoueats | + Poople do not yo uly understand how touse ne | Pontlr em ‘| IDEAS FOR... Expansion ‘How sues workin piso debate one of ‘isch’ vows and argue for and agarst ts valy + Accents to choose ano of Wescts vows and | ‘arta paragraph nthe uals about unirs | 23__ © Developing Reading Skills Cet mits (page 48) Main idea: Orine social networks are changing au Wes, snmany ware Reading Skil: Skimming for Giet + Go vert inermation inthe bax. Aska voluntoer ‘paxpian te afrence between skimming and seanig, Fossbie answer: Skirming is oking IDEAS FOR... Mult-evel lasses ‘ver at to get he gener dea of wa ts abu, Hider stdess ay yt fd other xaos scanning ead er specie deals) lirrences that canbe eran tor fo ran, + sk stucersto parapraso the ormation in thet Fe aes rouse ear ty cee eee crseneaeete ‘hat rb them o mesa eres, For exo, ‘out sim none. ow i poole kop tou 0 fs atthe Int? Was 0s stay touch with ld as? Exercise A. | Skimming (Possible rece: was a yo tay noun, nd pectle dnt contact one anathras en) ‘Seta tne lit of cne minut for students to skim theten. | + Have stunts workin pals and wete down what hey ‘thnk isthe ain dea othe paragraph. Pit ut hat youl check answers ih exero80 B ©), Exercise B. | Skimming "= 6 aw students stanton to the CT Focus box ‘The wir dosen't say how peope got the news n {ho past botre enna socal networs)—we have to ‘lr or ques, the torn he lormaton tat 2 en bout te ways pele get news lores hese ys {Possbie nave: Tho wrtar probably gt news fom print magazres and newspapers, as wellasTV and face programs) Chock he answer as a class. (Option: Pay he alo ‘Studer rad) 24 1 unre[ease EN LEESON © SEPT © Viewing Lamu: Tradition ms and Modernity (page 49) o “The vidoo le abou the ld orm of Lamu in Kenya, Aca. Lana's Gaeatonis cones, bit now come a5 people ar eaing io adapt o moder tchncogy, slg {ltt to make conectons wth sword errs Vocabulary Notes nique = unusual, re ony on o ts kd Wor Hartage Site = place that's protected because of ishistoioal mecrtance ‘2hsor = asmiste ‘Shak = aad oa tbe or a Musi ralilous lead trader = someone whe buys ad sels goods longi = mix ‘uneasy = ficult, auteard mosque = Muslim pece of religous prayer Before Viewing Exercise A. | Matching 1 Ask swuUnts look at Ue we are Suggest wh he ‘eo might be about Where they tk Lam ie Jocatod? th Koya, Aca) How woul ey doccrbe ‘he houses here? (he hous are very clos ogee) “+ Ack stuns to workin past dacus and wrt afters ofthe wore, + Compare ansvers asa dass ‘Answer Key “Lnuence = tet on what people do er on what ecpens 2.econame = concomed withthe organation ofthe money industry, and Wade of cou. 296, oF sect ‘8. gyname = constant changing ‘retin = beep 5. fags = arpects,charctrisics Exercise B. | Brainstorming ‘Bering stunts hat ranstorming means thinking of ‘as many ideas as posse, wring thom al down and ‘hen evaluating trem 1 bok vont ote thal ideas onthe boar Answer Key Posse arswers: For:hey can sam abou other countries, They can gt oss er mproveg ek hes Aosinst: They seal of change They dont want to beinfuercedby West cuties © While Viewing Exercises A and 8. + Asstt ord the questions in exercise B, + Pay the video whle stunts ok nots. + Askcvolunter to come othe board ce the ims that are mentonadin the video ‘Answer Key 1. to reraso trae and improve the econo, 2. starting an ona cao. 3. Ho warts moder whout losing ther weston itive After Viewing Exercise A. «Hye cunts ecu end compar th enever ‘+ Pay he vo agin anc check the answers wth the ass, Exercise B. | Critical Thinking: Synthesizing + Alou time er students to workin pas or sal ‘groups to dscus tho question, + Alc vointoes to share ther answers wth the lass, ‘Answer Key ‘They wed tage routs to exchange goods ne os.(NT © Preparing to Read (pages 50-51) tS WARM-UP “The Lesvon B target vocabulary is preseated in an exercise that regres students to get meaning from Ak students ofok at dhe picture ofthe island and say ‘what they would like or dike about ving there. Exeroiee A. | Bullding Vocabulary ‘Ask studi to choos they want to work Inca orn pars. “ipl that he wordsin tue aretha now vocabulary ‘words ari that stdons shoul choose which ‘nearing comect by baka at the context lace here andin to reading “Do theft tam tgather uth the dass as an exara. (The key words carers ard acs appear tw santnce; those are ways to dav messages, xl people about somthing} 1 Ack vous to read cut rane for ech question. 1 ter choking the answer o question 3, haw suet ‘ation toe Word Link bo. Ask stems to fn {room cerrseo of were hat ond Poesblo anowos franca, edicatiral, sci, mecca) + ter comeleing the ancwers, pit out he Word Partners box. Expl hat sone words, such 33 ‘eruvormentaly, ten occur wth other words in Speech and wing, Another exami in fem 5 the ‘Word postive & ten usod wah other words, a in postive hitnce,posive recto. Remind students {hat leaning word partners can help them expand ‘hat vocabulny ‘Answer Key 1b2aan4es.6.b7baneo108 DEAS FOR... Expansion ‘Ask tse to tt rake a sorenoe using woo roe ofthese wots, Tha ster who nies the Rost werdsin one core, geal satan he ‘wear Peri than ec thece naw wedsin hae ocabuary resebooks, Exercise B. | Using Vocabulary {ye an example of your oun for he fst tm. | Alon tne for stucris to complete the answers ‘ediaualy and hen compare answers pas + Alevotrtoers reed ou thal sentences. Foc question 4 of execs B, you may want ‘TIP ols anne onthe board sn encarage seats to gic cach eter ps on hw to ee Internet a a esearch tol You could ao start clas Ast of website tha are pl for esearch. Exercise C. | Predicting ‘+ Aacstudots road he tte and evbhoads ans then ski the passage forthe answer tothe queson, + Have students skin the ean and ryt the Aangmer the question. Have thom wit it dawn, 1 Note Students wf check het recon Iter, ‘vere Aon page 64 IDEAS FOR... Checking Comprehension ‘Ack these questons or wrt them on the board 4. hat metnated Ban and Marta del ris idea? (They wanted to rete an tee star-up) 2. What aspoct of thor idea aro most innovate a ‘your opnin? Possible anevars: They creates an orine comenanty rd cales ta be. They ‘rade decsione about rues with discussions and ‘onl voting. Then they went to FH and worked ‘witha be to develo ther and) 8. Wis Mark cial of poople who spend mest ‘of ho tine posing massages and sharing muse? (He teks soca networking es oan be toed fer much more) 4. How do you thirk tis idea bones tho global ‘community? Posse answer bangs together people and cultures, and habs places become ore modern—wihout sing wacional culture) '5, Would you ko to join this community? Why, or ‘ryt? Wt Jo you tink you woud eroy ost? Answers wl vr)