Pathway Foundation T'S

Pathways
ON THE COVER
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greenhouses in Nazilli, Turkey. S E CO N D
© Leyla Emektar EDITION
Reading, Writing, and Critical Thinking
Foundations Level
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Pathways
Reading, Writing, and Critical Thinking
S e co n d
Edition
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Teacher’s Guide
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COLLEEN SHEILS
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Pathways Teacher’s Guide Foundations, © 2018 National Geographic Learning, a Cengage Learning Company
Reading, Writing, and Critical Thinking,
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
Second Edition
may be reproduced or distributed in any form or by any means, except as
Colleen Sheils permitted by U.S. copyright law, without the prior written permission of the
copyright owner.
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Cover Photo: An aerial shot of a sea of National Geographic Learning, a Cengage Learning Company, has a mission
strawberry greenhouses in Nazilli, Turkey: to bring the world to the classroom and the classroom to life. With our English
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© Leyla Emektar language programs, students learn about their world by experiencing it. Through
our partnerships with National Geographic and TED Talks, they develop the
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language and skills they need to be successful global citizens and leaders.
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Locate your local office at international.cengage.com/region

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Visit National Geographic Learning online at NGL.Cengage.com/ELT

Visit our corporate website at www.cengage.com
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Printed in the United States of America

Print Number: 01 Print Year: 2018

Teaching with Pathways �� iv
Writing Assessment Rubric �� x
Using the Teacher’s Guide �� xi
Pacing Guides �� xii
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Unit 1 Our World....................................................................................................................................................1
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Unit 2 Career Paths............................................................................................................................................11
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Unit 3 Adventure................................................................................................................................................ 21
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Unit 4 The Visual Age........................................................................................................................................31
Unit 5 Taking a Risk............................................................................................................................................41
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Unit 6 Saving the Wild .....................................................................................................................................51

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Unit 7 Great Inventors......................................................................................................................................61

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Unit 8 Alien Worlds ...........................................................................................................................................71

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Video Transcripts ��81

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Graphic Organizers ��90

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SAMPLE COPY, NOT FOR DISTRIBUTION iii

Pathways
In Pathways, real-world content from National Geographic publications provides a context for meaningful
language acquisition. Each unit’s high-interest content is designed to motivate both students and teachers alike.
Students will learn essential vocabulary, review important grammatical structures, and practice reading and
writing skills that will allow them to succeed in academic settings.
The features in each unit of Pathways Reading, Writing, and Critical Thinking include:
Academic Skills listing at the start of each unit that highlights the unit objectives
Explore the Theme pages that introduce the unit theme and key vocabulary
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Authentic readings that present target vocabulary and provide ideas for writing
Audio recordings of all the reading passages
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Grammar References that present key structures and language for writing assignments
Vocabulary Extension exercises that can be used in class or for self-study and review
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The Pathways series is designed to be used in a wide variety of language-learning programs, from high schools
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and community colleges, to private language institutes and intensive English programs. Pacing guides for
implementing the program in various teaching situations are provided on page xii.
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Teaching Academic Literacy
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In addition to teaching essential English language reading and writing skills, the Pathways series promotes other
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aspects of academic literacy that will help students succeed in an academic setting, such as:
Visual literacy
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Critical thinking
Classroom participation and collaboration skills
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The ability to use technology for learning

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Students build essential academic literacy skills while encountering stories about real people and places around
the world. The use of high-interest content from National Geographic publications builds global and cultural
awareness, and develops learners’ understanding of important 21st century issues that affect us all.
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iv SAMPLE COPY, NOT FOR DISTRIBUTION

Increasing Visual Literacy
In this digital age, the ability to process photographs, maps, charts, and graphs is essential. Most academic
journals—both online and in print—present information with some kind of visual aid. Similarly, Pathways uses
high quality infographics and photographs to help students develop the ability to interpret and discuss visual
information.
STIMULATING INFOGRAPHICS from National CHARTS, GRAPHS, AND TIMELINES

Geographic publications help explain complex present information visually.
processes.
World Population Growth 1800–2040
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Billions of people
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20
40
60
80
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20
40
60
80
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20
40
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Year
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MAPS show locations and geographical features, GRAPHIC ORGANIZERS show the relationships
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and illustrate historical facts and current trends. between ideas in a visual way.
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rising 1 flooding on 2
3 1
Tokyo, Japan turtle nests and 3 are destroyed
Higher
Shanghai, China
24.5 million 38.1 million
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6
temperatures
Top ten Other
megacities megacities
Beijing, China
21.2 million
2 8
Delhi, India
Osaka, Japan
9 26.5 million 20.3 million
warmer sand affects the 4 in turtles’
Cairo, Egypt
10 19.1 million
New York-Newark, U.S.A.
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18.6 million
Mexico City, Mexico

21.2 million
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nests not enough 5 turtles are born
Tianjin,
Moscow, China
Russian Federation 11.6 million
London, U.K. 12.3 million
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10.4 million
Paris, France Kolkata, India
10.9 million 15.0 million Guangzhou, China
13.1 million
Karachi, Pakistan Chongqing,
17.1 million China Manila, Philippines
Los Angeles- 13.7 million Shenzhen, 13.1 million
Long Beach- China
Santa Ana, U.S.A. Istanbul, Turkey Dhaka, 10.8 million
14.4 million Bangladesh
12.3 million
5 4 18.2 million
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São Paulo, Brazil Mumbai, India

21.3 million Lagos, Nigeria
13.7 million 21.4 million
Bengaluru Chennai,
Kinshasa, (Bangalore), India
Democratic Republic India 10.2 million
of the Congo 10.5 million
12.1 million
Lima, Peru
10.1 million
Rio de Janeiro,
Brazil
13.0 million
Buenos Aires,
Argentina
15.3 million

T e a c h i n g w i t h Pat h way s v
Using Videos
Pathways uses videos from National Geographic’s award-winning film collection. The videos present a visually
dynamic perspective of each unit’s theme. Each video’s narration has been carefully graded to match student
proficiency levels.
Teaching Video Viewing Skills

Pathways promotes visual and digital literacy so learners can competently use a wide range of modern media. Videos
differ from reading texts in important ways. Because students are processing more than just words, extra layers of
meaning need to be understood:
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
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The transcripts for the videos can be found in the Teacher’s Guide on pages 81–89.
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The Video Section
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Each unit features activities for students to do before, while, and after watching the video.
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BEFORE VIEWING
This section provides background knowledge and stimulates interest in the topic by:
predicting video content using images and captions. c
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providing a short reading passage that includes background information about the topic.
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pre-teaching vocabulary from the video.

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WHILE VIEWING
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As they watch the video, students focus on:

checking their predictions.
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identifying main ideas.

watching and listening for particular details.
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inferring opinions and attitudes.

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AFTER VIEWING
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Students check their comprehension and relate the video to other aspects of the unit by:
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applying the ideas in the videos to their own lives and communities.
synthesizing information from the video and information from the reading passages.
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T e a c h i n g w i t h Pat h way s
Building Critical Thinking Skills
Students today are expected to do more than just learn and memorize information. The ability to think critically
about a topic—to analyze, evaluate, and apply ideas—is increasingly essential in an academic setting. Pathways
actively fosters critical thinking while students read, listen, write, and discuss.
Critical Thinking and Language

Critical thinking requires a deep processing of language, which aids 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 Examining a text in close detail in order to identify key points, similarities, and differences.
Applying Deciding how ideas or information might be relevant in a different context e.g., applying possible solutions
to problems.
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Evaluating Using evidence to decide how relevant, important, or useful something is. This involves, for example,
looking carefully at the sources of information, or the reasons the writer provides for or against something.
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Inferring “Reading between the lines;” in other words, identifying what a writer is saying indirectly, or implicitly,
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rather than directly, or explicitly.
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Synthesizing Gathering appropriate information and ideas from more than one source and making a judgment,
summary, or conclusion based on the evidence.
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Reflecting Relating ideas and information in a text to your own personal experience and viewpoints, and forming
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your own opinion.
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Each unit contains several opportunities for critical thinking. There is also an expanded Critical Thinking task in one of
the Understanding the Reading sections:
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T e a c h i n g w i t h Pat h way s vii
Frequently Asked Questions
How are the Student Book units organized?
Each unit consists of four main sections:
Reading 1, Video, Reading 2, Writing
The unit opens with an introduction to the unit theme. The reading passages and videos that follow, together
with their corresponding exercises, build towards a final writing task that incorporates 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 is graded so that students can come into the series with little or no background
information.
Each unit starts with a Think and Discuss page. The questions get students thinking about the unit’s theme. The
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Explore the Theme spread then formally introduces students to the theme. It makes use of short passages, statistics,
infographics, and other images to ease students in.
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As students progress through a unit, exercises and activities add further to students’ knowledge of the theme. By
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the time students get to the writing task, they will have enough language and information to express in writing
their own ideas about the topic.
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How are Readings 1 and 2 related?
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The two readings offer different perspectives on the unit theme. They usually consist of contrasting text types,
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for example, one might be an explanatory magazine-type article with infographics, and the other an adapted
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interview. The variety of text types is designed to mirror the range of reading texts that learners will encounter in
print and online.
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How does the series build vocabulary skills?

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Each reading passage contains eight to ten high-frequency vocabulary items (highlighted in blue). These are
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introduced in the Preparing to Read section, which focuses on developing students’ ability to use contextual
clues to determine meaning. Target words are then reinforced and recycled throughout subsequent units. In
addition, Vocabulary Extension activities at the end of the Student Book expand on some of these target words by
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introducing useful collocations, highlighting different word forms, and presenting common prefixes, suffixes, and
word roots.
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How are reading and writing integrated in the series?

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All of the sections and exercises in each unit are thematically linked. Readings 1 and 2 and their corresponding
activities present and reinforce ideas, vocabulary, and grammar that students will use in their Writing Task. For
example, students may learn to understand pronoun reference in Reading 1, and then be taught to use pronouns
to avoid repetition as part of the Writing Task. Or students may read about explorers in both reading passages, and
then be asked to write about a place they would like to explore.
What is the writing process approach taken in this series?

Students learn early on that writing is re-writing. This is the premise of Pathways’ process approach to writing.
As students work through the pre-writing, writing, and post-writing activities in each unit, they draft and re-draft
their assignments. By repeating this process as they progress through the units, students internalize the steps and
gradually become more independent writers.
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T e a c h i n g w i t h Pat h way s
How does Pathways develop writing skills?
At the end of every unit, students complete a Writing Task. In Foundations level, students develop their ability to
write connected sentences before progressing to writing full paragraphs and essays in later levels of the course.
A section called Exploring Written English helps to prepare students for the Writing Task, and contains the following
features:
Two Language for Writing boxes highlight lexical or grammar points that are useful for that unit’s writing task.
Examples include using the simple present for describing routines and habits, and using modals for predictions.
Editing Practice boxes highlight basic sentence-level punctuation and grammar errors.
The Exploring Written English section gives students the tools they need for their writing task, which they will
perform in three stages:
Planning, Drafting, Editing
Students are guided through these steps, working through a series of activities to help shape, structure, and fine-
tune their writing.
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The MyELT online workbook provides additional guided writing tasks that build on the skills and language that
learners have developed in the Student Book unit.
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Instructors may wish to refer to the Writing Assessment Rubric in the Teacher’s Guide when assessing students’
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written work, or provide students with a copy of the rubric for them to do a peer assessment of their final drafts.
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T e a c h i n g w i t h Pat h way s ix
Pathways Reading, Writing, and Critical Thinking Foundations:
Writing Assessment Rubric
Name: ________________________________________ Unit: ______
Criterion Score of 4 Score of 3 Score of 2 Score of 1
Content Excellent ideas that are Strong ideas that are Good ideas, but some are Weak ideas or ideas that
appropriate to the task appropriate to the task slightly unrelated to the task are unrelated to the task
●● Ideas are well explained ●● Ideas are somewhat explained ●● Ideas are incomplete with ●● Ideas are weak with little or
and have enough details with a bit of detail little detail no detail
●● Ideas are related to the ●● Ideas are mostly related to the ●● Some ideas are unrelated to ●● Ideas are unrelated to
task goal task goal the task the task

Vocabulary Wide range of Good range of Average range of Limited range of
vocabulary vocabulary vocabulary vocabulary
●● Appropriate and related ●● Appropriate and related to ●● Mostly appropriate and ●● Minimally appropriate and
to task task related to task related to task

●● Effective use of less ●● Good attempt to use less ●● Some attempt to use less ●● Inaccurate use of target
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common words common words common words vocabulary
●● Errors are minor and not ●● Occasional errors, but ●● A number of errors that ●● Frequent errors that greatly
frequent meaning is still clear affect understanding affect understanding
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Grammar Excellent grammatical Good grammatical Average grammatical Weak grammatical
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accuracy accuracy accuracy accuracy
●● Very few grammatical ●● A few grammatical errors ●● A number of grammatical ●● Many grammatical errors
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errors in subject-verb in subject-verb agreement, errors in subject-verb in subject-verb agreement,
agreement, verb tense verb tense agreement, use of agreement, verb tense verb tense agreement,
agreement, use of conjunctions, etc. that do not agreement, use of use of conjunctions, etc.
conjunctions, etc. affect understanding
c conjunctions, etc. that that greatly affect
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slightly affect understanding understanding
Spelling and Excellent command of Good command of spelling Average command of Weak command of
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Punctuation spelling and punctuation and punctuation spelling and punctuation spelling and punctuation
●● Few or no spelling errors ●● Some spelling errors, but ●● A number of spelling errors, ●● Many spelling errors
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●● Correct use of mostly with uncommon words some with common words ●● Largely incorrect use of
punctuation: ●● Mostly correct use of ●● Some incorrect use of punctuation:

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❍❍ Capitalization of names punctuation: punctuation: ❍❍ Capitalization of names
and places and at the ❍❍ Capitalization of names and ❍❍ Capitalization of names and places and at the
beginning of sentences places and at the beginning and places and at the beginning of sentences
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❍❍ Use of comma between of sentences beginning of sentences ❍❍ Use of comma between
clauses and where ❍❍ Use of comma between ❍❍ Use of comma between clauses and where
appropriate clauses and where clauses and where appropriate
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❍❍ Use of period or appropriate appropriate ❍❍ Use of period or
question mark at the ❍❍ Use of period or question ❍❍ Use of period or question question mark at the
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end of sentences mark at the end of mark at the end of end of sentences
❍❍ Use of apostrophes for sentences sentences ❍❍ Use of apostrophes for
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indicating possession ❍❍ Use of apostrophes for ❍❍ Use of apostrophes for indicating possession
indicating possession indicating possession
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Score
Total score: / 16
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Each unit of this Teacher’s Guide contains:
Overviews of reading passages and videos
Background information and key lesson points
Teaching notes for each exercise
Answer keys
Follow-up questions and activities
Other features include:
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Recommended Time Frames
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Look out for the small clock icon with recommended times for completing various tasks. While the recommended
total time required for each unit is about five class hours, this will of course vary depending on your particular
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teaching situation. Likewise, the time allocated for specific sections should be used more as a guide than as a rule.
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Refer to the pacing guides on the following page for a more detailed breakdown.
Ideas for … EXPANSION
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These contain suggestions for extra classroom activities that can be used when students need additional support,
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or when there is an opportunity to explore a different aspect of the unit theme.
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In addition, this Teacher’s Guide also contains:

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Video Transcripts
Use these for a more detailed study of the video content. The scripts, for example, can be provided to students
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after they view the video as additional reading practice.

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Graphic Organizers
There is a photocopiable graphic organizer for one of the reading passages in the unit. The organizers include
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concept maps, process diagrams, and note-taking charts that can be handed out to students before or after they
read the passage, to help them organize key points.
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SAMPLE COPY, NOT FOR DISTRIBUTION xi

One unit of Pathways typically requires 4.5–5 hours to complete. All eight units require approximately 36–40 hours.
By setting aside portions of each unit as homework, or by using extension activities and ancillaries, a Pathways unit can
be adapted to suit various course durations. Here are some examples:
Total course length: 36 hours Total course length: 48 hours Total course length: 72 hours Total course length: 96 hours
24-week course: 24-week course: 24-week course: 24-week course:
1 × 90 minute class per week 2 × 60 min classes per week 2 × 90 min classes per week 4 × 60 min classes per week
12-week course:
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4 × 60 min classes per week
1 unit = 3 classes (4.5 hours) 1 unit = 5 classes (5 hours) 1 unit = 4 classes (6 hours) 1 unit = 8 classes (8 hours)
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8 units = 24 classes 8 units = 40 classes (out of 8 units = 32 classes (out of 8 units = 64 classes (out of
48 classes total) 48 classes total) 96 classes total)
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Remaining time = 8 hours Remaining time = 24 hours Remaining time = 32 hours
(Presentations / exams / reviews / (group projects / presentations / (group projects / presentations /
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school vacations) exams / reviews / school vacations) exams / reviews / school vacations)
Class 1: Class 1: Class 1: Class 1:
Think and Discuss Think and Discuss Think and Discuss Think and Discuss
Explore the Theme Explore the Theme
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Explore the Theme Explore the Theme
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Preparing to Read Preparing to Read Preparing to Read Preparing to Read
Reading 1 Understanding the Reading
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Class 2: Class 2:
Understanding the Reading
Reading 1 Class 2: Reading 1
Class 2: Understanding the Reading Reading 1 Understanding the Reading
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Developing Reading Skills Developing Reading Skills Developing Reading Skills Developing Reading Skills
Video Video
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Class 3: Class 3:
Preparing to Read Preparing to Read
Video Video
Reading 2 Reading 2
Preparing to Read (vocabulary
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Class 4:
Class 3: tasks) Class 3:
Preparing to Read
Understanding the Reading Understanding the Reading
Class 4: Reading 2
Exploring Written English Exploring Written English
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Preparing to Read (predicting)

Writing Task Class 5:
Reading 2 Class 4:
Unit Review Understanding the Reading
Understanding the Reading Writing Task
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Unit Review Class 6:

Class 5:
Extension activities Exploring Written English
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Exploring Written English

Writing Task Class 7:
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Unit Review Writing task

Unit Review
Class 8:
Extension activities / group projects
This option assumes that: This option assumes that: This option assumes that: This option assumes that:
– the first draft and editing – the first draft and editing stages There is enough time to complete There is enough time to complete the
stages are set as homework. are set as homework. the entire Student Book and entire Student Book and extension
extension activities / Ideas for activities / Ideas for Expansion in class.
Expansion in class. – The Teacher’s Guide contains
– The Teacher’s Guide provides numerous follow-up questions
numerous follow-up questions and and extension activities.
extension activities in each unit. – Online Workbook activities and
– Online Workbook activities and ExamView unit quizzes can be
ExamView unit quizzes can be done in class or set as homework.
set as homework.
xii SAMPLE COPY, NOT FOR DISTRIBUTION

Read the questions aloud as a class. Give students time
A cade m ic T rack to think about their answers.
Sociology/Anthropology Have students discuss their answers to both questions
in pairs. If necessary, provide the sentence frame:
A cade m ic S ki l l s “I think there are about … people in the world today.”
Reading Scanning
Writing/Grammar Understanding sentence structure ANSWER KEY
Using simple present tense
THINK AND DISCUSS
Critical Thinking Reflecting
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Answers will vary. Possible answers:
1. The world population reached more than 7.5 billion
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UNIT OVERVIEW in 2017.
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The unit is about how our world is changing, both in 2. The two countries with the largest populations are
terms of population growth and new technology, such as China and India. Each has more than 1 billion people.
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social media. Other countries with large populations include the
READING 1: Researchers have used statistics to define United States, Indonesia, Brazil, Pakistan, and Nigeria.
(Note: The infographic on pages 2 and 3 provides
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the characteristics of the world’s most typical person.
specific data on populations around the world.)
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They have also produced images of what he looks like.
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VIDEO: The planet’s population has grown quickly

over the last century. There are now more than 7 billion 0
MIN
2
people on our planet. EXPLORE THE THEME (pages 2–3)

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READING 2: Social media is now a part of many The opening spread is a lead-in to the first reading. The
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people’s everyday lives. Find out which people spend infographic contains statistics about megacities around
the most time on social media, what sites they visit, and the world. A megacity has a population of more than
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what activities they most frequently engage in. 10 million people. In a period of 65 years, the number of
megacities in the world grew from one megacity to 31.
Students draw on what they have read and watched to
Allow time for students to study the spread and answer
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write sentences about their daily lives. The unit prepares

the questions individually.
them for the writing task by introducing vocabulary to
Check answers as a class. Elicit example sentences from
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talk about activities. It explains how to scan a text and

students for each of the blue words.
teaches basic sentence structure and how to use the
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simple present tense. It finally guides students in the

planning, writing, and editing of their first drafts.
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ANSWER KEY
0
MIN EXPLORE THE THEME
S
1
THINK AND DISCUSS (page 1) A 1. A megacity has a population of more than

10 million. (Note: The answer is in the passage,
These questions help prepare students for the subject
not on the infographic.)
matter covered in the unit. The picture shows a busy
street scene in Bangkok, Thailand. 2. Answers will vary. Possible answers: The megacity
Have students study the picture, title, and caption. Ask closest to me is London.
whether any students have visited Bangkok. Elicit what B world; country; city (Note: Both country and
students know about the city. city appear in their plural forms in the passage,
If necessary, review vocabulary for countries of the offering a good opportunity to review how
world and words for large numbers (examples: to form the plural of a word that ends in -y by
thousand, million, billion). These terms will be useful for changing it to -ies.)
subsequent discussion.
SAMPLE COPY, NOT FOR DISTRIBUTION 1

Reading 1 Have students check the meaning of typical in their
dictionaries before they look over the title and picture.
If something is described as typical, it has the usual
MIN
0
characteristics of that specific thing. For example, a
3
PREPARING TO READ (page 4) typical family dog is friendly, loyal, and loving.
A Have them discuss their answers with a partner.
Building Vocabulary Discuss answers as a class. Revisit this question after
Students should use a dictionary to check the meaning completing the reading.
of a word when necessary. Note that each of the
vocabulary words in this exercise is a noun.
ANSWER KEY
Have students work individually to complete the
sentences. PREPARING TO READ
Check answers as a class. Elicit example sentences for A 1. b
each vocabulary item.
2. d
B Building Vocabulary 3. a
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Students read the definitions, then use each word to 4. c (Note: The noun country is a commonly used
complete a new sentence. synonym for countryside; this is a different
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Have students work individually to complete the meaning of the same word introduced on
sentences. page 3.)
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Check answers as a class. Elicit example sentences B 1. large
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for each vocabulary item.
2. grow
See Vocabulary Extension 1A on page 147 of the Student
3. different (Note: The phrases different from and
Book for additional practice with superlative adjectives.
c different than are synonyms.)
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C Using Vocabulary C Answers will vary. Possible answers:
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Students read prompts with the new vocabulary items 1. Manila, Rio de Janeiro, Mexico City
and write three ideas for each. 2. China, India, Russia
Have students work individually to write answers to the
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3. trees, animals, mountains

prompts.
D Guesses will vary. Actual answer: 1. a typical person
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Have students share answers in pairs. Encourage them

to answer in full sentences using the target vocabulary.
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Examples: I like Tokyo. Brazil is a large country. You can see

trees in the countryside. 1 Have students read the passage individually, or
Discuss as a class. Elicit example answers from pairs for
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play the audio and have students read along.

each prompt.
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Ideas for … Expansion OVERVIEW OF THE READING

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A vocabulary notebook is a great way for students The passage explains the most common demographic
in today’s world by describing the most typical person.
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to build their vocabularies. Demonstrate on the board

how to write new words in the notebook, and include That person is a man who is 28 years old and Han
details such as part of speech, meaning, translation, and Chinese. In 2011, an image was made by overlaying
known synonyms and an example sentence. Example: thousands of images of Han Chinese men to create a
large (adjective): very big. “The family moved from a small picture of the most typical person. He lives in a city,
apartment in the city to a large house in the countryside.” works in the service industry, and is literate. However,
as the world is growing at an extraordinary pace, the
appearance of the most typical person is likely to change
D Predicting in the near future.
Predicting what a passage is about before reading it Online search terms: world’s most typical person
helps the reader understand the passage better later on.
In this reading passage, the photos and title offer some
general insight about the content of the text.
2 UNIT 1 SAMPLE COPY, NOT FOR DISTRIBUTION

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UNDERSTANDING THE ANSWER KEY
3
S
READING (page 7)
UNDERSTANDING THE READING
A Understanding Main Ideas A 1. city (Paragraph C)
Students are asked to complete the chart with details 2. restaurant or hotel worker (Paragraph C)
about the most typical person. 3. 28 (Paragraph A)
Have students work individually to complete the activity.
Check answers as a class. Ask students whether any 4. male (Paragraph A)
details surprised them. 5. Han Chinese (Paragraph A)
B 1. 51 (Paragraph C: More people—51 percent of
B Understanding Details the world’s population—live in a city than in the
Students are asked to complete the sentences using countryside.)
statistics found in the reading passage. 2. 1.01 (Paragraph B: There are 1.01 men in the world
Have students work individually to complete the for every woman …)
activity.
3. 1.3 billion (Paragraph B: China, with more than 1.3
Check answers as a class. Elicit the paragraph in which
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billion people …)
students found each detail in the reading.
4. 28 (Paragraph B: The world’s largest age group is 28.)
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C Critical Thinking: Guessing Meaning 5. Eighty-two/82 (Paragraph C: Eighty-two percent of
from Context
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the world’s population can read and write.)
Explain to students that they don’t need to look up every C 1. b
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unknown word in a dictionary. Instead, encourage them
2. c
to guess the meanings of new words and continue with
their reading uninterrupted. 3. a
Have students underline the three words in the c D Answers will vary. Possible answers:
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reading. 1. city
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Ask them to pay close attention to the context in which 2. student

each word is used.
3. 19
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Have them look carefully at the words themselves to

see whether the word parts are familiar. (Example: 4. female
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Students may not know researcher, but they may know 5. Brazil
the verb research.)
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Have students match the words with the definitions.

Check answers as a class.
Ideas for … Expansion
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D Critical Thinking: Reflecting After Critical Thinking, conduct a poll with the class
Refer students to the chart they completed in exercise A. to see which traits they have in common and don’t
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Explain that they are going to complete the same have in common with the world’s most typical person.
Record the tally on the board to discover which trait
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information about themselves to see how “typical” they are.

Have students write down their own answers most class members share with the typical person and
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individually. Explain that for item 5, they can write their which one few of them share. If time permits, have
country or ethnic origin (race or culture). students watch the short online video by National
Have them compare and discuss their answers in pairs. Geographic: 7 Billion: Are You Typical?
See the Ideas for … Expansion box for a suggestion
about how to extend this activity.
SAMPLE COPY, NOT FOR DISTRIBUTION OUR WORLD 3

MIN
DEVELOPING READING
Video
2 5
S SKILLS (page 8)
Reading Skill: Scanning 5
MIN
S
Scanning is useful when we know what kind of VIEWING: 7 BILLION (pages 9–10)
information we are looking for. For example, if we need Overview of the Video
to find a date, we can scan quickly for numbers. It is also
easy to scan for names in a passage because we can The video builds on the information about population
focus on capital letters. growth that students read in paragraph E of the reading
passage. It provides additional statistics and overall
A Scanning information about what life on our planet with 7 billion
Students scan the paragraph to find all the numbers. people looks like. The population growth over the last
Ensure that students understand the difference 240 years is also broken down by numbers.
between scanning a paragraph and reading it.
Allow only a short time for students to complete
the exercise individually.
BEFORE VIEWING
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A Discussion
B Scanning
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Allow time for students to check the populations of their
Students scan the paragraph again to find the
countries if they don’t know them.
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information they need.
Have students work in pairs. Give them time to search
Allow time for students to complete the exercise
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online, if necessary.
individually.
Ask them to share what they know about their
Then have students read the paragraph more slowly to
countries’ populations and population growth. If
check their answers.
Check answers as a class. c necessary, provide the sentence frame: “I think the
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population of … is ….”
C Scanning
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B Learning About the Topic

Students scan paragraph E from the reading passage.
The graph gives a visual representation of the population
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They are asked to find only numbers.

growth that the world has undergone over the last
Have students scan the paragraph and identify the
240 years. From 1800 to 1930, the world’s population
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information as quickly as they can.

increased by only 1 billion, but from 1950 to 2000, the
population increased by a striking 4 billion. By 2040, the
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world’s population is expected to be 9 billion people.

ANSWER KEY Have students look at the graph and answer the
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questions individually.
DEVELOPING READING SKILLS Have students check answers in pairs.
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A 2030, 1.5 billion, 1.4 billion, third, fourth, 2015, fifth, Discuss as a class. Ask students whether they are
2030, 260 million, fifth surprised by the information.
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B 1. India (lines 3 and 4) C Vocabulary in Context

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2. China (line 4)
The exercise introduces students to some of the key
3. United States (lines 4 and 5)
words used in the video. Allow students to use their
4. Indonesia (line 5) dictionaries if necessary.
5. Nigeria (next-to-last line) Allow time for students to work on the exercise
C 1. 1 billion individually.
Have students check answers in pairs.
2. more than 7 billion
Discuss as a class. Elicit example sentences for
3. 9 billion each word.
4. five are born, two die

ANSWER KEY AFTER VIEWING
BEFORE VIEWING A Critical Thinking: Synthesizing
A Answers will vary. Possible answer: My country, Students are presented with five sentences from the
Japan, has a population of 127 million. The reading passage on pages 5 and 6. They must decide
population is going down. which statements are supported by information in
B 1. around 1940 (Explanation: The line on the graph the video.
becomes much steeper around this time.) Have students work individually.
Check answers as a class. Play the video again, if
2. Answers will vary. Possible answer: As many
necessary.
poorer nations began to become more
industrialized during this period, their populations
grew. ANSWER KEY
C 1. average AFTER VIEWING

2. adequate A 2, 4, 5 (Explanation: No information related to
statements 1 and 3 appears in the video.)
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3. consume (Note: The noun consumer is typically
used to describe someone who buys something.)
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4. energy
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WHILE VIEWING
A Understanding Main Ideas
c
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Have students read the items before you play the video.
Have students complete the task while the video
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is playing.
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B Understanding Details
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Have students read the sentences before you play the

video. Ask them to fill in any answers they can remember
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from their first viewing.

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is playing.
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ANSWER KEY
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WHILE VIEWING
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A 1, 2, 4
B 1. 69, 53
2. three/3, 31
3. energy
4. clean (drinking) water

Reading 2 ANSWER KEY
PREPARING TO READ
MIN
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A 1. add
3
S
PREPARING TO READ (page 11)

2. around (Note: Common synonyms include
A Building Vocabulary approximately and about.)
The paragraph provides examples of the vocabulary 3. available
words in context. Encourage students to guess the 4. However (Note: However is followed by a comma
meanings from context to help them complete the when it appears at the beginning of a sentence.)
exercise. 5. News (Note: When we say the news, it refers
Have students complete the task individually. specifically to media such as newspapers or TV
Have them check answers in pairs first. broadcasts or websites that report current news.)
Check answers as a class. Elicit example sentences for
6. popular
7. site (Note: The word site is a short form of the
See Vocabulary Extension 1B on page 147 of the Student
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word website.)
Book for additional practice with social media vocabulary.
8. visit
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B Using Vocabulary B Answers will vary. Possible answers:
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Students discuss three questions. Encourage them to 1. Facebook, Qzone, Tumblr, Instagram, Baidu Tieba
use the target vocabulary items while discussing their 2. Facebook, Yahoo News, CNN, BBC
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answers.
Give students time to work individually to note answers 3. Zhaopin, Daijob, Monster, LinkedIn
to the questions. If necessary, let students quickly C Predictions will vary. Actual answers:
search online to get the information.
c
1. 40 percent
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Have students share their answers in pairs. Are any 2. 2 hours, 19 minutes
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of their answers the same?

Encourage them to use the target vocabulary as
they discuss their answers.
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2 Have students read the passage individually, or

Discuss answers as a class. Elicit example answers
play the audio and have students read along. Make sure
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from volunteers.
they also look over the infographic carefully.
C Predicting
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Students practice their scanning skills to help them OVERVIEW OF THE READING
predict the content of the reading passage.
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Have students work in pairs to read the questions and The reading provides an overview of the habits of social
discuss their guesses. media users. The infographic gives the results of a survey
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Have them scan the reading to check their answers. about time spent on social media and activities engaged
in. Some of the survey results are also mentioned in
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the reading. Compared to other countries, people from

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the Philippines spend the most time on social media

daily. Facebook is the most popular social media site
worldwide. The most popular activity on social media is
visiting a friend’s page.
Online search terms: Facebook, Qzone, Tumblr

MIN
0
3
S
READING (page 14)
A Understanding Main Ideas A 1. E
Allow students time to complete the activity individually. 2. C
Check answers as a class. Discuss the clues found in
each paragraph that help identify its main idea. 3. D
4. B
B Interpreting Visual Data B (Note: All answers can be found in the
Students should look for the specific type of information infographic.)
each question is requesting. Note that all of the 1. Facebook, Qzone, Tumblr, Instagram
information can be found in the infographic, although
2. nine countries
some of it is also repeated in the reading passage.
Have students complete the task individually. Remind 3. around 1.7 billion more users
them to refer to the infographic as well as the passage. 4. look at a friend’s photo
Have students form pairs and compare answers. C 1. active
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2. survey
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C Critical Thinking: Guessing Meaning 3. regularly
from Context D Answers will vary. Possible answers:
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This exercise relates to vocabulary found in paragraphs B, 1. I spend about three hours a day on social media.
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C, and D. 2. I usually post pictures, check what my friends are
Allow students time to complete the activity. doing, and chat online.
Tell them to underline each target vocabulary word
and then read the words around it to guess its
c 3. My habits are similar, except I like to post a lot of
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meaning. pictures from my daily life.
Have students check their answers in pairs.
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Check answers as a class. Elicit example sentences with

each word.
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D Critical Thinking: Personalizing

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Students answer three questions about their own habits

in regard to social media.
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Give students time to think about and note their

answers before they form pairs. Have them work
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individually.
Have them share their answers in pairs.
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Encourage them to use target vocabulary as they

discuss their answers.
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Discuss answers as a class. Elicit answers from

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volunteers.

Have students do an in-class survey about their social
media habits. Tell them to ask each other questions to
obtain the same information shown in the infographic.
Have students walk around and survey as many
classmates as possible. Then discuss the results as a
class. Which student spends the most time on social
media? Which site is the most popular? Which activity?

Writing Have students work individually to complete the
exercise.
Check answers as a class, eliciting responses from
students. Ask them to explain what was missing from
OVERVIEW the original fragment as well.
In this section, students learn that writing—like
D Language for Writing
reading—is best done in steps. Just as there are stages of
reading that lead to comprehension, there are stages in Students are asked to unscramble the words to make
writing before a final draft is produced. The lesson starts complete sentences with capitalization at the beginning,
by walking students through the use and structure of a subject, a verb, and punctuation at the end.
simple present tense sentences. It then teaches students Have students work individually to write the sentences.
how to write a good simple present sentence with a Explain that after writing the sentences in the correct
subject and verb. Students then do a brainstorming and order, they should identify the subject and verb for
planning exercise before writing their sentences. Finally, each sentence.
they learn how to check for common mistakes. Students Check answers as a class.
apply what they have learned by writing and revising
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sentences about their communication habits.
ANSWER KEY
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EXPLORING WRITTEN ENGLISH
EXPLORING WRIT TEN
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4
LANGUAGE FOR WRITING

ENGLISH (pages 15–17)
A 1. I use my phone every day.
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Language for Writing: What is a Sentence? 2. My brother and I don’t call each other very often.
The Language for Writing box explains how to form 3. Every day, my friends send me emails or texts.
a simple sentence. Prepare students for the task by
c 4. He always goes online when he’s watching TV.
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reviewing the rules of having a subject and verb, as 5. I connect on my phone when I don’t have
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well as starting with a capital letter and ending with my laptop.

a punctuation mark. Without a subject and verb,
a sentence is incomplete and is called a sentence B 1. V
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fragment. 2. V
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A
3. complete sentence
Language for Writing
4. complete sentence
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Students identify each item explained in the Language for

5. S
Writing box in the sentences: subject, verb, punctuation,
capitalization. Elicit a few other examples of punctuation 6. complete sentence
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such as the exclamation mark, apostrophe, and comma. 7. V

Have students complete the activity individually. C Answers will vary. Possible answers:
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1. The “most typical” person is from China.
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B Language for Writing 2. The population gets bigger every year.

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Students are asked to determine whether each sentence 5. My sister lives in a big city, not a small country
is complete or incomplete (a fragment) and what part is town.
missing from the incomplete sentences. A fragment will 7. I never use the computers in the library.
be missing either a subject or a verb. D 1. A lot of people have cell phones.
exercise. 2. My best friend goes to the library every day.
Check answers as a class. 3. People from all over the world use the Internet.
C
4. Tablets are not very heavy.
Language for Writing
Students are asked to revise the fragments in exercise B.
To do so, they will need to identify the missing part
(subject or verb) and add it to the sentence. There are
four fragments to be rewritten.

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Language for Writing: Simple Present
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Tense of Be WRITING TASK (page 18)
The second Language for Writing box introduces the A Planning
simple present tense of the verb be: am, is, are. Explain Planning is a useful first step in the writing process. Read
that students must first identify the subject or subjects the Goal box aloud so students will be familiar with the
before determining the verb form. The verb be is usually writing task before they begin. The aim for students is
followed by a noun, an adjective, or a prepositional to describe themselves and their social media habits.
phrase (for example, in the house, by the car). The verb be Remind students that complete sentences are not
is often used to talk about facts, daily routines, and habits. necessary at this stage.
E Language for Writing Provide one or two examples of ideas. Ideas should be
briefly worded.
Students complete the sentences with the correct form Allow students time to work individually and write their
of be. Remind students to identify the subject before they ideas.
determine the verb form. If time allows, have students ask and answer the
Have students work individually. questions in pairs.
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B First Draft
Language for Writing: Simple Present Tense
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of Other Verbs As students write the first drafts of their sentences, walk
around and offer assistance as needed. Refrain from any
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The third Language for Writing box builds on the previous type of error correction at this point.
one by introducing the simple present tense of other
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verbs. Three irregular verbs are also introduced: do, go, C Editing
and have. The final step requires students to edit their drafts,
F Language for Writing c check thoroughly for errors, and make any necessary
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corrections. A checklist is provided on page 157 of the
Remind students to first identify the subject or subjects Student Book to help students with this stage.
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before they determine the correct verb form for each As a class, go over the information in the checklist on
sentence in the activity. page 157.
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Have students work on the exercise individually. Allow students time to work individually on editing
Monitor students, and provide assistance as needed. their sentences.
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Check answers as a class. Walk around and monitor students as they work.
See Grammar Reference on pages 158–159 of the Student Provide assistance as needed.
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Book for additional information about simple present tense. Collect their work once they have completed it.
For the next class, show anonymous examples of good
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ANSWER KEY sentences and review any common errors.

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E 1. is
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2. are
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3. is
4. is
5. are
6. am
F 1. study; studies
2. like; likes
3. live; lives
4. speaks; speak
5. use; uses

ANSWER KEY
WRITING TASK
A Answers will vary. Possible answers:
1. Singapore
2. Chinese, English, and a little Hindi
3. yes; graphic designer
4. through Instagram and LINE
5. 2 or 3 hours
6. Facebook, Instagram, Snapchat
B Answers will vary. Possible answers:
I live in Singapore and speak Chinese, English, and
a little Hindi. I’m a graphic designer. I spend two
or three hours a day on social media checking my
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friends’ posts. I use Instagram and a message app
on my phone called LINE.
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MIN
0
S
1
UNIT REVIEW
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For all questions in the unit review, allow students to
work in pairs or groups. For question 3, encourage
c
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students to make example sentences with the target
vocabulary to demonstrate their understanding.
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Allow students time to answer the questions in pairs or

groups.
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For question 1, a megacity is a city with a population of

more than 10 million. Students can find the answer in
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the infographic on page 2 of the Student Book.

For question 2, refer students back to the Language
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for Writing box on page 16 of the Student Book, which

explains that we use the simple present tense for habits,
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daily routines, facts, or things that are generally true.

Elicit definitions or example sentences for each item of
target vocabulary in question 3.
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N

Elicit the job title (or profession) of the person in the
A cade m ic T rack picture (astronaut).
Career Studies Read the questions aloud as a class. Give students time
to think about their answers.
A cade m ic S ki l l s If necessary, elicit the meaning of dream job and initiate
Reading Skimming a review of basic jobs vocabulary.
Writing/Grammar Using verbs + infinitives Have students discuss their answers to the questions in
Using verb + noun collocations pairs. Ask students to share what their dream jobs were
when they were young and what they are now.
Critical Thinking Inferring
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ANSWER KEY
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UNIT OVERVIEW
THINK AND DISCUSS
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The theme of this unit is jobs and career aspirations.
From amateur pilots to cave scientists, the examples
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of perseverance show that even in very challenging 1. When I was a child, I wanted to be a paleontologist.
circumstances, people can achieve their dream jobs by I loved dinosaurs./When I was young, I wanted to
not giving up. be a ballerina. I thought they were beautiful./When I
c was a child, I wanted to be a firefighter.
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READING 1: A young man who is determined to learn
2. Now my dream job is to be a teacher. I want to teach
how to become a pilot faces multiple challenges before
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science./My dream job now is to be a news reporter.

becoming the youngest person to fly solo around the
I’d like to be on TV. /I don’t have a dream job. I just
world.
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want an interesting job that pays well./My dream job

VIDEO: A cave scientist travels to remote locations to is still the same as it was when I was a child!
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collect rocks from caves to learn more about climate

change. 0
MIN
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READING 2: A young woman goes to Mexico to make EXPLORE THE THEME (pages 20–21)
a documentary about traveling circuses and ends up The infographic gives statistics about dream jobs based
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joining one! on a survey taken by people around the world. The data
Students draw on what they have read and watched for the United States are explained in more detail, listing
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to write sentences about their future plans. The unit the top five dream jobs for American men and women.
prepares them for the writing task by introducing The lists for men and women are completely different.
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vocabulary related to jobs. Students also learn how Allow time for students to study the spread and answer
to use want, need, plan, and hope in addition to useful the questions individually.
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set phrases, such as go to college and start a new job. Check answers as a class. Elicit example sentences from
Students are then taken through the stages of planning, students for each of the blue words.
writing, and editing sentences describing their dreams
for the future. ANSWER KEY
0
S
1
THINK AND DISCUSS (page 19) A 1. Brazil, India, Indonesia, Singapore, Sweden,
The photo shows the Italian astronaut Samantha United Arab Emirates
Cristoferetti, who lived on the International Space Station 2. Men: athlete; Women: teacher
for 199 days. 3. 30 percent
Have students study the picture, title, and captions. B dream; interested in; achieve

MIN
Reading 1 DEVELOPING READING

5
S
SKILLS (page 23)
MIN
0 Reading Skill: Skimming
3
PREPARING TO READ (page 22) The Reading Skill box explains how to skim a passage.
A Building Vocabulary In real life, we skim frequently to decide whether a
document or an article is useful to us. Give students an
The information is about what it takes to be a pilot. example, such as skimming through many articles on
Students should use contextual clues from the sentences the Internet before choosing one that suits our purpose.
to determine the meaning of each vocabulary item. Remind students to pay particular attention to titles,
Remind students that identifying parts of speech can subtitles, headings, and repeated words. Point out that
help them understand new words better. photos, captions, charts, and other graphics are also
Have students complete the task individually. useful.
Check answers as a class. Have students swap the
words in the paragraphs with their definitions and A Skimming
see whether they fit. Elicit sample sentences for each Students look quickly over the picture and caption to
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vocabulary item. pick up general information.
See Vocabulary Extension 2A on page 148 of the Student Ask students to read the questions.
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Book for additional practice with synonyms. Then have them look at the picture and read the
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B
caption quickly.
Using Vocabulary Have students work individually to answer the
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Students read prompts with new vocabulary items and questions.
write three ideas for each. Check answers as a class.
Have students work individually to write answers to the
prompts. Note that when asked to name people for
c B Skimming
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item 3, students can name both people they know and Students read the title to pick up general information.
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famous people they don’t know. Point out that the title alone can tell us a lot about a
Have students share their answers in pairs. Do they passage.
have any of the same ideas?
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Have students work individually to write their ideas.

Discuss answers as a class. Elicit sample answers for Have them form pairs and compare answers, sharing
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each prompt from pairs. the reasons for their ideas.

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C Skimming
ANSWER KEY
Students read the subheads to answer two questions
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PREPARING TO READ about the content.

A 1. begin Ask students to read the questions before skimming.
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2. company Then have them read the subheads quickly.

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3. earn Have students work individually to answer the

questions.
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4. expensive
5. practice
D Predicting
6. smart
7. plan Predicting what a passage is about before reading it
Students skim the first paragraph to predict the main
1. lawyer, doctor, professional athlete ideas of the passage.
2. Samsung, Hyundai, LG Have students read the question before skimming.
3. my professor, my mother, my grandmother Have students work individually to skim the paragraph
and note answers to the question.
Have them discuss their answers with a partner.
Discuss answers as a class. Revisit this question after
completing the reading.

E Predicting C Understanding Details
Have students check their ideas in exercise D as they Students answer questions about the details of Irving’s
read the passage. journey to become a pilot and his life afterward. Note
that the questions refer to information in paragraphs B, C,
ANSWER KEY E, and G.
Have students complete the exercise individually.
DEVELOPING READING SKILLS Check answers as a class. Ask students where they
A 1. Barrington Irving found their answers.
2. pilot D ritical Thinking: Guessing Meaning
C
B to become a pilot from Context
C 1. excited, passionate Students review and practice the skill of guessing the
2. around the world meaning of a word from context (explained in Unit 1).
D Answers will vary. Actual answers are: Have students underline the three words in the
reading.
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He was very young.; He didn’t have a plane, so he
Ask them to pay close attention to the context in which
had to learn to build one.
each word is used.
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see whether the word parts are familiar.
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play the audio and have students read along. Have students match the words with the definitions.
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Check answers as a class. Elicit example sentences with
the new vocabulary.
OVERVIEW OF THE READING
The passage is about Barrington Irving, a young man c E Critical Thinking: Inferring
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The Critical Thinking box explains the skill of making
who built a plane to fly around the world. To achieve
inferences about a text. Learning to make inferences is
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this dream, he had to face challenges such as raising

important for developing students‘ reading skills.
money for flight school and learning to fly. Then, after
Have students work alone to note their ideas and find
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earning his pilot’s license, he had to raise funds and find

supporting sentences in the passage.
parts to build his plane, as well as find a company to
Have students work in pairs to compare ideas.
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agree to build it. He named his plane Inspiration. In 2007,

Discuss as a class. Ask for volunteers to share their
he became the youngest person to fly solo around the
inferences about Irving and what part of the passage
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world.
helped them draw these conclusions.
Online search term: Barrington Irving
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MIN Ideas for … Expansion

0
UNDERSTANDING THE
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3
Ask students to write three character traits that

READING (page 26) describe themselves, giving an example of actions for
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A Understanding the Gist each one. Are they similar at all to Irving’s character
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traits? Have students discuss what they wrote in pairs

Students should select the option that best summarizes
or small groups.
the gist of the passage.
B Understanding a Sequence
Students complete the sequence of events from
Irving’s life.
Have students complete the task in pairs.
Check answers as a class. Ask students where they
found their answers.
SAMPLE COPY, NOT FOR DISTRIBUTION C A R E E R PAT H S 13

ANSWER KEY

Video
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A b (first paragraph) 5
S
VIEWING: CAVE SCIENTIST
B a. 3
(pages 27–28)
b. 1
c. 6 Overview of the Video
d. 5 Gina Moseley became interested in caves at a young
e. 4 age and is now a geologist specializing in cave
exploration. The video shows her working with her team
f. 2 in Greenland, collecting calcite samples from caves. By
C 1. b (Paragraph B: … Robinson took Irving to an studying the rocks in the caves, Moseley and her team
airport.) are learning about climate change in the region, which
2. a (Paragraph C: To achieve his dream, he worked may help to predict future climate change. The work
different jobs.) requires her to journey to remote places, but she hopes
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3. a (Paragraph E: … Irving asked more than her research work will benefit everyone in the future.
50 companies for airplane parts.) Online search terms: Gina Moseley geologist, Greenland
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4. b (Sidebar: … it hopes to inspire young people to
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achieve dream jobs.)
BEFORE VIEWING
D 1. pursue
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2. cheer A Predicting
3. part The title explains her job (geologist) in easy-to-
E Answers will vary. Possible answers: motivated c
understand terms. The picture shows that she travels to
hi
(Paragraph C: To achieve his dream, he worked remote places. These observations suggest that her job is
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different jobs.); ambitious (Paragraph D: … he both adventurous and challenging.

planned to build his own plane and fly solo around Allow some time for students to study the title
and photo.
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the world.); determined (Paragraph E: Most said no,

but he kept asking.) Discuss answers as a class. Ask students whether they
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are familiar with the work geologists do. What do they

think Moseley is researching?
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B Vocabulary in Context
This exercise introduces students to some of the key
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words used in the video. The paragraph also provides

more information about the work of a geologist.
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Check answers in pairs.
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Discuss as a class. Elicit sample sentences for

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each word.
C Learning About the Topic
The information prepares students for the video
by familiarizing them with facts and background
information about Greenland. Start the exercise by
eliciting where Greenland is located and what students
already know about Greenland. Ask whether they know
how many people live in Greenland and what type of
climate the country has.
Have students read the information and work
individually to write their answers.
Encourage students to use target vocabulary in their
answers.

Ask students to provide reasons for their answers based ANSWER KEY
on the information they have read or other background
information they know. WHILE VIEWING
Have students discuss their answers in pairs. A 1, 2, 4
Discuss as a class. Elicit example answers from students. B Answers may vary. The correct answers are:
1. when she was 13
ANSWER KEY 2. It takes three days of walking and hiking.
BEFORE VIEWING 3. The cave rocks can tell us how fast climate
A Answers will vary. Possible answers: Moseley’s job change happened.
is probably very interesting. She probably travels
to a lot of different places, and she must spend a
lot of time outside. AFTER VIEWING
B 1. remote (Note: The word remote is used to A Reacting to the Video
describe a location or place.)
Students are asked to think about the pros and cons
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2. valuable (Note: Something that is worth a great
of Gina Moseley’s job. Note that their answers will be
deal of money is also described as valuable.)
subjective based on what they think is positive versus
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3. climate change challenging. Students will use these notes to answer the
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4. challenging questions in exercise B.
C Answers will vary. Possible answers: Allow time for students to work individually to note
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their ideas.
1. No. I prefer traveling to cities rather than being
Have them share their ideas with a partner.
in remote locations./I’d love to go to Greenland.
Discuss answers as a class.
I want to go there because it looks like a very
c
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beautiful and peaceful place. B Critical Thinking: Personalizing
2. There are probably a lot of interesting geological
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Students are asked to think about whether they would

things to find under the rocks and ice in enjoy Moseley’s job. Tell them to use the notes they
Greenland. But it must be challenging to sleep
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wrote in exercise A. Encourage students to also think

when the sun is still shining! beyond what has been covered in the unit so far.
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Have students work with partners or in small groups to

answer the questions.
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Discuss answers as a class. Ask for volunteers to present

WHILE VIEWING their opinions about Mosely’s job with reasons and/or
examples to support them.
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Have students read the items before playing the video. ANSWER KEY
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Point out that the task is to identify what Moseley says in

the video, not which options are likely to be true. AFTER VIEWING
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Have them complete the task while the video is A Answers will vary. Possible answers:
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playing.
Good Things: helping with climate change research,
Check answers as a class. Note that while all of the
being outside in nature, the possibility of an exciting
options are probably true, the video only mentions
discovery
some of them specifically.
Challenges: staying in a remote location, hiking for
B Understanding Details three days
Have students read the questions and write any answers B Answers will vary. Possible answers:
they recall from the first viewing before playing the video I would love her job. I’ve always found geology very
a second time. interesting, actually./I don’t think I’d like her job. It’s a
Play the video again. Have students complete the task little too adventurous for me!
while it is playing.

PREPARING TO READ
MIN
0
A 1. idea (Note: The word idea is a general term for a
3
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PREPARING TO READ (page 29) thought, suggestion, opinion, plan, etc.)

A Building Vocabulary 2. together
The paragraph, which describes the Canadian traveling 3. return
circus Cirque du Soleil, contains key words used in the 4. soon
reading passage. Students should use contextual clues to 5. perhaps
decipher the meanings of the words.
6. travel
Ask students whether they have heard of Cirque du
Soleil or have seen a performance. Tell them to share 7. possible
something about the experience with the class. 8. show
Have students work individually to complete the B Answers will vary. Possible answers:
exercise. 1. I saw a show last month. It was my favorite band./
ng
Explain to students that they can try to substitute the My mother and I sometimes go to the ballet. We
definitions for the words in the passage to check their went in the spring.
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answers.
Check answers as a class. Elicit example sentences for 2. I would attend a concert by my favorite band
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each vocabulary item. again and again and again!/I love ballet, but the
performance we saw in the spring was not my
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See Vocabulary Extension 2B on page 148 of the Student favorite. I wouldn’t see that ballet again, but I’d
Book for additional practice with time words and phrases. see another one.
B Using Vocabulary
c C Predictions may vary. Actual answer:
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Students answer questions with the new vocabulary c
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items.
Have students work individually to note their answers
to the questions.
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Have students discuss their answers in pairs. Encourage 4 Have students read the passage individually, or
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them to use the new vocabulary in their discussion. play the audio and have students read along.
Check answers as a class. Elicit example answers from
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students.
C Predicting At age 16, Emily Ainsworth raised money to travel to
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Students practice the reading skill of skimming to predict Mexico by doing odd jobs, such as cleaning toilets. She
the passage content. Tell students to pay particular enjoyed her trip so much, she wanted to go back again.
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attention to titles, subtitles, headings, and repeated At 22, she won a contest and was able to go back to
words. Point out that photos, captions, charts, and other
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Mexico to make a documentary about circus workers. In

graphics are also useful. the process of researching the circus troupe Circo Padilla,
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Allow time for students to skim the passage. she became a dancer in the circus. Ainsworth is now a
Have students share their ideas in pairs. photographer, journalist, and anthropologist. She is also a
Discuss as a class. Revisit this activity after completing National Geographic Explorer.
the reading.
Online search terms: Emily Ainsworth, Circo Padilla

MIN
0
3
S
READING (page 32)
A Understanding Main Ideas A 1. C (Explanation: As a 22-year-old, Ainsworth got her
Students match paragraphs from the reading to their chance.)
main ideas. Encourage students to use skimming and 2. F (Explanation: As a circus dancer, … she also
scanning to find the information. studied and took pictures …)
Allow students time to complete the activity 3. A (Explanation: As a child …)
individually. Encourage them to reread each paragraph,
if necessary. 4. B (Explanation: The experience changed her life.)
Check answers as a class. Ask students where they 5. E (Explanation: Five minutes later, …, she was
found their answers. wearing dancer’s clothes.)
1. had many different jobs; B
Explain that each sentence supports the main idea of
2. won a competition to make a documentary; C
a paragraph from the reading. Advise students to scan
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the passage for the required information. Encourage 3. worked on her documentary/studied and took
students to use their own words as they complete the pictures of circus life; F
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sentences. C 1. perform
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Allow students time to complete the activity individually. 2. come alive
Check answers as a class. Elicit example answers from
3. abroad
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students.
D Answers will vary. Possible answers:
C ritical Thinking: Guessing Meaning
C 1. They both had big dreams from a young age.
from Context
c They both had various jobs to get the money
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Students review and practice the skill of guessing the to support their dreams. They both made their
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meaning of a word from context, which was explained in dreams come true. They both worked hard and
Unit 1. didn’t give up. They are both an inspiration to
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Have students underline the three words in the others.

reading. 2. I think being a circus performer would be
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Ask them to pay close attention to the context in which amazing. I’d love to do it! Being a pilot sounds a
each word is used. little too dangerous to me./I’d rather be a pilot
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Have them look carefully at the words themselves to than a circus performer, but actually both sound
see whether the word parts are familiar. very exciting!
Have students match the words with the definitions
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and try replacing each word in the passage with its

definition to see whether it fits.
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D Critical Thinking: Synthesizing

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Students relate the information in Reading 2 to Reading 1

by drawing parallels between the two personalities and
relating both stories to their own lives.
Give students time to go back to Reading 1 to check for
similarities between Irving and Ainsworth. Students can
further practice the reading skill by skimming the article
again.
Allow time for students to note their answers
individually. Tell them to add examples and reasons.
Have students discuss answers in pairs.
Discuss as a class. For question 2, ask volunteers
to share their opinions, providing reasons and/or
examples to support their answers.

Writing C Language for Writing
Students use the information from their survey results to
write sentences about their classmates.
OVERVIEW Have students complete the exercise individually.
The lesson starts by introducing the structure verb + Discuss the survey results as a class. Ask for volunteers
infinitive. Students are then introduced to verb + noun to introduce a classmate and state that student’s future
collocations that are useful for talking about future plans.
plans. In the writing task, students apply these lessons by
Editing Practice
writing sentences about their dreams and future plans.
Students then improve their sentence drafts by checking Students correct sentences with common mistakes
for common mistakes. in relation to using a verb + infinitive. The two typical
errors introduced include changing the base form and
I
forgetting to.
0M N
EXPLORING WRIT TEN Have students work individually to complete the
4
ENGLISH (pages 33–35) exercise.
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Have students form pairs and compare answers first.
Language for Writing: Verbs + Infinitives Then check answers as a class.
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The first Language for Writing box gives examples of verbs
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that are followed by to and the base form of a verb (plan,
want, hope, need ). Each of these verbs is useful for talking ANSWER KEY
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about future plans and dreams. Remind students that EXPLORING WRITTEN ENGLISH
infinitives are made with to + base form, and they do not LANGUAGE FOR WRITING
change form.
c A 1. hope to get
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A Language for Writing 2. need to learn
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Students write the verb + infinitive of the verbs given to 3. plans to go

complete the sentences. Students should first recognize 4. need to take
which set of verbs goes with which sentence.
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5. wants to help
Explain that the second verb in each pair is the
6. plans to graduate
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infinitive.
Have students work individually to complete the 7. hope to visit
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exercise. 8. wants to be
Check answers as a class. Ask for volunteers to read B Survey answers will vary.
their answers aloud. Go over the Language for Writing
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box again, if necessary. C Answers will vary. Possible answers:

Miguel wants to learn Chinese. Celia hopes to be
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B Language for Writing a famous doctor. Tia plans to move to Iceland.

Students use what they learned from the Language for Jared needs to save money for a new camera.
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Writing box to survey one another about their future Editing Practice
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plans. 1. I want to get a job in France this summer.

Explain that students need to find four classmates who
2. Irving plans to helps help young people who
want or plan to do the activities in the chart. Note that
want to become pilots.
they may have to ask more than four classmates before
they find someone who says yes. 3. Some chefs need studying to study another
Read the sample dialogue aloud. Have students repeat it. language to work in restaurants overseas.
Point out that the question in the Extra information box 4. Lara hopes to become famous one day.
can be asked exactly as it is written in the chart. (Which 5. My friend wants to having have a party.
language? Famous for what? Which country? What for?)
Allow students time to complete the activity.
Have students complete exercise C before discussing
survey results as a class.

Language for Writing: Verb + Noun Collocations ANSWER KEY
The second Language for Writing box introduces
common verb + noun collocations for talking about
future plans. The verbs used in the collocations include D 1. c
go, take, finish, start, learn, and study. Explain that it’s useful 2. b
to memorize the verb + noun collocations as set phrases. 3. a
Point out phrases that don’t include the article a.
4. c
D Language for Writing 5. a
Make sure students understand that they should identify 6. b
each noun that does NOT collocate with the verbs given. E 1. take
Note that the collocations in the exercise are not the 2. learn/study
same as the ones given in the box. Encourage students
to make guesses if they are not sure. 3. learn
Have students work individually. 4. take
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Allow students time to check their answers with a 5. go
partner before checking answers as a class. Encourage 6. finishes/goes to, start
students to write any new collocations in the Language
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F 1. I hope to go to university after I finish high
for Writing box.
school.
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E Language for Writing 2. I want to study French when I go to college.
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Students choose a verb for each noun collocation to 3. My friend plans to go to Asia after he finishes
complete the sentences. Note that more than one choice university.
is possible for some of the sentences.
Tell students to choose from the verbs in the Language c 4. If I want to pass my math exam, I think I need to
hi
take an extra class.
for Writing box. Explain that some sentences have more
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than one possible answer.

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exercise.
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F Language for Writing

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Students correct sentences by fixing one word. In each

case, another verb should be used.
Explain that students should replace one word in
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each sentence. Tell them to use only verbs from the

Language for Writing box.
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Have them complete the exercise individually.

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Have them check answers in pairs.

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MIN
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ANSWER KEY
3
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WRITING TASK (page 36)
A WRITING TASK
Planning
Planning is a useful first step in the writing process. Read
the Goal box aloud so students will be familiar with the My Plan/Dream: work in fashion in Paris
writing task before they begin. The aim is to describe To achieve this, I need to: learn French, get
their future plans and/or dreams. Remind students that experience in industry, go to fashion school in
complete sentences are not necessary at this stage. The Paris
aim is to gather ideas and details. B Answers will vary. Possible answers:
Tell students to note their dreams or plans in the left- I hope to work in fashion in Paris one day. I plan
hand column. In the right-hand column, they will write to find a job in the fashion industry to get some
actions needed to achieve those dreams or plans. experience. I want to apply to fashion school in
Explain that students don’t need to write full Paris. I need to learn French before I go.
sentences—only short notes. Point out that verb +
infinitive will be useful in the left column, while verb +
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noun collocations will be useful in the right column. MIN
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Provide one or two examples.
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1
UNIT REVIEW
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Allow students time to work individually and write their
ideas. For all questions in the unit review, allow students to
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Have them discuss their ideas in pairs. work in pairs or groups. For question 4, encourage
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B First Draft vocabulary to demonstrate their understanding.
As students write the first drafts of their sentences, walk Allow students time to answer the questions in pairs or
c groups.
hi
type of error correction at this point. For question 1, encourage students to look back
through the unit before discussing with a partner.
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C Editing For questions 2 and 3, refer students back to the

The final step requires students to edit their drafts, Language for Writing box on page 35 of the Student
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check thoroughly for errors, and make any necessary Book, which gives the collocations take a class, take a
corrections. A checklist is provided on page 157 of the vacation, finish school, and finish college.
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Student Book to help students with this stage. Elicit definitions or example sentences for each item of
As a class, go over the information in the checklist on target vocabulary in question 4.
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page 157.
Allow students time to work individually on editing
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their sentences.
Walk around and monitor students as they work.
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Provide assistance as needed.

Collect their work once they have completed it.
at

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sentences and common errors.

Have students discuss the questions in pairs.
A cade m ic T rack Elicit answers and ideas from the class. Ask students
Geography to share both their dream travel destinations and
what they want to do there. If necessary, provide the
A cade m ic S ki l l s sentence frame “I’d like to (go surfing) in ….”
Reading U
nderstanding main ideas of
paragraphs ANSWER KEY
Writing/GRAMMAR Using imperative sentences THINK AND DISCUSS

Using should/shouldn’t
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Critical Thinking Applying ideas 1. Argentina/Singapore/Alaska
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2. I want to see the gauchos! I think cowboys are so
UNIT OVERVIEW interesting./I’d like to go a big city in Asia where
ar
The theme of this unit is adventure, with a specific focus most people can speak English./I’ve always wanted
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on small-scale, local adventures that are accessible to to try dog sledding.
everyone.
c
MIN
READING 1: Adventurer Alastair Humphreys learns 5 S
1
EXPLORE THE THEME (pages 38–39)

hi
that short, local trips can be just as exciting as big
expeditions. He encourages others to try out their own The opening spread gives information about the dream
ap
“microadventures.” vacation destinations of millennials. (Millennials are the

VIDEO: Continuing from the reading, Alastair generation born between the early 1980s and early
gr
Humphreys describes some of his most memorable 2000s.) Somewhat surprisingly, the most popular choice
is a trip to Iceland to enjoy the hot springs in the Blue
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microadventures and explains the concept behind

them. Lagoon. The top ten dream destinations for millennials
are also listed.
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READING 2: Readers are taken on a movie-themed Allow time for students to study the spread and answer
walking tour of London. the questions individually.
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Students draw on what they have read and watched Check answers as a class. Elicit example sentences from
to create a theme-based tour of their own towns or students for each of the blue words.
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cities. The unit prepares them for the writing task by

introducing vocabulary related to travel and adventures,
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ANSWER KEY
as well as by introducing the imperative and should
to give instructions. The unit also explains how to EXPLORE THE THEME
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understand and identify the main idea in a paragraph. A 1. millennials

It finally guides students in the planning, writing, and
2. Answers will vary. Possible answers: Paris, Iceland,
editing of their first drafts.
Australia
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MIN B trip; adventure, choose
S
1
THINK AND DISCUSS (page 37)

The photo shows a hiker exploring a cave while viewing
the aurora borealis in Alberta, Canada. Ideas for … Expansion
Have students study the picture, title, and caption. Have a class discussion about the survey results. Ask
If necessary, review simple verb + noun collocations for students if they are also interested in going to these
talking about travel activities with the verb go destinations.
(go cycling, go hiking, go camping, go rafting, go skiing,
go diving, etc.).

PREPARING TO READ
MIN
5
A 1. important
S
3

2. climb
A Building Vocabulary 3. anywhere (Note: We often respond with
Students should use contextual clues from the sentences “anywhere” when we don’t have a strong opinion
to determine the meaning of each vocabulary item. about where we want to go.)
Remind students that identifying parts of speech can 4. across (Note: In regard to movement, across
help them understand new words better. describes going from one side to another, similar
Have students complete the task individually. to the verb cross. As an adverb it is often paired
Check answers as a class. Elicit sample sentences for with a verb of movement: walk across the road,
each vocabulary item. travel across the country, swim across the river.)
See Vocabulary Extension 3A on page 149 of the Student 5. hiking, map
Book for additional practice with collocations for the
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6. low-cost
word trip.
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B Using Vocabulary 1. the mountains outside of my city, the trails along
the coast
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Students read two questions with the new vocabulary
items, write down their ideas, and share their ideas with 2. a trip to a nearby island, a weekend in the
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a partner. mountains
Give students time to note ideas for each question. C Answers will vary. Possible answers: exciting,
Note that each question asks for more than one idea. big, thrilling, new, foreign, airplane, active, cool,
(What are some …?)
c dangerous, fun (Note: Any part of speech
hi
Have students first discuss their answers in pairs. is OK.)
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Encourage students to use the new vocabulary items D Guesses will vary. Actual answer:
while discussing their ideas. A microadventure is a new experience or trip
Discuss answers as a class. Elicit sample answers from
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that’s easy to do, is low-cost, and doesn’t require

students. a lot of planning.
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C Brainstorming
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Students brainstorm ideas related to the word adventure.

The activity helps them prepare for and predict the
content of the reading passage.
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Give students time to list ideas. Tell students that any

part of speech is OK—verb, noun, adjective, etc.
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Have students first discuss their answers in pairs. Are

their words similar or different?
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Discuss answers as a class. Elicit example answers

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from students. If time permits, make it a brainstorming

session. Write a mind map on the board with the words
that students provide.
D Predicting
Predicting what a passage is about before reading it
The photos, title, and caption offer some clues about
what exactly a “microadventure” might be.
Have them discuss their ideas with a partner.
Discuss answers as a class. Elicit or explain the meaning
of the prefix micro- (small).
Tell students to check their ideas as they go through
the reading.

5 Have students read the passage individually, or D Critical Thinking: Applying Ideas
Applying involves understanding a new concept or idea
and applying it to a different context. In this exercise,
OVERVIEW OF THE READING students must demonstrate an understanding of the
concept of microadventures by applying it to the areas in
The passage is about what traveler Alastair Humphreys
which they live.
learned when he decided to spend a year having small
Have students work in pairs to look through the list
adventures around his home country. By taking short,
and talk about which adventures are possible where
inexpensive trips that were still new and exciting, he
they live.
realized that anyone can have an adventure at any
Then ask students to note their ideas about possible
time. He calls these trips microadventures. Humphreys
microadventures near them.
challenges others to enjoy their own microadventures,
Have students work individually to write and then share
too.
and compare ideas with their partners. Did they get any
Online search terms: Alastair Humphreys, microadventure new ideas from each other?
Discuss as a class. Ask for volunteers to share their ideas
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0
MIN with the rest of the class.
UNDERSTANDING THE
3
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READING (page 43)
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A Understanding Main Ideas Ideas for … Expansion
Students should select the option that best defines a Challenge students to go on a microadventure over
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microadventure. the weekend and write a one-page journal entry
Have students complete the exercise individually. about it. Have them work in small groups, or have the
c
Check answers as a class. Elicit why options a and b are class do it as a group. Then have a class discussion to
hi
incorrect. encourage students to reflect on the experience.
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Students answer questions about the details of ANSWER KEY
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Humphreys’s life and adventures.

Have students complete the exercise individually. UNDERSTANDING THE READING
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Check answers as a class. Ask students where they A c (Paragraph B)

found their answers. B a (Paragraph A), c (Paragraph B),
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C e (Paragraph C)
Critical Thinking: Guessing Meaning
from Context C 1. doesn’t follow (Note: A random event is often also
na
unexpected.)
Students review and practice the skill of guessing the
2. boat (Note: Rowing a boat specifically involves
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meaning of a word from its context, which was explained

in Unit 1. using oars. A captain of a large ship might instead
at
Have students underline the three words in the steer the boat.)
reading. 3. agree
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Ask them to pay close attention to the context in which D Answers will vary. Possible answers:
each word is used. 1. I can climb a hill, sleep in my garden, travel to the
Have them look carefully at the words themselves to coast, and take a friend on a microadventure.
2. go cycling to a new place, go to the forest to
Check answers as a class. Elicit any other possible
see fireflies at night, camp at the beach, go
collocations. What else can be described as random?
bouldering
(e.g., a number) What else can you accept? (e.g., an
invitation)
SAMPLE COPY, NOT FOR DISTRIBUTION ADVENTURE 23

DEVELOPING READING SKILLS (page 44)
Reading Skill: Understanding Main Ideas
Video
of Paragraphs MIN
The Reading Skill box explains how to identify the main
5
VIEWING: HOOKED ON
S
ideas in paragraphs. The main idea is found in the ADVENTURE (pages 45–46)
topic sentence, which is often the first or last sentence
of the paragraph. The job of the other sentences in
Overview of the Video
the paragraph is to support the main idea in the topic The video features Alastair Humphreys in action during
sentence. some of his larger adventures as well as some of his
microadventures. Humphreys explains the benefits of
A Analyzing microadventures, highlighting how doing something
Students read the paragraph to find the main idea. In different and thrilling, even briefly, makes us feel more
this case, the main idea, or topic sentence, is the first satisfied in our daily lives.
sentence. Online search terms: Alastair Humphreys, microadventure
Have students work individually to answer the
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question.
Check answers as a class. BEFORE VIEWING
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Elicit the topic sentence. Point out how each of the
A Brainstorming
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other sentences supports this main idea.
Students recall any background information they
B
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Understanding Main Ideas of Paragraphs remember about Alastair Humphreys. Encourage
Students go back to the reading passage to identify the students not to go back to the reading passage, but to
main idea of each paragraph. Encourage them to skim write from memory.
the first and last sentences of each paragraph to quickly
cAllow some time for students to work individually
hi
find the main idea. before sharing the information in pairs.
ap
Have students work individually to complete the task. Discuss answers as a class. Elicit as much information as
Check answers as a class. possible about Humphreys. Write a mind map on the
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board to assist students.

C Understanding Main Ideas of Paragraphs
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Students locate the topic sentence in each paragraph

to identify the paragraph where it appears last. Students This exercise introduces students to some of the key
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will have likely already identified the topic sentence while words used in the video.
working through the previous exercise. Students should use contextual clues from the sentences
to determine the meaning of each vocabulary item.
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Remind students that identifying parts of speech can

help them understand new words better.
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ANSWER KEY
DEVELOPING READING SKILLS
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A c (Explanation: There aren’t many places better than each word.
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New Zealand for an adventure holiday.)

B 1. b (Explanation: In 2011, however, Humphreys had
some of the biggest adventures of his life—and he The information prepares students for the video by
never even left the United Kingdom.) giving them additional information about Humphreys’s
2. a (Explanation: For a year, Humphreys went on adventurous life. The questions also help students
microadventures—small, low-cost trips close to review the difference between microadventures and
home.) adventures.
3. c (Explanation: Humphreys wanted other people Have students discuss their answers in pairs.
to make this discovery, too, so he decided to share If time permits, discuss as a class.
his idea.)
C Paragraph A (Note: In the other two paragraphs,
the main idea appears in the very first sentence.)

ANSWER KEY ANSWER KEY
BEFORE VIEWING WHILE VIEWING

A Answers will vary. Possible answers: British, rode A a, d
bike around world, walked across India, rowed B 1. b
to Africa from South Africa, spent a year having
2. a
microadventures around the United Kingdom,
walked with a friend around London, swam in 3. a
the River Thames, slept outside on a hill, went on
mountain biking trips
AFTER VIEWING
B 1. hooked on
2. memorable (Note: Memorable is usually used for A Critical Thinking: Synthesizing
positive experiences.) Students are asked to think about which microadventure
3. excuse (Note: An excuse can also be a reason they would most like to go on and why. Although
given to avoid being blamed.) the question directs students to the reading and
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4. comfortable the video, encourage students to think beyond the
microadventures mentioned so far.
C Answers will vary. Possible answers:
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Allow time for students to answer the questions
1. It was a long adventure that lasted four years. individually.
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He probably needed to do a lot of planning Have them compare answers with those of a partner.
before going. His microadventures are short and
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Discuss answers as a class. Did partners like the same
easy to do. microadventures?
2. complicated planning, lots of gear, alone for four
years
c
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ANSWER KEY
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AFTER VIEWING
WHILE VIEWING A Answers will vary. Possible answers:

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I think I’d like to sleep on a hill overlooking Hong

A Understanding Main Ideas Kong. The view is amazing!/Sleeping outside with
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Have students read the items before you play the video. my friends sounds fun. It would be fun to go on a
Note that some of the items were also mentioned in microadventure with a group.
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Reading 1.
Have them complete the exercise while the video is
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playing.
Check answers as a class. Note that while all of the
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options are examples of microadventures, the video

only mentions some of them specifically.
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Have students read the questions and choose any

answers they recall from the first viewing before playing
the video a second time.
Play the video again. Have students complete the
exercise while it is playing.

PREPARING TO READ
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A 1. capital (Note: Countries, cities, states, and regions
3
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PREPARING TO READ (page 47) can all have capitals.)

A Building Vocabulary 2. amazing (Note: Synonyms include great, fantastic,
super, etc.)
The information about San Francisco contains key
words used in the reading passage. Students should use 3. location
contextual clues to decipher the meanings of the words. 4. museum (Note: The word museum is capitalized
Encourage them to identify parts of speech to help in when the name of a specific one is given.)
determining the meanings. 5. nearby
Ask students whether they know where San Francisco
6. crowd
is located (California, United States). Tell them they are
going to read information about the city. Have students 7. tour
work individually to complete the exercise. 8. check out
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Check answers as a class. Ask about the gist and B Answers will vary. Possible answers:
purpose of the sentences about San Francisco. (The 1. I went on a tour of Kuala Lumpur last year with
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sentences put together give the kind of information my family. We saw many amazing buildings.
about the city that visitors might hear on a tour.) Elicit
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example sentences for each vocabulary item. 2. My country has many wonderful locations in
nature. You can see mountains, waterfalls, rivers,
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See Vocabulary Extension 3B on page 149 of the Student and more.
Book for additional practice with prepositions of place.
3. I last went to a museum two months ago. My
B Using Vocabulary
c sister and I went to see some paintings by our
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Students should use the new vocabulary items while favorite artist.
C Answers will vary. Possible answer:
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discussing the questions, which ask about topics

related to tourism. London Eye, Buckingham Palace, Big Ben,
Have students discuss the answers in pairs.
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Westminster Abbey, Tower of London, Trafalgar

Check answers as a class. Elicit sample answers from Square, etc.
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students.
C Brainstorming
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Students share background knowledge about London to play the audio and have students read along.
prepare themselves for the reading.
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Allow time for students to make quick notes about

what they know about London. OVERVIEW OF THE READING
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Have students share what they know about London in The reading passage outlines a walking tour of London.
pairs.
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London has been the setting for many famous movies,

Discuss as a class. Ask each pair of students to share and the tour focuses on introducing locations that have
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something with the class. If time permits, write a mind either appeared in films or have some connection to
map on the board with the information gathered from a film. The step-by-step tour starts at the London Film
the brainstorming session. Museum, takes participants through Leicester Square,
D and ends at Buckingham Palace.
Brainstorming
Online search terms: London Film Museum, Buckingham
Students read the passage and check the results of the
Palace, Leicester Square
brainstorming session about London.
Have students read the passage individually, or play the
audio and have students read along.
Discuss as a class. Which locations from the
brainstorming mind map were mentioned?

MIN
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3
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READING (page 50)
A Understanding Purpose A b
Students identify the target audience for the reading. For B (Note: All answers refer to points on the map;
what kind of reader is this walking tour useful? however, students must refer to the passage to
Allow students time to complete the activity determine the significance of each spot.)
individually. 1. 4 (A statue of Shakespeare appears in Leicester
Check answers as a class. Square Gardens.)
B Understanding Details 2. 1 (Covent Garden)
Students locate each place discussed in the reading 3. 2 (J Sheekey restaurant)
passage on the map by number. Ask students to find 4. 5 (the National Gallery)
details from the passage to help. 5. 1 (the London Film Museum)
Allow students time to complete the activity
C 1. c
individually.
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Have them check answers in pairs. 2. b
3. a
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C Understanding Details
4. b
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Students match each movie title with the location on the
5. d
tour described in the reading passage.
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Allow students time to complete the activity D Answers will vary. Possible answers:
individually. a music tour; My town has a few famous bands.
Have them check answers in pairs. I could bring visitors to locations related to these
Discuss as a class. Ask students which movies they arec famous bands. I think music lovers would be
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familiar with. interested in this.
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D Critical Thinking: Applying

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Students relate the information to their own lives by

thinking of an interesting tour for their hometowns.
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Students don’t have to plan the tour; they can simply

brainstorm some ideas. Note that students may be able
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to use this brainstorming session in the planning stages

of the writing task at the end of the unit.
Allow time for students to think about their ideas
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before sharing them.

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Discuss ideas as a class.

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Students practice using both the imperative and should,
including the negative forms of each. Students decide
OVERVIEW on their own whether to use the imperative or should.
In this section, students continue to develop their skills Both are possible. Review forming the negative of the
in writing sentences. The lesson starts by teaching imperative (Don’t goes before the verb) and the negative
students how to use the imperative and should to of the modal should (should not, shouldn’t).
give instructions. In the writing task, students use this Have students complete the exercise individually.
language to describe a tour of their own towns or cities. Explain that more than one answer is possible.
Students then improve their sentence drafts by checking Check answers as a class. Elicit example sentences.
for common mistakes. D Language for Writing
Students write notes about activities they recommend
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0M N and don’t recommend in their towns. Then they write
EXPLORING WRIT TEN
4
ENGLISH (pages 51–53) instructions in the form of complete sentences using the
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imperative or should. Suggest topics such as fun activities
A Language for Writing to do, places to see, ways to get around, etc.
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The exercise introduces students to imperative forms Have students complete the exercise individually. Explain
that their notes don’t need to include the imperative or
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and should by asking them to indicate why the forms are
used in a series of sentences. should, but their sentences should.
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Have students work individually to complete the Have students form pairs and compare their ideas and
exercise. sentences.
Check answers as a class. Ask students how they arrived Check answers as a class. Elicit example sentences.
at their answers. Then go over the Language for Writing
c
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E Language for Writing
box.
Students practice using both the imperative and should
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Language for Writing: Using Imperatives to write walking instructions from their school to a
and Should location nearby. Before students start the exercise,
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The Language for Writing box shows how to use demonstrate the meaning of each of the phrases in
the box. For example, tell students that you want to go
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imperatives and should to give instructions. Point out

that the imperative form is just the base form of the verb. somewhere in the classroom, and have students direct
you to that point by shouting out the phrases.
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No subject is required with the imperative; sentences

start with the verb. The imperative is useful for giving Have students complete the exercise individually.
instructions and commands. The modal verb should is Tell students to read their instructions to a partner
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also used for instructing or advising people. Explain that without naming the destination. Ask partners to guess
using should is less direct than using the imperative and the destination by listening to the instructions.
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sounds more like a suggestion. Discuss as a class. How many partners guessed the
correct locations?
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B Language for Writing See Grammar Reference on pages 158–159 of the Student
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Students unscramble the sentence parts to make Book for additional information about should/shouldn’t.
complete sentences with the imperative or should.
exercise. Allow students time to complete the activity.

MIN
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ANSWER KEY
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EXPLORING WRITTEN ENGLISH A
LANGUAGE FOR WRITING Planning
A c Planning is a useful first step in the writing process. Read
the Goal box aloud so students will be familiar with the
B 1. Turn right at the end of the street. writing task before they begin. The aim is to describe
2. You should see a play at the Haymarket Theatre. a walking tour. Tell students to use a place they know
3. You should have lunch at a local restaurant. well. Remind students that complete sentences are not
4. Go to see the Mona Lisa at the Louvre Museum. necessary in the planning stage. The aim is to gather
ideas and details.
5. Don’t go to the museum on a Saturday afternoon.
Provide one or two examples of ideas. Ideas should be
6. You should start your Rome walking tour at the briefly worded.
Trevi Fountain. Allow students time to work individually and note their
C 1. Try to learn/You should try to learn ideas.
2. Don’t travel/You shouldn’t travel Have them discuss their ideas in pairs.
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3. Don’t carry/You shouldn’t carry B First Draft
4. Study/You should study
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Remind students to use the imperative and/or should
5. Don’t use/You shouldn’t use in their sentences. Point out that students can refer to
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6. Don’t feed/You shouldn’t feed page 53 for helpful phrases for giving directions. As
students write the first drafts of their sentences, walk
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7. Visit/You should visit
around and offer assistance as needed. Encourage
D Answers will vary. Possible answers: students to sketch a rough map to accompany their
Things You Should Do: go to the park, take a hike,
c sentences. Refrain from any type of error correction at
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have a picnic this point.
Things You Shouldn’t Do: go to the beach, swim
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C Editing
in the water
When you go to my town, you should go to the The final step requires students to edit their drafts,
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botanical gardens. You should take a hike in the check thoroughly for errors, and make any necessary
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park with your friends. And then you should have

a picnic. The nature there is beautiful. I don’t Student Book to help students with this stage.
As a class, go over the information in the checklist on
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recommend the beach in my town, though. You

shouldn’t go to the beach, and you shouldn’t page 157.
swim in the water. It’s a little dirty, unfortunately. Allow students time to work individually on editing
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their sentences.
E Answers will vary. Possible answers:
How to get to my favorite coffee shop
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Go out of this building and turn right onto Collect their work once they have completed it.
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Sassafras Street. Cross the street. Walk along the For the next class, show anonymous examples of good
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street toward the post office. Turn right onto sentences and common errors.
the street before the post office. Go straight for
10 meters. It’s the café on your left with the
picture of the large coffee cup. Ideas for … Expansion
Have students work in small groups. Tell students to
each present their tour of their town. If time permits,
have them draw large maps for their tours. Ask group
members to share feedback about what part of the
tour sounds most interesting to them.

MIN
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ANSWER KEY
S
1
UNIT REVIEW
WRITING TASK For all questions in the unit review, allow students to
A Answers will vary. Sample answers: work in pairs or groups. For question 3, encourage
Places: the fountain in our town square
Information about the places: A famous action Allow students time to answer the questions in pairs or
movie was filmed here. groups.
B Answers will vary. Sample answers: For question 1, refer students to paragraph 2 on
Start at the town square, which is right in the center page 41 of the Student Book, where the concept of a
of town. Go to the beautiful fountain in the middle “microadventure” is defined.
of the town square. This is where the famous For question 2, refer students back to exercise E on
motorcycle jump scene was filmed in the movie page 53, where a number of phrases are given.
Jump for Love. Elicit definitions or example sentences for each item of
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c
hi
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ANSWER KEY
A cade m ic T rack
Technology THINK AND DISCUSS
A cade m ic S ki l l s 1. I take pictures all the time. I love taking pictures with
Reading Identifying examples my friends and posting them online.
Writing/GRAMMAR Understanding infinitives of purpose 2. I share all my pictures on Instagram.
Using and, but, and or
Critical Thinking Applying advice
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MIN
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S
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The graph shows the number of photos taken from 1826
UNIT OVERVIEW to 2017. The blue line represents only nondigital photos,
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The theme of the unit is how new technology has while the red line represents all photos. A notable
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brought about a “Visual Age.” Photo-sharing sites and departure between the two takes place in 2000 when
social media are allowing amateur and professional digital photography starts to become more widespread.
photographers to share images with a huge number of A significant increase in photography happens between
people. However, the same technology is also facilitating c2011 and 2017, which is mostly due to the popularity of
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the spread of fake news and fake images. smartphones and social media. The graph also highlights
key advances in photography technology over the years.
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READING 1: Photo-sharing sites are helping Allow time for students to study the spread and answer
photographers find a huge audience for their work. the questions individually.
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VIDEO: Five of the most popular photographs on If necessary, go over the infographic as a class. Ask
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National Geographic’s Instagram account have been students to explain some basic details of the graph.
“liked” more than 1 million times each. What does each axis represent (year, number of photos
taken)? What does the red line represent versus the
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READING 2: Two photographs show sharks jumping

out of the ocean: One is real and one is fake. Can you blue line?
tell which is which? Check answers as a class.
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Students then draw on what they have read and

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watched to write sentences about their Internet ANSWER KEY

habits. The unit prepares them for the writing task by
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introducing infinitives of purpose and connecting words. EXPLORE THE THEME

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MIN
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1. Taking photographs went from being something
S
1
THINK AND DISCUSS (page 55) unusual and unique to being something that
These questions help prepare students for the subject everyone could do./Photographs changed from
matter covered in the unit. black and white to color to digital./Cameras have
Have students study the picture, title, and caption. changed a lot over the years.
If necessary, review vocabulary for talking about 2. Digital photography and smartphones have
photography. Elicit synonyms for photograph (e.g., made taking photographs easier. Sharing photos
photo, image, shot). via social media has also become very popular.
Have students discuss the questions in pairs.
Elicit answers from the class. Ask students what they B photo; post; users
think the two women will do next with the picture they
are taking. (Perhaps they will post the picture online.)

Reading 1 7 Have students read the passage individually, or
MIN
0
3
PREPARING TO READ (page 58) OVERVIEW OF THE READING

A Building Vocabulary The passage describes how photographer Chris Burkard
gained a huge following on social media. The passage
In this exercise, the definitions of key words from the
also offers five tips on how to gain a big following for
reading passage are provided. Students should use the
your own photo-sharing account.
definitions to help them complete the sentences with
the correct form of the words. Online search terms: Instagram, Imgur, Flickr
sentences. MIN
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UNDERSTANDING THE
S
each vocabulary item. READING (page 61)
See Vocabulary Extension 4A on page 150 of the Student A
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Understanding Main Ideas
Book for additional practice with collocations with the word
Students are asked to complete the summary about Chris
photo.
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Burkard’s life. The relevant information can be found in
B Using Vocabulary paragraphs A, B, and C.
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Students read three prompts with the new vocabulary
summary.
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items and write three answers for each. Encourage them
Check answers as a class. Ask for a volunteer to read the
to apply any personal experience or knowledge to their
completed paragraph aloud.
answers.
Have students work individually to note answers for
c B Understanding Details
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each prompt.
The details in this exercise refer to the advice given
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Have students share answers in pairs before eliciting a

about how to build a popular photo-sharing account
few examples from the class.
on page 60.
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C Previewing Have students work individually to complete the

activity.
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Students look at the photos and captions to get a

Check answers as a class. Elicit the sentence in the
general idea about the topic of the reading passage.
reading that points to the advice. Ask students whether
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Have them discuss their answer with a partner.

they agree with the advice or have anything else
Discuss answers as a class. Ask students for their
to add.
opinions of the two photos.
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C Critical Thinking: Guessing Meaning

ANSWER KEY from Context
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PREPARING TO READ Students review and practice the skill of guessing the
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A 1. find out meaning of a word from context.

Have students underline the three words in the
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2. joined reading.
3. communicate Ask them to pay close attention to the context in which
4. clicked on the words are used.
5. contact Have them look carefully at the words themselves to
see whether the word parts are familiar. Note that the
6. hobby
word follower is defined specifically in relation to its
7. opinion meaning on social media.
B Answers will vary. Possible answers: Have students match the words with the definitions.
1. traveling, taking pictures, yoga Check answers as a class. Elicit example sentences with
the new vocabulary.
2. Facebook, Amazon, Steam
3. Qzone, Tumblr, Baidu Tieba
C a

MIN
D
5
DEVELOPING READING
S
Critical Thinking: Applying Advice
SKILLS (page 62)
Students are asked to apply the information they learned
in the reading by considering how they might make a Reading Skill: Identifying Examples
unique and popular photo-sharing account. Examples help readers understand more fully what a
Have students write their answers individually. For writer is saying. The Reading Skill box introduces two
item 4, note that a hashtag is a phrase that people phrases that are used to introduce examples: like and for
write on social media posts (with the hash symbol #) example. Note that while like is usually used in the middle
so that users who are interested in a similar topic can of a sentence, for example can be used at the beginning,
find their posts. middle, or end.
Have them compare and discuss answers in pairs.
See the Ideas for Expansion box for a suggestion for A Identifying Examples
extending this activity. Students identify the examples in each sentence.
Ideas for … Expansion individually.
Check answers as a class by having students quickly
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Have students work in small groups to go online to a
call out the examples and the words used to introduce
photo-sharing site and find a popular photographer.
them.
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Ask them to take notes about what they think makes
that account so popular, including the kinds of B Identifying Examples
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photographs posted and the hashtags used when
Students match sentences or sentence parts. In each
sharing them. Ask students to consider whether the
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item, the examples are in the second half of the
photographer has followed the same advice that
sentence.
featured in the reading passage.
c individually.
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ANSWER KEY Have students check answers in pairs.
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Check answers as a class. Ask for volunteers to read the

UNDERSTANDING THE READING complete sentences aloud. Elicit any other examples
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A 1. 2013 that might work for each.

2. photography C
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Identifying Examples
3. surfing/surfers
Students are asked to return to the previous unit to find
4. 2017
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examples used in Reading 2, which takes readers on a

5. Imgur walking tour of London with a movie theme. Encourage
6. Flickr students to scan the passage to find the information.
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B b, c, d (See five tips on page 60.) Ask students to read the questions before going back
to Unit 3.
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C 1. unique Give students time to reread the passage on page 48

2. wild
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to find the examples. Tell them to also pay attention to

3. followers the language used to introduce the examples.
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D Answers will vary. Possible answers: Check answers as a class. Elicit the lines from the
reading where students found the correct information.
1. my city
Note that in two cases the phrase such as is used.
2. Tumblr Explain to students that this is also another common
3. I’d take pictures of manhole covers. phrase for introducing examples and is used in a similar
4. #lookdown, #hongkong, #citylife way to like (in the middle of a sentence).
SAMPLE COPY, NOT FOR DISTRIBUTION The Visual Age 33

ANSWER KEY
DEVELOPING READING SKILLS

Video
A 1. Photo-sharing sites like Instagram, Imgur, and MIN
Flickr are getting more and more popular.
5
VIEWING: A MILLION
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2. Choose hashtags carefully. Look at other accounts
“LIKES” (pages 63–64)
to find out which hashtags are popular, and use Overview of the Video
them. For example, many people use the hashtag
Five popular photographs that National Geographic has
#getoutside for photos of the outdoors.
posted on Instagram are shown and talked about in the
3. Communicate with your followers. Make them video—from a candid portrait of a tiger mom with her
feel like they are part of a community. For cub to a shot of an endangered whale diving back into
example, ask questions in your captions and share the ocean.
your own ideas and opinions.
Online search term: Instagram National Geographic
B 1. c
2. a
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3. e BEFORE VIEWING
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4. d A Discussion
5. b
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Students are asked to share their impressions of the
C 1. Macbeth (Explanation: Many of his plays, such as photo of African wildlife at a watering hole just before
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Macbeth, were later made into movies.) sunrise.
2. Vincent van Gogh, Leonardo da Vinci Ask students to share their impressions with their
(Explanation: Here, you can see famous paintings by partners. Why do they think the photograph is special?
artists like Vincent van Gogh and Leonardo da Vinci.) c Discuss as a class. Ask students whether they would
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3. The BFG, The King’s Speech (Explanation: The palace “like” it on a photo-sharing site. Why or why not?
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also appears in several movies, such as The BFG and B Learning About the Topic
The King’s Speech.)
The paragraph gives some background information
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about Instagram and mentions some of its most popular

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users, including National Geographic.

Have students read the paragraph and answer the
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Discuss as a class. Ask students whether they are on
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Instagram. If so, what famous accounts do they follow?

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C Vocabulary in Context
The exercise introduces students to some of the
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key words used in the video. Allow students to use

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dictionaries, if necessary.
Allow time for students to work on the exercise
individually.
Discuss as a class. Elicit example sentences for each
word.

BEFORE VIEWING A Reacting to the Video
A Answers will vary. Possible answers: The animals Students share their opinions about the photographs
in the picture are beautiful./The colors of the sky in the video. Encourage them to use the language for
and the reflection in the water are just stunning! giving examples that they learned on page 62 to explain
B 1. Famous people and accounts with photos of specifically what they like about the photographs.
nature have the most followers. Have students work in pairs or small groups. Tell them
to give reasons or examples for their opinions.
2. Answers will vary. Possible answers: Photos of
Discuss as a class. Take an informal poll to see which
animals and the natural world/Photos of people
picture is the class’s favorite.
around the world
C 1. dawn (Note: The opposite of dawn is dusk.) B Reacting to the Video
2. cub (Note: The term cub is used to describe Students share another opinion about the photographs,
the offspring of many of the larger, predatory this time about the difficulty the photographer
mammals, such as bears, tigers, lions, and experienced in capturing the picture. Encourage them
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cheetahs.) to use language for giving examples as they explain their
3. endangered species (Note: Students will learn this opinions.
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term again in Unit 6, which focuses on the theme Have students first work individually to write down
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of saving wildlife.) their ideas. Explain that they don’t need to write full
sentences.
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Then have students work in pairs or small groups. Tell
WHILE VIEWING them to give reasons or examples for their opinions.
Discuss as a class. What makes some pictures more
A Understanding Main Ideas c difficult to capture than others? (Some ideas include
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Have students read the answer choices before you play lighting, timing, etc.)
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the video.
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ANSWER KEY
is playing.
Check answers as a class. AFTER VIEWING
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B A Answers will vary. Possible answers:

Understanding Details
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The picture of the animals at dawn is my favorite.

Have students read the items before you play the video.
The colors are amazing. And the photographer
Have students answer what they can from memory
got so many animals in the picture./Well, my
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based on their first viewing.

favorite is the tiger and her cub. I can understand
why the photographer cried. They’re so beautiful!
is playing.
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Check answers as a class. B Answers will vary. Possible answer:

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I think the whale must have been the most

difficult because it was in the middle of the
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ANSWER KEY
ocean, and whales only come above water for a
WHILE VIEWING very short time.
A They are all photos of animals.; They all received
over a million “likes” on Instagram.; They were
all posted on National Geographic’s Instagram
account.
B 1. c
2. a
3. d
4. e
5. b

PREPARING TO READ
MIN
0
A 1. guess, real
3
S

2. direction
A Building Vocabulary 3. shadow
In this exercise, the definitions of key words from the 4. missing
reading passage are provided. Students should use the 5. appeared
definitions to help them complete the sentences with
6. believe
the correct form of the words.
Have students complete the task individually. 7. prize
Check answers as a class. Elicit example sentences for B Answers will vary. Possible answers:
each vocabulary item. 1. I once saw a picture of a man with the longest
See Vocabulary Extension 4B on page 150 of the Student mustache in the world. But it was fake!
Book for additional practice with nouns and verbs with the 2. I believed it at first, but then when I looked more
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same spelling. closely, I could guess maybe the photo was not
real because the colors in the photo seemed
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B Using Vocabulary strange and unnatural.
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Students should use the new vocabulary items while C Correct answer:
discussing the questions about fake news on social
Picture A is fake.
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media.
Have students work in pairs to answer the questions.
Give one or two examples and allow students to search
the Internet, if necessary.
c 8 Have students read the passage individually, or
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Discuss answers as a class. Elicit examples from play the audio and have students read along. Make sure
they also look over the photos carefully.
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students.
C Previewing
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Students read the first paragraph of the passage. They OVERVIEW OF THE READING
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then guess whether the pictures on page 67 are real The reading features two pictures of sharks jumping out
or fake. of the water: One is fake and one is real. The passage
explains the story behind the fake photo that went
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Give students time to read the paragraph and look at

the pictures. viral. The photographer claimed to work for National
Have them discuss their guesses with a partner. Tell Geographic and to have won a prize for best photo of
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them to give reasons for their guesses, if they have any. the year. It turns out that everything about the story,
Have students check their answers as they read the including the photo, was a lie. The passage then goes on
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entire passage. to give some hints about how to spot a fake photo, such
as looking at lighting and the direction of movement.
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Online search terms: Bob Burton shark photo, Chris Fallows

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UNDERSTANDING THE
3
S
READING (page 68)

A Understanding the Gist
Explain that gist refers to a general understanding of
what the reading is about.
Allow students time to complete the activity
individually.
Check answers as a class. Discuss the clues found in
each paragraph that helped them identify the gist.

B Understanding Details ANSWER KEY
Have students complete the task individually. UNDERSTANDING THE READING
Have them form pairs to compare answers.
A b
Check answers as a class. Elicit the line where students
found the information, as well as how to make any false B 1. T
statements true. 2. F (This is the fake name that was used.)
C 3. F (This is the fake story that accompanied the fake
Understanding Details photo.)
Students use their own words to summarize the tips
4. T
given in the reading about how to identify a fake photo.
Have students complete the task individually. Point out 5. T (Fallows is the photographer who created
that they should use their own words to summarize Photo B.)
what they have read. C Answers will vary. Possible answers:
Have students form pairs to compare answers. 1. Look for the source. For example, can you find
Check answers as a class. Ask students whether they the name of the photographer online? Is the
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know any other hints for spotting a fake photo or publication real?
article. 2. Look for clues in the photo. For example, check
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D Critical Thinking: Applying the direction of light and shadows. (Paragraph D)
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This activity requires students to apply what they learned D Answers will vary. Possible answers:
about identifying fake photos to the broader context of You can check online to see whether the source
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fake news. or information is real. For example, search for
Allow students time to work individually to write down the names of the author or experts mentioned
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their ideas. Point out that the question is asking about in the article. If you can’t find them, the news is
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online news, which can include both text and photos. probably fake. Or, for example, if the source is
Have students share their ideas with a partner or in a a gossip site instead of a serious news site, the
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small group. article might not be completely true.

Discuss as a class. Elicit one idea from each pair or E Answers will vary. Possible answers:
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group. 1. People want to have a picture go viral and get

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E millions of views. They hope it will make them

Critical Thinking: Evaluating
rich or famous./People want others to believe
Students think more deeply about the reading topic of something bad about someone, so they tell a
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fake photos, sharing their ideas and opinions about why fake story.
fake news is reported.
2. Fake news stories can spread lies./Fake news can
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Give students time to think about or jot down their

make people stop trusting the media./Some
answers individually.
people will believe the misinformation.
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Have students share their ideas with a partner or in a

small group.
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Discuss as a class. Elicit one idea from each pair or

group.
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Have students work in pairs to go online and find a
fake news story. Tell them to give a short presentation
on the fake news to the class, explaining what about
the article or picture isn’t real and how they were able
to spot it. Tell them to also offer their thoughts about
why the fake news was reported to begin with or why
it became so popular.

Students rewrite the sentences in exercise B to place
the infinitive of purpose at the beginning of each
OVERVIEW sentence. Point out that the infinitive of purpose should
In this section, students continue to learn to write more be followed by a comma in each case. Explain that
complex sentences. The lesson starts by introducing this structure sounds more formal and is often used
infinitives of purpose (to + base form), which are useful in writing. For example, this structure is common in
for explaining reasons and purposes in a sentence. Then explanations provided in instruction manuals.
students learn about using connectors to link ideas and Have students work individually to answer the
connect sentences. Building on what they have learned questions. Note that they are given example prompts
from the last three units, students are slowly learning to in the first two items.
write in a more sophisticated voice. Students then do a Have them form pairs to compare answers.
brainstorming and planning exercise before writing their D Language for Writing
draft sentences and checking for common mistakes.
Students apply what they have learned in the lesson to Students write short answers to the questions, using
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write about what they use the Internet for. infinitives of purpose to give ideas in their own words.
Have students work individually to answer the
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questions.
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EXPLORING WRIT TEN Have them share answers in pairs.
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4
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ENGLISH (pages 69–71) Discuss as a class. Elicit sample answers from volunteers.
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A Noticing
Students complete the activity before reading the ANSWER KEY
information in the Language for Writing box. They are
c
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asked to identify what kind of question is answered by
A b
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the form to + verb base form.

Have students work individually. Explain that they LANGUAGE FOR WRITING
should read all four statements before answering the
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question. B 1. c
2. b
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Check answers as a class. Then move on to reading the

Language for Writing box together. 3. a
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C 1. To take photos, most people use their

Language for Writing: Infinitives of Purpose
smartphones.
The first Language for Writing box explains how to form
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2. To share photos with friends, many people use

infinitives of purpose (to + base form). Go over the
Instagram.
content of the box, including how and when to use the
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verb form. Make sure students understand that the form 3. To look up new words, I use my dictionary app.
is useful in explanations, when a reason or purpose is D Answers will vary. Possible answers:
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given. Expand on this point by asking students some (Note: Answers can be full sentences or short
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why questions and eliciting responses with infinitives of notes.)

purpose. Why do you go to school? Why do you come to this
1. to keep in touch with friends/A lot of people use
class? Why do you study English?
social media sites to keep in touch with their
B Language for Writing friends.
Students match the sentence parts to make sentences 2. I use my map app the most. I use it to help me
with infinitives of purpose. Students will identify which get around the city on my bike.
reason goes with each sentence part. 3. to communicate for work/Many people still use
Have students work individually to write the sentences. email to communicate for work.
Check answers as a class. Have volunteers read the
complete sentences aloud.

E Noticing ANSWER KEY
The second Language for Writing box introduces the WRITING SKILL
connectors (or conjunctions) and, but, and or. Students E a
read three sample sentences to identify the overall
F 1. but
purpose of the conjunctions.
Have students work individually. 2. but
Check answers as a class. 3. or, but
4. or
Language for Writing: Using and, but, and or
5. but
The Language for Writing box introduces the words and,
but, and or for use in connecting ideas in a sentence 6. or
or two different sentences. Go over the use of each 7. or
conjunction and its example in the box. Elicit additional 8. or
examples from students for extra clarification. G 1. and
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F Language for Writing 2. , but
For the exercise, students need to recognize the use of 3. or
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each conjunction, whether it links items (and), shows 4. or
another choice (or), or offers a contrasting idea (but).
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5. , but
Have students work on the exercise individually.
H 1. I use my laptop for work, but I use my phone for
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Check answers as a class. Ask for volunteers to read
social media.
their answers aloud.
2. Do you prefer Gmail or Yahoo?
G Language for Writing
c 3. Before I buy new technology, I read reviews and I
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Students read the sentences and identify which get recommendations from my friends.
conjunction works best based on context. Review
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4. I use my phone to listen to podcasts, watch

the placement of commas before students begin the movies, and send emails.
exercise.
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5. I can use my smartwatch to make phone calls,

Have students work individually.
but I prefer to call people on my smartphone.
Check answers as a class. Ask for volunteers to read
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their answers aloud. 6. I comment on people’s photos on Facebook, but

I don’t comment on news articles.
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H Language for Writing

Students use the conjunctions to link two separate
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sentences. They rewrite the sentences to combine them 0
3
S
into one. Review comma placement beforehand, if WRITING TASK (page 72)
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necessary. A
Planning
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Have students form pairs to compare answers. Tell Read the Goal box aloud so students will be familiar with
the writing task before they begin. The aim is for students
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them to double-check comma placement.

Check answers as a class. to describe their Internet habits in terms of what sites
and apps they use most. Recall that students wrote about
their social media habits in Unit 1. Remind students that
complete sentences are not necessary in the planning
stage.
Provide one or two examples of ideas. Ideas should
be briefly worded. Note that students should be using
infinitives of purpose to give reasons and should aim to
have two reasons for each app in the Why? column so
that they can use conjunctions to link these ideas in the
next step when they draft sentences.

Allow students time to work individually and write ANSWER KEY
their ideas.
Have them discuss their ideas in pairs. WRITING TASK
B First Draft
1. Snapchat, to talk to my friends, to communicate
As students write the first drafts of their sentences, walk in groups
2. Google Maps, to get around the city, to avoid
type of error correction at this point.
traffic
C Editing 3. Trip Advisor, to get restaurant recommendations,
The final step requires students to edit their drafts, to check reviews of hotels
check thoroughly for errors, and make any necessary 4. LINE, to make phone calls for free, to chat with
corrections. A checklist is provided on page 157 of the my friends
Student Book to help students with this stage. 5. Spotify, to listen to my favorite music, to find new
As a class, go over the information in the checklist on musicians
page 157.
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their sentences. 1. I use Snapchat to have private conversations with
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Walk around and monitor students as they work. individuals and to communicate with a big group
at once.
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Collect their work once they have completed it. 2. I use Google Maps to help me get around the city
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For the next class, show anonymous examples of good on my bicycle or to avoid traffic when I’m driving
sentences and common errors. my car.
3. Trip Advisor is useful to get restaurant
c recommendations in my city, but then I also use
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it to check reviews of hotels before I book a room
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online.
4. I spend a lot of time on LINE talking with my
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friends. We either text or call.

5. I use Spotify and Apple Music to listen to my
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favorite music and to find new bands that I like.

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1
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UNIT REVIEW
For all questions in the unit review, allow students to
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groups.
For question 1, refer students to paragraph D on page 66
of the Student Book.
For question 2, refer students back to the Language
for Writing box on page 70 of the Student Book, which
explains how and, but, and or can be used to join
sentences.
Elicit definitions or example sentences for each item of

Have students study the picture, title, and captions.
A cade m ic T rack If necessary, review vocabulary for talking about
Psychology dangerous activities by brainstorming a list of possible
answers for item 1 before students participate in a
A cade m ic S ki l l s discussion.
Reading Guessing meaning from context Have students discuss the two questions in pairs. Ask
Writing/GRAMMAR Using simple present tense them to share their own experiences with taking risks.
(negative) Elicit answers from the class for question 2 Write any
personality traits mentioned in a mind map on the board.
Using adverbs of frequency
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Critical Thinking Personalizing ANSWER KEY
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THINK AND DISCUSS
UNIT OVERVIEW
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The theme of the unit is risk-taking. There are many
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different kinds of risk-takers. Students learn about 1. skiing, snowboarding, mountain biking, going to a
these types, watch some risk-takers in action, and read foreign land, enlisting in the military
examples of others as well. As students learn about 2. those working in dangerous situations such as
the dangerous adventures of rangers and underwater c construction sites or in dangerous places such as
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photographers, the idea that we all take a variety of risks war zones or very remote locations
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in our daily lives as well is also explored and discussed.

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READING 1: Four types of risk-takers are described, 0
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2
from those who put their bodies in harm’s way to those EXPLORE THE THEME (pages 74–75)
who take a chance on a financial opportunity. The short passage contains general information about
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VIDEO: A wildlife expert shows two rangers how to the psychology behind risk-taking and explains that the
safely capture crocodiles to help relocate them. greatest risk takers are male teenagers.
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Allow time for students to study the spread and answer

READING 2: Two risk-takers are profiled—a young the questions individually. Question 1 refers to the
bouldering champion and an underwater photojournalist.
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photo, which shows a group skydiving in Brazil. For

Students then draw on what they’ve read and watched question 2, students should use the information in the
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to write sentences about their risk-taking tendencies. The passage.

unit prepares them for the writing task by introducing Check answers as a class. Elicit example sentences from
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vocabulary to talk about risk, danger, and taking chances students for each of the blue words. Ask for a quick
in more detail, as well as teaching the negative simple show of hands to see how many students consider
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present tense and adverbs of frequency. themselves risk-takers.

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S
1
THINK AND DISCUSS (page 73)

EXPLORE THE THEME
The discussion questions help prepare students for the
subject matter covered in the unit. The picture shows A Answers will vary. Possible answers:
two climbers on an ascent of El Capitan, a vertical rock 1. They are skydiving together in a group.
formation in Yosemite National Park, California. During 2. Research shows that teenage boys are the
this 19-day climb, the two men were required to rest and greatest risk-takers.
sleep in a tent hanging precariously from the rock face.
B enjoy; dangerous; brain (Note: Students also
encountered the word dangerous in the Think and
Discuss questions.)

PREPARING TO READ
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A 1. business
3
PREPARING TO READ (page 76) 2. goal

A Building Vocabulary 3. situation
Students read the paragraph to determine the meanings 4. activity
of the words from context. Remind students that 5. pleasant
recognizing the part of speech (verb, noun, adjective, 6. afraid (Note: The word afraid is most commonly
etc.) is helpful in deducing the meaning of an unknown paired with the verb be or feel: I am afraid and
word. I feel afraid mean the same thing.)
sentences. 7. succeed
Check answers as a class. Elicit example sentences for B Answers will vary. Possible answers:
each vocabulary item. Ask students whether they have 1. My goal is to be able to watch English movies
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tried mountain climbing. Were there any risks involved? without reading the translation in the subtitles.
Encourage them to share their experiences. 2. Another driver almost hit me on the road last
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See Vocabulary Extension 5A on page 151 of the Student week. I felt afraid when it happened because I
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Book for additional practice with adjectives ending in -ous. thought I was going to get in an accident.
B 3. I’d like to try bungee jumping. It sounds a little
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Using Vocabulary
scary, but mostly fun.
Students read three questions with the new vocabulary
D c (Explanation: Although the title may be hard to
items and write answers. Encourage them to use the new
vocabulary in their answers. c understand for some, the subheads name four
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different kinds of risk-takers, which provides a
Read the questions aloud. If necessary, write prompts
clear clue to the gist of the passage.)
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on the board for students to use when they are writing

their answers. (1. My goal is to…; 2. I felt afraid when
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I …; 3. I would like to try … / I’d like to try…)

Have students work individually to write answers.
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Have students share answers in pairs. Then elicit

example answers from the class.
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C Predicting
Students read the title and subheads to guess the gist
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of the reading passage. Encourage them to practice

skimming. In this passage, the subheads should provide
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the biggest clue.

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Give students time to skim the title and subheads and

answer the question.
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Have them discuss their answers with a partner.

Come back to the question after students have read
the entire passage.

9 Have students read the passage individually, or In the previous unit, students were asked to apply
play the audio and have students read along. the information. In this unit, they are being asked to
personalize it by considering what kind of risk-takers
they are.
OVERVIEW OF THE READING Have students write down their own answers
The passage outlines different kinds of risk-takers. Thrill individually.
seekers feel good when they do something dangerous. Have them share answers in pairs or small groups. See
Goal-driven risk-takers are focused on a purpose. Expansion for an idea to extend on this activity.
Professional risk-takers are paid to participate in activities
such as extreme sports. Finally, the everyday risk-taker is a
more average person, who challenges himself or herself
in smaller ways in different areas of life, such as in their Have students work alone to write a diary entry
career. about the last risk they took. Tell them to explain the
situation, describe the risk, and mention the benefits
Online search terms: Daron Rahlves, Mike Fay
they received. Encourage them to use examples in
their writing. Point out that it can be a big risk or
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MIN small one.
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UNDERSTANDING THE
3
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READING (page 79)
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A Understanding Main Ideas ANSWER KEY
Students are asked to identify the main idea of each UNDERSTANDING THE READING
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paragraph by choosing the correct description of each A 1. b (See Paragraph B)
kind of risk-taker.
2. d (See Paragraph C)
c 3. c (See Paragraph D)
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activity.
Check answers as a class. Ask students which kind of 4. a (See Paragraph E)
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risk-taker they are most like. B 1. a (See Paragraph B: When people do something
new or risky, a chemical in the brain creates a
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B Understanding Details pleasant feeling.)

The details in this exercise refer to the specifics given
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2. a (Paragraph C: Fay’s expeditions helped create 13

about each type of risk-taker and the benefits they get
national parks.)
from taking risks.
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Have students work individually to complete the 3. b (Paragraph D: …being afraid makes him try
activity. harder to succeed.)
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Check answers as a class. Elicit the sentence in the C 1. c (Paragraph B: Psychologist Mark Zuckerman
reading that gives the required information. For says…)
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question 1, ask students to name some thrill-seeking 2. a (Paragraph C)

situations that they’ve experienced. 3. d (Paragraph D: Sports psychologist Shane Murphy
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C Identifying Examples says…)

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Students identify the writer’s reasons for including each 4. b (Paragraph D)

individual in the passage. D Answers will vary. Possible answers:
Encourage students to use scanning to find the 1. I took a financial risk when I used my savings to
paragraphs in which each individual is mentioned. buy a new car.
Tell them to read carefully to identify the purpose of 2. I wanted to make money as a taxi driver, but I
the example. needed a new car to do it. So far, I feel good
Have students check answers in pairs. about the risk. I’ve been making money, and I like
D working as a taxi driver.
Critical Thinking: Personalizing
Applying a new idea to your own life deepens its
meaning by making it relevant for you personally.
SAMPLE COPY, NOT FOR DISTRIBUTION TA K I N G A R I S K 43

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DEVELOPING READING
Video
2 5
S SKILLS (page 80)

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Reading Skill: Guessing Meaning from Context 5
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The Reading Skill box introduces guessing meaning VIEWING: KILLER CROCS (page 81)
from context as a reading skill. Remind them that Overview of the Video
using context means looking at the words around the
unknown word to help guess its meaning. Tell them that The video shows a trip taken by wildlife expert Brady
identifying the part of speech is often a helpful first step Barr to train rangers in Lake Victoria, Uganda, in how
in guessing meaning. to safely catch crocodiles. The crocodiles in the area
have been attacking and killing people because the
A Guessing Meaning from Context animals’ food source is disappearing. The rangers plan
Students find the unknown words in the reading passage to relocate the crocodiles to a place where neither the
and guess the meaning of each based on the context. They animals nor humans will be in danger, but they must
are also asked to identify the part of speech for each word. catch the crocodiles first. Barr carefully explains the steps
Have students underline the words in the reading. Tell of catching a crocodile as the two wildlife experts listen,
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them to pay close attention to the context in which learn, and practice their new skill on a deadly animal.
each word is used. Online search terms: Brady Barr, Lake Victoria crocodiles
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Allow time for students to match the words and the
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definitions. Allow students to use a dictionary to check
their answers. BEFORE VIEWING
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Check answers as a class. Elicit any hints or clues from A
context that helped students guess the meanings.
Discussion
Students are asked to draw conclusions about Brady Barr
B Guessing Meaning from Context
c
from the photo and caption.
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Students read a paragraph about an aerial skier and use Have students work in pairs to discuss the questions.
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context to guess the meanings of unknown words. They Discuss as a class. Ask students whether they would like
match the words with the definitions. to have a job like Brady Barr.
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Allow time for students to complete the exercise B

individually.
Vocabulary in Context
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Then have students check answers in pairs. The exercise introduces students to some of the
Check answers as a class. key words used in the video. Allow students to use
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ANSWER KEY Allow time for students to work on the exercise
individually. Tell them to guess meaning from context.
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DEVELOPING READING SKILLS Check answers as a class.

A 1. expedition, noun (Note: 2000-mile helps provide Elicit sample sentences for each word.
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context here. It indicates some kind of journey.) C Learning About the Topic
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2. social, adjective (Note: The example of talking in

front of a large group helps provide context here.) The paragraph gives some background information
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about Nile crocodiles.

3. financial, adjective (Note: The example of buying
Ask students to share what they know about crocodiles.
a house helps provides context here.)
Do they live on land or in water? (both) What do they
4. thrill, noun (Note: The word excitement helps eat? (meat) etc.
provide context here.) Have students read the paragraph and answer the
5. extreme, adjective (Note: The examples of questions individually. Note that students will need
skydiving and skiing help provide context here.) to compare the size of a Nile crocodile with that
6. risky, adjective of a human being. There is no exact answer here.
The activity is looking for approximations only. Elicit
B 1. b
examples of vocabulary used to compare size, such
2. c as twice as long or three times more than. Discuss with
3. a students what the average male human might weigh.
4. d

A Answers will vary. Possible answer: The man Students share their opinions about the kind of job that
is a wildlife expert on TV. His job is dangerous the men in the video have. Encourage them to use the
because he meets scary animals such as the vocabulary they’ve learned in the unit so far, as well as
crocodile in the picture. the risk-taker types they learned about in Reading 1,
B 1. aggressive while discussing their answers.
Have students work in pairs or small groups. Tell
2. ranger
them to give reasons or examples for their opinions. If
3. rescue necessary, write the following prompt on the board to
4. rip support their discussions: I would/wouldn’t like to work
5. snare with dangerous animals because …
C Answers may vary. Possible answers: 3; 10; 365 kg Discuss as a class. Take an informal class poll to see who
wants to work with dangerous animals. Elicit reasons.
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B Critical Thinking: Synthesizing
WHILE VIEWING Students use the information that they learned in
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A Understanding Main Ideas Reading 1 to analyze what kind of risk-taker Barr is. Note
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that he can actually be categorized as three of the four
Have students read the answer choices before watching types given.
the video.
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Elicit a quick recap of the types of risk-takers students
Have students complete the task while the video learned about in Reading 1. Allow students to go back
is playing. to pages 77–78 and review the types, if necessary.
c Have students work in pairs.
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B Understanding a Process Tell them to give reasons or examples for their answers.
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Discuss as a class.
Have students read the items before you play the
video. Encourage them to answer before watching the
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video again. ANSWER KEY

Have students try to recall the sequence based on their
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first viewing. AFTER VIEWING

Have students complete the task and/or check answers A Answers will vary. Possible answers:
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while the video is playing. I wouldn’t like to work with dangerous animals
Check answers as a class. because I think it might be too risky for me. I
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don’t want to be eaten by one! / I would like to

work with dangerous animals. I think it would
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ANSWER KEY
be a thrill. I would need really good training first,
WHILE VIEWING though.
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A 1. a B Answers will vary. Possible answers:

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2. c a thrill seeker, a professional risk-taker, a goal-

B a. 3 driven risk-taker (Explanation: He seems to get
excited about his job; his job involves taking risks;
b. 2 he has a goal to help both the Nile crocodiles and
c. 6 the people of Lake Victoria.)
d. 4
e. 1
f. 5

PREPARING TO READ
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A 1. trouble
3
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Preparing to Read (page 83)

2. difficulty
A Building Vocabulary 3. size
Students read the sentences about climbing to 4. without
understand meaning through context, then match each 5. surprisingly
vocabulary word with the correct definition.
6. close
Ask students whether they have ever tried rock
climbing. Did they do it outdoors or in a gym? What 7. strong
was the experience like? Did they feel afraid or was it 8. follow
thrilling? B Answers will vary. Possible answers:
Have students complete the task individually. Tell 1. weightlifting, wrestling, javelin throwing
students that identifying the parts of speech will help
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them narrow their choices. 2. Russia, Mongolia, India
Check answers as a class. Elicit example sentences for 3. rhinoceros, hippo, moose
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each vocabulary item. C Guesses will vary. Actual answer:
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See Vocabulary Extension 5B on page 151 of the Student The young girl is a bouldering champion.
Book for additional practice with collocations with the Bouldering involves doing risky climbing moves
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word size. with the possibility of falling. The man discussed
in the passage is an underwater photographer. It
B Using Vocabulary is risky and difficult to work underwater. He could
Students answer three prompts that use the new
c die if he has a problem with his equipment or if
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vocabulary items. he meets a dangerous animal.
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Have students work individually to write their answers

to the prompts.
Have them form pairs to compare answers. Did
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they have any of the same answers written down? If play the audio and have students read along.
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necessary, write phrases on the board to help students

in their discussions. Examples: 1. I think that you need to
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be strong to…; 2. Three countries close by are…; 3. A … is OVERVIEW OF THE READING

about the size of a small car.
The reading features two risk-takers. Professional
Discuss answers as a class. Elicit examples from
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photographer Brian Skerry is an underwater

students.
photojournalist who works in risky and unpredictable
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C Previewing conditions. Teenager Ashima Shiraishi has become one of

the strongest female bouldering climbers of all time. She
Students study the title and photos that accompany the
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has completed many difficult climbs without any special

reading passage. They then make guesses about the
equipment. She once fell 10 meters, but she still continues
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activities and the risk level undertaken by the people

to challenge herself and push the sport forward.
featured. Note that the two people in the passage are
not connected to each other but are both examples of Online search terms: Brian Skerry, Ashima Shiraishi
risk-takers. Note that Brian Skerry took the image on page
85 himself. Skerry’s dive partner is pictured alongside the
huge whale.
Give students time to look at the pictures.
Have them discuss their guesses with a partner. Tell
them to give reasons for their guesses if they have any.
Have students check their answers as they read the
entire passage.

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UNDERSTANDING THE D
3
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Critical Thinking: Reflecting
READING (page 86)
Students think more deeply about four of the risk-takers
A Understanding Main Ideas they’ve read about in the unit. They choose which one
Students identify general information from the reading they think is the biggest risk-taker.
about Skerry and Shiraishi and use it fill in the Venn diagram. Give students time to go back in the unit to review
Explain a Venn diagram, if necessary. Tell students the information about skier Daron Rahlves (Reading 1,
to put each point in the correct circle depending on Paragraph D and the photo on page 87) and Brady
whom it refers to. The overlapping area should be used Barr (Video) and think about or jot down their answers
for information that applies to both risk-takers. before they form pairs. Point out that answers here are
Allow students time to complete the activity subjective, so it is OK to have opinions that are different
individually. from those of their peers.
Check answers as a class. Discuss the clues found Have students share their ideas with a partner or in a
in each paragraph that helped them identify its small group.
main ideas. Discuss as a class. Elicit opinions with reasons and
examples from volunteers.
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B Understanding Quotes
Students should read the quotes and look back at the
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relevant paragraphs, if necessary, to guess meaning from
Have students work in pairs or small groups to learn
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context.
about another risk-taker they’ve heard about. Tell
Have students complete the task individually.
them to choose someone not mentioned in the unit,
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Have them form pairs to compare answers.
whom they can introduce to the class. Tell groups to
Check answers as a class. Elicit what information from
collect general information for a presentation about
the reading helped students interpret each quote
correctly. c the person, the risks he or she takes, and the type of
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risk-taker the person is (based on the types students
C Critical Thinking: Guessing Meaning learned about in Reading 1). Then have each group
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from Context give a short presentation to the class.

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Students guess meaning from context using the skills

they’ve practiced in the unit.
ANSWER KEY
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Have students underline the three words in the reading

Ask them to pay close attention to the context in which UNDERSTANDING THE READING
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each word is used. A Brian Skerry: b, f

Ashima Shiraishi: d, e
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Have students match the words with the definitions Both: a, c

and try replacing each word in the passage with its B 1. b
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definition to see whether it fits. 2. a (Note: To push yourself, means to challenge

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Check answers as a class. yourself to improve.)

C 1. equipment, noun
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2. awareness, noun
3. participants, noun (Note: plural)
I think Daron Rahlves takes the biggest risks
because he probably practices every day, and
therefore has a high chance of getting injured.

Students write negative sentences about things they
DON’T do to stay healthy. Explain that they should only
OVERVIEW write about things they DON’T do.
In this section, students continue to learn to write more Have students work individually to write their
complex sentences. Students are introduced to the sentences.
negative form of the simple present tense in addition to Have them form pairs to compare answers.
adverbs of frequency. In the writing task students apply Discuss as a class. Elicit example sentences from
what they’ve learned in the lesson to write about the volunteers.
type of risks they do and don’t take. Students first do a
EDITING PRACTICE
brainstorming and planning exercise before writing their
draft sentences and checking for common mistakes. Go over the list of three common mistakes made in
sentences with the negative simple present tense.
Students then correct five sentences with errors related
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EXPLORING WRIT TEN
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ENGLISH (pages 87–89) Have students work individually to correct the

sentences.
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Language for Writing: Simple Present Tense Check answers as a class.
(Negative)
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See Grammar Reference on pages 158–159 of the Student
The first Language for Writing box explains the negative Book for additional information about the negative simple
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form of the simple present tense. Go over the content of present tense.
the box, including the different verb forms. If necessary,
review the simple present tense covered in Unit 1. Note
that only the negative form of the verb be is introduced c
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first, then students are shown how to use don’t and
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doesn’t to make other verbs negative.

A Language for Writing
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Students write the negative forms of the verbs given in

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parentheses to complete the sentences. Note that they

can choose whether or not to use contractions in their
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answers. Explain that contractions are more informal and

generally not used in academic writing.
Have students work individually. Explain that they
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should use the verbs given in parentheses.

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B Language for Writing

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Students rewrite the sentences to make them negative.

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Point out that they can choose whether or not to use

contractions in their answers.
Have students work individually to write the sentences.
Check answers as a class. Have volunteers read the

ANSWER KEY D Language for Writing
EXPLORING WRITTEN ENGLISH For the exercise, students use an arrow to place the
LANGUAGE FOR WRITING adverb of frequency correctly in the sentence.
A 1. do not enjoy/don’t enjoy Have students work on the exercise individually.
2. are not/aren’t
3. does not use/doesn’t use E Language for Writing
4. are not/aren’t Students use the prompts to write about their own
5. do not have/don’t have habits, routines, and experiences using adverbs of
frequency. Point out that instead of using the negative
6. do not agree/don’t agree
simple present tense, students should use negative
7. are not/aren’t adverbs of frequency to show they don’t do something
8. do not want/don’t want in this exercise.
B 1. Martin Zuckerman isn’t/is not an extreme athlete. Have students work individually to write sentences in
2. Most people don’t enjoy/do not enjoy dangerous response to the prompts.
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activities. Have students form pairs to compare answers. Did
they use any similar adverbs of frequency for the
3. Most of us aren’t/are not extreme athletes.
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prompts?
4. I don’t take/do not take a lot of risks. Discuss as a class. Elicit examples for each prompt.
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5. Brian Skerry doesn’t work/does not work in the See Grammar Reference on pages 158–159 of the Student
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jungle. Book for additional information about adverbs of frequency.
6. The right whale isn’t/is not a small animal.
c ANSWER KEY
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1. I don’t eat fries. I usually eat plenty of vegetables.
2. I don’t watch TV every evening. I often play soccer
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instead. D 1. It’s never safe to skateboard without a helmet.

3. I don’t drink soda. I drink water mostly. 2. Skydivers almost always wear protective suits.
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4. I don’t take the bus. I prefer to ride my bike. 3. Skerry often meets dangerous sea creatures in
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his work.
5. I don’t use my smartphone after 9:00 pm.
EDITING PRACTICE
4. Surfing is sometimes dangerous.
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1. I don’t wanting to go skateboarding. 5. I rarely take chances with my money.

2. Most people does not like to take risks. 6. Shy people hardly ever talk to strangers at parties.
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3. We do not enjoy dangerous sports. E Answers will vary. Possible answers:

1. I sometimes travel alone.
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4. Brady Barr do does not live in Uganda.

5. Good students do not to start studying for a test 2. I rarely speak in front of large groups.
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at the last minute. 3. I often talk to strangers at parties.

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4. I almost always study for a test at the last minute.
Language for Writing: Adverbs of Frequency

The second Language for Writing box introduces adverbs
of frequency which are used to describe how often
something happens. Use the scale on page 89 to go over
the meaning of each adverb of frequency introduced:
never, hardly ever, rarely, occasionally, sometimes, often,
usually, almost always, always. Explain that the placement
of the adverb differs for the be-verb (placed after the
verb) and other verbs (placed before the verb). For
example: He is always sleepy, but he never goes to bed early.

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ANSWER KEY
3
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Writing Task (page 90)
A WRITING TASK
Planning
Remind students that planning is a useful first step in the
writing process. Read the Goal box aloud so students Common risks: buying a car, giving a speech,
will be familiar with the writing task before they begin. entering a competition, doing a dangerous sport
The aim is for students to write about risks they take and Risks I take: climb mountains, travel abroad, try to
risks they don’t take. Remind students that complete meet new people, go snowboarding
sentences are not necessary in the planning stage. It Risks I never take: buying expensive things, asking
is more important to focus on selecting, shaping, and someone on a date, sleeping outside
adding details to their ideas. B Answers will vary. Possible answers:
Explain to students that they should begin by
I sometimes go mountain climbing. It can be a
brainstorming ideas and making notes in response
dangerous, especially when the weather is bad.
to the questions in the chart. Ideas should be briefly
worded at this stage. I often travel abroad. I go whenever I get the
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Allow students time to work individually and write chance.
their ideas. I don’t usually buy expensive things. I like to save
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Have them discuss their ideas in pairs. my money.
I never sleep outside. I don’t like camping.
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B First Draft
Remind students to use adverbs of frequency or the
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negative simple present tense in their sentences. As 0
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students write the first drafts of their sentences, walk
S
1
UNIT REVIEW
around, and offer assistance as needed. Refrain from any
cFor all questions in the unit review, allow students to
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type of error correction at this point.
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C Editing students to give definitions or example sentences of the

target vocabulary to demonstrate their understanding.
The final step requires students to edit their drafts,
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Allow students time to answer the questions in pairs

check thoroughly for errors, and make any necessary
or groups.
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For question 1, refer students to paragraph E on

student book to help students with this stage.
page 78, where a number of examples are given.
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For question 2, a number of adverbs of frequency are

page 157.
listed in the Language for Writing box on page 89 of
the Student Book. Quickly is not an adverb of frequency,
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their sentences.
it is an adverb of manner.
Walk around, and monitor students as they work.
Elicit definitions or sample sentences for each item
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of target vocabulary in question 3.
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Have students study the picture, title, and captions.
ACADEMIC TR ACK Review the meaning of disappearing and in danger.
Environmental Science Have students discuss their answers in pairs.
Elicit answers and ideas from volunteers. Write a list of
ACADEMIC SKILLS endangered animal species on the board.
Reading Identifying reasons
ANSWER KEY
Writing/Grammar Giving reasons
Using the present continuous tense THINK AND DISCUSS
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Critical Thinking Analyzing a sequence Answers will vary. Possible answers:
1. Many species of animals are disappearing. Some
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of the most vulnerable include the tiger, the
UNIT OVERVIEW
Javan rhinoceros, and the Western lowland gorilla.
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This unit explores conservation issues in regard to Although some species become extinct because
endangered animals. Human activity is having a of disease, in most cases, extinction is caused by
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devastating impact on the future of many species, from human activity such as habitat destruction, hunting,
sea turtles to lemurs. Some species are beginning to and environmental problems.
disappear as a result of human activity, but at the same
time, there are also individuals dedicating themselves to c 2. educate people about disappearing species/buy
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products that don’t contribute to habitat loss/help
helping to save endangered wildlife.
to protect places where wild animals live
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READING 1: A look at why sea turtles are in danger and

what is being done to help the species MIN
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2
VIDEO: Madagascar’s lemur population is EXPLORING THE THEME (pages 92–93)

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disappearing, but a center in North Carolina is trying to The information on these pages relates to endangered
make a difference. animals. Students are introduced to three categories of
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READING 2: A photographer is setting out to spread animals from the IUCN Red List: vulnerable, endangered,
awareness of endangered animal species by taking and critically endangered. The photos provide an
example from each of these categories. Reasons why
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pictures of as many of them as possible.

species become endangered are also discussed, which
Students draw on what they’ve read and watched
should build on students’ answers from Think and Discuss.
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to write sentences about an endangered animal

Allow students time to study the information and
species. The unit prepares them for the writing task
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answer the questions individually.

by introducing vocabulary to talk about animal
Discuss answers as a class. Elicit example sentences for
conservation. Students also learn how to identify reasons
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each blue word.

in a reading passage, how to introduce reasons when
writing, and how to use the present continuous tense.
ANSWER KEY
MIN
0 EXPLORING THE THEME
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1
THINK AND DISCUSS (page 91) A 1. Humans building on land where animals live and
The photo shows a Von der Decken’s sifaka, a primate find food
from Madagascar. The species’ current status is
2. blue-throated macaw
endangered. It is being threatened mainly by habitat
destruction and hunting. 3. how many animals of a species are living and how
the species’ population is changing over time
B in danger; temperature; effect

PREPARING TO READ
MIN
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A 1. safe
3

2. rise
A Building Vocabulary 3. cool
The sentences in exercise A contain vocabulary items 4. over, under
that appear in the reading passage. Students should read B Answers will vary. Possible answers:
the sentences, identify the meaning of each blue word,
1. Mongolia, Singapore, New Zealand
then match it with its antonym.
Explain that antonyms have the opposite meaning 2. penguins, polar bears, snowy owls
of each other. 3. temperatures, population, crime
Tell students to use context to guess the meanings C Predictions will vary. Actual answers:
of the words before matching the antonyms. Have human activity, climate change
students work individually to complete the exercise.
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Have students check answers in pairs first. If time
permits, have the students in pairs quiz each other on
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the antonyms. One student reads a word, and his or her
partner needs to remember the antonym.
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Book for additional practice with comparative adjectives.
c
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B Using Vocabulary
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Students read prompts with three new vocabulary items

and write three ideas for each.
Have students work individually to write answers to
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the prompts.
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Have them share answers in pairs. Do they have any of

the same ideas?
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Discuss answers as a class. Elicit example answers from

pairs for each prompt.
If time permits, have students use their ideas from the
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prompts to write sentences with the vocabulary words.

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C Predicting
The passage is about how sea turtles are in danger of
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disappearing. Note that students do NOT skim or scan

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the passage. They simply make guesses about why sea

turtles are going extinct based on general knowledge
they’ve learned in the unit about endangered animals, as
well as any background information they already know.
Read the question aloud for the class. If necessary,
explain the meaning of numbers falling.
Allow time for students to work individually to write
their ideas.
Have students discuss their answers in pairs.
Discuss as a class. Elicit ideas and write them on a mind
map on the board.
Check answers as a class after reading the passage.
Refer to the mind map to see which ideas were correct.

11 Have students read the passage individually, or ANSWER KEY
A 1. Paragraph D (… there are people who are trying to
help)
The passage describes the dangers posed to sea turtles
2. Paragraph C (… as the world becomes warmer,
by climate change and human activity as temperatures
more female turtles are born)
rise around the world. As sea levels rise, beaches where
turtles lay their eggs are flooded, destroying their nests. 3. Paragraph A (… sea turtles are in danger)
In addition, rising temperatures are leading to a scarcity 4. Paragraph E (… this number was up…)
in the number of male turtles being hatched. One person 5. Paragraph B (They believe it affects them in a
working to help the sea turtles survive is conservationist number of ways.)
Mariana Fuentes. Her efforts focus on protecting their B 1. c (Paragraphs B and D)
nesting sites. In Florida, the sea turtle population has
benefited from these efforts, going from 5,000 in the 2. c (Paragraph D)
1990s to almost 30,000 in 2015. 3. a (Paragraph E)
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Online search terms: sea turtles, Mariana Fuentes C 1. sea levels
2. beaches
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MIN 3. eggs
UNDERSTANDING THE
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3
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4. eggs
READING (page 97)
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5. male
Students are asked to match each paragraph (A–E) from
the reading with its main idea (sentences 1–5).
c
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Allow students time to complete the task individually. DEVELOPING READING SKILLS (page 98)
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Check answers as a class. Explain that the main idea of

Reading Skill: Identifying Reasons
a paragraph appears in the topic sentence. Elicit the
There are several ways to introduce a reason. Because and
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topic sentence for each paragraph in which students

found the main idea. since can be used interchangeably, either at the start of
a sentence or in the middle. Because of usually appears
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B Understanding Details in the middle of a sentence. So introduces a result (of

a reason mentioned) and appears in the middle of a
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Students are asked three questions that require them to

identify supporting details in the passage. Point out the sentence after the reason.
wording for question 1 with the negative verb form (is A
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Analyzing
NOT mentioned). Explain that this is a common way of
phrasing questions on exams such as TOEIC, TOEFL, etc. Students read two paragraphs and identify the phrases
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Also for question 1, although all the answer options are that introduce a reason or a result. Each paragraph
true, only two are mentioned in the passage. includes two phrases.
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Allow students time to complete the task individually. Explain that after reading the paragraphs, they should
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Have them form pairs to compare answers. first circle the words that introduce a reason or a result,
Discuss answers as a class. Ask where in the passage then answer the questions.
students found clues to their answers. Have students work individually to find the words and
answer the questions.
C Critical Thinking: Analyzing a Sequence Encourage them to use words for introducing a reason
The Critical Thinking box explains that making an or result when they are answering the questions.
infographic or flowchart can help students understand a Check answers as a class. Elicit the words used for
sequence more easily. identifying reasons in each paragraph first. Then elicit
Have students work individually. Tell them to refer to the answers to the questions.
information in the passage to complete the flowchart.
Have students check their answers in pairs.
SAMPLE COPY, NOT FOR DISTRIBUTION S a v in g t h e W i l d 53

B Applying
Students practice introducing reasons using the phrases
Video
taught. Students are asked to use the information in the
MIN
reading passage to answer the questions. 5 VIEWING: SAVING
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Allow time for students to complete the exercise LEMURS (page 99)
individually.
Discuss answers as a class. Elicit different ways to Overview of the Video
introduce each reason using the phrases in the box. The lemur is a primate native to the island of Madagascar.
It is one of the most endangered mammal species in
Ideas for … Expansion the world. Duke University in North Carolina has set up
Have students work in pairs or small groups to go a research institute to study lemurs. It is home to the
online and research any current information about sea largest lemur population outside of Madagascar. The
turtles. Is the situation getting better or worse? What institute’s staff work hard to take care of the lemurs and
are the reasons for this? What kind of conservation their offspring to help protect the species.
efforts did they learn about? Have pairs report what Online search terms: lemur, Duke Lemur Center
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they learned to a group of six.
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ANSWER KEY BEFORE VIEWING
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DEVELOPING READING SKILLS A Discussion
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A because, so From the picture, caption, and title, students should be
1. because people farmed in their habitats able to infer that the video is about helping to protect
lemurs. However, they may not know what a lemur
2. because the Chinese government created areas
c
is. Encourage a class brainstorming session to gather
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for the pandas to live in
background information about the species.
since, because
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Have students study the photo, caption, and title

1. because of the chemicals in the meat in pairs.
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2. Since the ocean has dangerous chemicals in it, Discuss as a class. Ask students to share what they
the sea turtles’ bodies have these chemicals in know about lemurs. What kind of animal are they?
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them, too. Where do they live? What do they eat?

B Answers will vary. Possible answers: Encourage students to make guesses based on their
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own background knowledge and what they have

Paragraph A: The population is getting smaller
learned in the unit so far.
because of human activities and climate change.
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(Explanation: Their numbers are falling because of B Learning About the Topic
human activities and climate change.) The paragraph provides students with information about
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Paragraph E: Conservationists have worked to lemurs.

protect nesting areas, so numbers are increasing Allow students time to read the paragraph and write
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in Florida./Because of conservation work, their answers individually.

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numbers are increasing./Numbers are increasing Have them check answers in pairs. Elicit what new
because of conservation work./Numbers are information students learned about the species.
increasing because people are working hard to
C Vocabulary in Content
save the turtles.
(Explanation: Because of conservation work, by 2015, The sentences introduce students to some of the key
this number was up to just under 30,000.) words used in the video. Students should look at how the
words are used (the context) to guess their definitions.
individually.
Have them check answers in pairs.
Discuss as a class. Elicit sample sentences for each word.

A Answers will vary. Possible answer: Lemurs are Students form pairs and discuss a comment from one of
primates that only live in Madagascar and are the workers at the Duke Lemur Center. If time permits,
endangered. play this section of the video one more time before
B 1. They only live on the island of Madagascar. They students discuss the comment.
are the world’s most endangered primates. Have students write their ideas before discussing them
in pairs.
2. Answers will vary. Possible answers: habitat loss,
Have students share their ideas in pairs. Did they have
human activity, hunting
the same ideas?
C 1. gain weight Discuss as a class. Does the quote have more than one
2. make sure (Note: A synonym of make sure is make possible meaning? What did students think or feel
certain.) when seeing the lemurs’ eyes in the video?
3. take care of (Note: When we take care of a person, B Critical Thinking: Synthesizing
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it means we are looking after their physical well-
being.) Have students skim through Reading 1 for ideas. Ask
them to imagine themselves working on a team to help
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4. relatives (Note: Relatives include immediate family
members such as parents and siblings, but the one of these animals. Which would they prefer to help?
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term is more commonly used to refer to cousins, Allow time for students to complete the exercise
uncles, aunts, etc. The term can also be used individually. Point out that they should give reasons for
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to describe evolutionarily related species, for their opinions.
example: Apes and humans are relatives.) Have them discuss answers in pairs.
Discuss the ideas as a class. Ask for volunteers to share
c their opinions and reasons.
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ANSWER KEY
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WHILE VIEWING
AFTER VIEWING
A
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Understanding Main Ideas A Answers will vary. Possible answer: He means that
Students identify the main idea of the video. Have them lemurs are intelligent and curious animals and
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read the sentences before you play the video. that they are not so different from us. Perhaps
Have students complete the task while the video is he is trying to emphasize a connection between
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playing lemurs and humans so that we will care enough

Check answers as a class. to want to save them.
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B Understanding Details B Answers will vary. Possible answers: I would most

like to help lemurs because they are primates like
Have students read the questions and circle any answers
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us./I would most like to help sea turtles because

they recall from the first viewing before playing the video
they live a very long time and are an important
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a second time.
part of ocean life.
Have students complete the task while the video plays.
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Have them check answers in pairs before they discuss

answers as a class.
ANSWER KEY
WHILE VIEWING
A 1, 3
B 1. b
2. a
3. b

PREPARING TO READ
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A 1. nature (Note: Something that is not from nature is
3
PREPARING TO READ (page 101) man-made.)

A Building Vocabulary 2. unfortunately
Students read a paragraph that explains mass extinctions 3. disappear (Note: In regard to animal extinction,
and includes vocabulary items also used in the reading two synonyms for the verb disappear are die out
passage. Have students guess the meanings of the words and become extinct.)
by using contextual clues from the paragraph, which 4. care about
provides useful background information for the reading 5. save
passage.
6. latest
Remind students to use the correct form of each
word. Point out that two words in the paragraph are 7. shocked
antonyms (have opposite meanings). Remind students 8. fortunately (Note: Fortunately and unfortunately
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to identify and circle those two. are the antonyms in the paragraph.)
Have students complete the task individually. B Answers will vary. Possible answers:
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Check answers as a class. Elicit example sentences for 1. I care about animals that are native to my home
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country and continent. This includes the giant
See Vocabulary Extension 6B on page 152 of the Student panda, the Siberian tiger, the giant salamander,
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Book for additional practice with collocations with the word and the Chinese alligator.
about. 2. West African black rhinoceros, quagga, Javan
B Using Vocabulary
c tiger, Baiji white dolphin
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Students should use the new vocabulary items while C B
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discussing the two questions. Give one or two examples,

if necessary. Note that for item 2, students can name 12 Have students read the passage individually, or
animals that have become extinct in modern times play the audio and have students read along.
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or ancient times (such as dinosaurs or prehistoric

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mammals).
Have students work in pairs to answer the questions. OVERVIEW OF THE READING
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If time permits, allow students to search online for The passage presents an interview with wildlife
answers. photographer Joel Sartore. Sartore’s project Photo Ark
Discuss answers as a class. Elicit examples from is about more than taking beautiful photographs. He
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students. is on a mission to teach people about the negative

effects humans are having on the world’s wildlife by
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C Predicting photographing endangered species.

Students are asked to predict the main topic of the
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Online search terms: Joel Sartore, Photo Ark

reading from a quick look at the title, pictures, and
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captions. Remind them that this is a useful strategy to

use during examinations.
Allow time for students to skim through the title,
pictures, and captions.
Discuss as a class. Revisit the question once the passage
has been read.

MIN
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3
S
READING (page 106)
A Understanding Main Ideas A Answers will vary. Possible answers:
Students identify two main points of the passage in 1. Because, in the past, there were five billion
order to answer the questions. Explain that they should passenger pigeons and Martha was the last one.
underline where the information appears in the passage. 2. Because photography gets people to care about
Allow students time to work individually. the problems these animals face.
Check answers as a class. Then elicit ways to reword the
answers using phrases for giving reasons other than B 1. b
because. (since, so, because of) 2. d
3. c
4. a
Students use information in the reading passage to
5. e
complete a matching exercise. Encourage them to
practice scanning for information using words from C 1. record
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the prompts, such as Ruben, Madagascan fish eagle, 80 2. issue
percent, etc. 3. creature (Note: Humans, although they are living
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Explain that answers can be found in the passage and things, are not usually referred to as creatures.)
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the captions for the photos.
Allow students time to complete the task individually.
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Check answers as a class. Joel Sartore: spreads awareness, educates others,
encourages people to do something to help
C ritical Thinking: Guessing Meaning
C Duke Lemur Center: has a large population of
from Context
c lemurs outside of Madagascar, helps to raise baby
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This exercise refers to vocabulary in Paragraphs B and D. lemurs
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Have students underline the three words in the I think the Duke Lemur Center’s approach is most
reading. useful because they are helping to increase the
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Ask them to pay close attention to the context in which lemur population./I think Sartore’s approach is
each word is used. most useful, since his pictures will probably be
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Have them look carefully at the words themselves to seen by a large audience.
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Have students match the words with the definitions

and try replacing each word in the passage with its
definition to see whether it fits.
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D Critical Thinking: Evaluating

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Students make notes to compare the content of the

video and Reading 2. They then determine which they
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think is a better approach.

Elicit what students remember about the Duke Lemur
Center from the video.
Have students work individually to write their notes
and sentences.
Have them form pairs to compare answers. Point out
that it is fine to have different opinions.
Discuss as a class. Elicit some opinions and reasons
from volunteers.

Students combine the sentences using language for
showing reasons and results.
OVERVIEW Explain to students that they can change the order of the
In this lesson, students learn how to write more complex sentences when they combine them. Point out that there
sentences that describe reasons and results. The lesson may be more than one way to combine a sentence.
starts with a review of language for giving reasons. Allow time for students to complete the task
Students are then introduced to the present continuous individually. Remind them to pay special attention to
tense. In the Writing Task, students apply what they have the use of commas when so is used.
learned in the lesson to write a brief description of an Check answers as a class. Elicit example sentences from
endangered animal. They write about the main threats to students, and ask for possible variations. Ask students
the animal and include information about what people whether the variations are wrong or acceptable.
are doing to protect it.
Editing Practice
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0M N
EXPLORING WRIT TEN The box lists two things that students should look out for
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ENGLISH (page 107–109) while editing their sentences with reasons and results.
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The exercise focuses solely on errors relating to these two
Language for Writing: Giving Reasons points: using because for reasons and so for results and
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The first Language for Writing box includes information using a comma before so.
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about phrases used for giving reasons. Students were Allow time for students to complete the task
already introduced to language for identifying reasons individually.
in the Reading Skill box on page 98. The Language for Check answers as a class by asking students to read
Writing box focuses only on using because (for giving
c
their corrected sentences aloud and explain the errors.
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reasons) and so (for showing results).
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Students read sentences and label the reason (cause) and
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the result (effect) in each.

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individually.
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Check answers as a class. Ask students whether they

can point out the one word in each answer that helped
them determine whether it was a reason or result.
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(because or so)
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B Language for Writing

Students are asked to identify whether each sentence
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should be completed with because or so.

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Allow students time to complete the exercise

individually. Ask them to pay attention to the reasons
and results in the sentences when they are choosing
the words.
Check answers as a class. Note that although students
should focus on identifying reasons or results, they
can actually complete the exercise by noticing which
sentences include a comma (so) and which don’t
(because).

ANSWER KEY Language for Writing: Present Continuous Tense
The second Language for Writing box introduces the
present continuous tense. Explain that we use the
present continuous tense for actions happening now
A 1. reason, result and for situations that are changing. Remind students
2. result, reason that the present continuous tense is formed with be +
3. result, reason the -ing form.
4. reason, result D Language for Writing
5. result, reason Students are asked to form the present continuous tense
B 1. so of the verbs given in parentheses.
2. so Allow time to complete the exercise individually.
3. because Check answers as a class. Elicit which meaning of the
present continuous tense is being employed in each
4. so sentence: talking about actions that are happening
5. because
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now or talking about situations that are changing.
C 1. I want to save money, so I take the bus to school
every day. Ideas for … GRAMMAR REVIEW
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2. We recycle plastic because we don’t want to The Independent Student Handbook provides a
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pollute the oceans./Because we don’t want to summary of the present continuous tense on
pollute the oceans, we recycle plastic. pages 158–159.
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3. Our city planted trees because we wanted to
have cleaner air./Because we wanted to have EDITING PRACTICE
cleaner air, the city planted trees.
c The box lists three things that students should look out
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4. I want to save electricity, so I turn off the lights for while editing their sentences. The exercise focuses on
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when I leave a room. errors relating to these three points: use be before the
5. We use both sides of the paper because we want -ing form of the verb, use the correct form of be, use the
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to save trees./Because we want to save trees, we -ing form of the verb after be.
use both sides of the paper. Allow students to complete the task individually.
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Check answers as a class by asking students to read

Editing Practice their corrected sentences aloud and explain the errors.
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1. Some animals cannot cope with climate change,

so we need to help them. ANSWER KEY
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2. Sartore publishes animal photos so because he LANGUAGE FOR WRITING

wants to help endangered species. D 1. is making
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3. Because Fuentes wrote a book about sea turtles, 2. is helping

because she wanted people to learn about
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3. are destroying
them.
4. are losing; is melting
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4. The number of male sea turtles is falling because

climate change is affecting turtle eggs. 5. are working
Editing Practice
1. In some places, sea turtle populations is are
going up.
2. Sea turtle habitats are in danger because
temperatures are rising.
3. Mariana Fuentes is help helping protect sea
turtles.
4. Humans is are destroying many animals’ habitats.

MIN
0
ANSWER KEY
3
S
A WRITING TASK
Planning
A Answers will vary. Sample answers:
Read the text in the Goal box aloud so students will be
familiar with the writing task before planning. Allow 1. polar bear
students time to look back through the unit and choose 2. the Arctic region
an endangered species to focus on. If time permits, allow 3. 22,000–31,000
students the option of searching online to find out more 4. Sea ice is disappearing because of climate
information. change.
Allow time for students to note their ideas individually.
5. trying to protect the sea ice, creating programs
Put students in pairs to discuss their ideas. Encourage
with communities in the Arctic, keeping track of
students to use the questions in exercise A as the basis
animals in the wild
for their discussion.
B Answers will vary. Sample answers:
B First Draft Sea ice is disappearing because of climate
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Have students use their notes to write first drafts of their change, so polar bears are in danger.
sentences. Polar bears eat seals, so they need sea ice to get
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Allow time for students to complete the task to the seals in the water.
individually. Provide assistance as needed. Refrain from
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Because the sea ice is melting, polar bears are
error correction at this point.
going too far away from their food, so they are
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C Editing starving.
The final step requires students to edit their drafts, Some groups are trying to protect the sea ice
c because they want to help the polar bears.
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corrections. A checklist is provided on page 157 of the Other groups are keeping track of polar bears
student book to help students with this stage. because they want to know how many are left in
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As a class, go over the information in the checklist on the wild.

page 157.
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MIN
their sentences. 0
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S
1
Walk around, and monitor students as they work. UNIT REVIEW

Provide assistance as needed. For all questions in the unit review, allow students to
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Collect their work once they have completed it. work in pairs or groups. For question 3, encourage
For the next class, show anonymous examples of good students to give definitions or example sentences of the
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sentences and common errors. target vocabulary to demonstrate their understanding.

Allow students time to answer the three questions in
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groups.
For question 1, refer students back to the Reading
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Skill box on page 98 of the Student Book, where

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because and since are given as examples of words that

introduce reasons.
For question 2, some results of climate change are
discussed briefly on pages 92 and 95 of the Student
Book.
Elicit definitions or sample sentences for each item of

Have students study the title. Elicit the meaning of the
A cade m ic T rack word invent. Then elicit other common forms of the
History/Engineering word, specifically inventor and invention.
Have students work individually to note answers to
A cade m ic S ki l l s question 1. Ask them to think about gadgets, devices,
Reading Understanding pronoun reference and machines that they use every day.
Writing/GRAMMAR Using simple past tense of be Have students discuss their answers in pairs.
Elicit answers from the class for both questions. Write
Using simple past tense of
the names of any famous inventors on the board.
other verbs
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Critical Thinking Analyzing an argument ANSWER KEY
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THINK AND DISCUSS
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UNIT OVERVIEW Answers will vary. Possible answers:
The theme of the unit is inventors, both famous and 1. clock, computer, television, refrigerator, toilet,
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unknown. Inventor al-Jazari lived 800 years ago, and microwave, faucet, shower, lock, car, train, bicycle
is considered by some historians to be the father of 2. (Note: Most of us do not know the names of the
engineering. British mathematician Ada Lovelace, who
c people who invented many everyday items. The idea
hi
is credited with writing the first ever computer program, of the unknown inventor is part of the unit theme.)
now has a day named after her in the United Kingdom. Some well-known inventors and their inventions are
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Students learn about these individuals and their Thomas Edison, the lightbulb; Alexander Graham Bell,
accomplishments, as well as some lesser known people the telephone; Johannes Gutenberg, the printing
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who made important contributions to modern life. press; John Logie Baird, the television; Nikola Tesla,
fluorescent lighting; the Wright Brothers, the airplane.
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READING 1: The amazing time-telling device that

al-Jazari designed and built is described in detail. MIN
lG
0
VIDEO: An excerpt from the movie 1001 Inventions and
2

the Library of Secrets explains that the Dark Ages were
The information highlights three inventions—the
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really a golden age in the Muslim world.

helicopter, the life raft, and the signal flare. The photo
READING 2: A profile of Ada Lovelace, a role model for shows a rescue mission at sea where all three inventions
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young women around the world are in use at once.

Students draw on what they have read and watched Allow time for students to study the spread and answer
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to write sentences about an inventor they admire. The the questions individually.
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unit prepares them for the writing task by introducing Check answers as a class. Elicit example sentences from
vocabulary to talk about inventors and inventions. students for each target vocabulary word.
Students review the use of pronouns as well as the
formation of the simple past tense of be and other verbs. ANSWER KEY
0
S
1
THINK AND DISCUSS (page 111) A 1. Paul Cornu, 1907

These questions help prepare students for the subject 2. Benjamin Franklin Coston and Martha Coston,
matter covered in the unit. The picture shows actor Sir 1858 (10 years after Coston died in 1848)
Ben Kingsley portraying famous inventor al-Jazari in the 3. Maria Beasley, 1882 and Horace Carley, 1903
2010 movie 1001 Inventions and the Library of Secrets. 4. I think the helicopter is the most important
Kingsley is an award-winning actor, best known for his invention because it is used in so many ways.
leading role in Gandhi.
B describe; invent; machine

PREPARING TO READ
MIN
0
A 1. b
3

2. e
A Building Vocabulary 3. d
Students use their dictionaries to check the meanings 4. c
of the target vocabulary words. They then match the 5. a
sentence parts to create definitions.
B 1. will (Note: The phrases float on water and float in
Have students work individually to match the words
water are used interchangeably.)
and definitions.
Check answers as a class. Elicit example sentences for 2. won’t
each vocabulary item. C Answers will vary. Possible answers:
B
1. boat, empty bottle, wood
Building Vocabulary
2. anchor, rock, car
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Students use their dictionaries to check the meanings of
the two antonyms. 3. car, train, airplane
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Have students work individually. 4. Nelson Mandela, Queen Elizabeth, Mahatma
Have them check answers in pairs. Gandhi
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Elicit example sentences for each vocabulary item. Ask D The first paragraph describes a clock. The author
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students which invention introduced in the opening calls it “amazing” because it was invented more
spread floats (the life raft). than 800 years ago, is more than 23 feet tall, and
See Vocabulary Extension 7A on page 153 of the Student has elaborate moving parts.
Book for additional practice with changing verbs to nouns
c
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with –ing.
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C Using Vocabulary
Students read four prompts that contain vocabulary
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items and write their ideas.

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Have students work individually to write answers.

Have students share answers in pairs. If necessary, write
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prompts on the board for students to use when they

are discussing their answers. (1. A … floats in water.;
2. A … sinks in water.; 3. A … has an engine.; 4. … is a
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famous person from history.)

Discuss as a class. Elicit example answers from pairs.
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D Predicting
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Students read the first paragraph of the reading passage

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and answer a question about its main idea.

Give students time to read the paragraph. Remind
them not to read any further at this stage.
Have them discuss their answers with a partner before
checking answers as a class.

Have students work in groups to go online and find
out about one more invention with which al-Jazari
OVERVIEW OF THE READING is credited. Students can then share what they have
learned with the class.
The passage is about inventor al-Jazari and explains in
detail one of his most famous inventions—a type of
time-telling machine. His elephant clock was an amazing ANSWER KEY
piece of engineering, involving items representing
various cultures from around the world. Al-Jazari had UNDERSTANDING THE READING
many other inventions as well and outlined them in a A 1. inventor / engineer / man (Paragraphs A and B)
book he wrote. Many of his ideas from this book are used 2. Turkey (Paragraph A or B)
in common devices that we still use today.
3. 800 years (Paragraph A)
Online search terms: al-Jazari, Book of Knowledge of
Ingenious Mechanical Devices 4. elephant clock (Paragraph A)
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5. wrote a book (Paragraph C)
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6. engine (Paragraph D)
UNDERSTANDING THE
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B c, d, b, e, a
3
READING (page 117)
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A Understanding Main Ideas 1. one of the greatest engineers in history
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Students are asked to complete a summary of the 2. a quote from historians supporting the point
reading by filling in the missing main ideas. (Explanation: Some historians call him “the father
Have students complete the activity individually.
c of modern-day engineering.”)
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Have students first check answers in pairs.
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B Understanding a Process
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The details in this exercise refer to the clock invented by

al-Jazari that is described in detail in the second part of
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the passage.
Have students complete the activity individually.
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Check answers as a class. Challenge students to explain

from memory how the elephant clock works.
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C Critical Thinking: Analyzing an Argument

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Explain that “argument” refers to a strong opinion or idea

that a writer is trying to prove or support. In this passage,
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the writer is introducing al-Jazari’s clock to show what

an amazing inventor he was and arguing that he was
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one of the most brilliant inventors in all of history. Paying

attention to the words used by the author is useful in
analyzing that author’s opinion about an idea or topic.
Have students write their own answers individually.
Have them share answers in pairs.
Check answers together as a class. Elicit any words used
that help students understand the author’s argument
about al-Jazari. (… probably one of the greatest engineers
in history.)
SAMPLE COPY, NOT FOR DISTRIBUTION G R E AT I N V E N T O R S 63

MIN
DEVELOPING READING
Video
2 5
S SKILLS (page 118)

Reading Skill: Understanding Pronoun Reference MIN
The Reading Skill box gives information about pronouns

5
VIEWING: THE GOLDEN AGE
S
and how they are used in writing. The box first introduces (page 119)
subject pronouns (I, he, she, it, you, they) and focuses
Overview of the Video
on how to recognize what the pronoun is referring
to by determining whether it is singular or plural and The video shows an excerpt from the 2010 movie 1001
whether it is gender-specific. Point out that although he Inventions and the Library of Secrets in which actor Sir Ben
and she refer to specific genders and therefore people, Kingsley plays a modern-day librarian who magically
the plural, non-gender-specific pronoun they can be becomes al-Jazari. He introduces three important
used for people or things. The box also mentions object advances made by engineers during what was generally
pronouns. If necessary, explain the difference between referred to by historians as “the Dark Ages.” He argues
subject pronouns and object pronouns. Explain that the that in fact there was no Dark Age at all. Instead, he says it
subject of a sentence is doing the action, and the object was an exciting golden age, during which great progress
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receives the action. (Note: Some pronouns can operate was made. Historians are beginning to agree with this
as either a subject or an object pronoun.) assessment, pointing to the many amazing achievements
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during that period.
A Understanding Pronouns
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Online search terms: 1001 Inventions and the Library of
Students identify the pronouns in a paragraph and Secrets, Ibn al-Haytham, Abbas ibn Firnas
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answer two basic questions about each. Note that they
will be asked to indicate to what or whom the pronoun is
referring in exercise B. BEFORE VIEWING
Allow time for students to complete the exercise c
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A Discussion
individually.
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Have them check answers in pairs. If necessary, explain that a golden age is a time of great
discovery and growth in a civilization.
B Understanding Pronouns Have students work in pairs to answer the questions.
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Students use the same paragraph from exercise A to Discuss as a class. Ask students to share any information
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identify the specific person or thing each pronoun is they know about their own country’s or culture’s
referring to golden age. When was it? What was invented or made
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Allow time for students to complete the exercise during that time? What else happened?
individually. B
Check answers as a class. Elicit the answers to exercise Vocabulary in Context
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A for each pronoun at the same time. The exercise introduces students to some of the
key words used in the video. Allow students to use
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ANSWER KEY
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DEVELOPING READING SKILLS individually.

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A he: singular, masculine Check answers in pairs.

Discuss as a class. Elicit example sentences for each
it: singular, gender-neutral word.
they: plural, gender-neutral
B he = al-Jazari
It = a book The paragraph gives some background information
about the Dark Ages, including an explanation that
They = machines of all shapes and sizes
many modern historians no longer agree that the term
“Dark Ages” is appropriate. There were many great
achievements made in all parts of the world during
that time.

Have students read the paragraph and answer the ANSWER KEY
Encourage students to use the new vocabulary they WHILE VIEWING
learned in exercise B to answer the questions. A a, c
Discuss as a class. Elicit ideas for question 2. B 1. c
2. b
ANSWER KEY 3. a
BEFORE VIEWING
A Answers will vary. Possible answer: I am from AFTER VIEWING
Singapore. I think our golden age probably
started fifty years ago and continues today. A Reacting to the Video
During this time, my country has grown quickly in Students fill in more details about what each inventor
size, and the economy has been very strong. from the video contributed to modern life.
B 1. impact (Note: The word impact can also be used Have students work individually to note their answers.
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as a verb.) Explain to students that they do not need to write full
2. foundations sentences.
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3. ingenious (Note: The word ingenious is commonly
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used to describe devices or inventions.) B Critical Thinking: Evaluating
4. civilization Students use the information that they wrote in exercise
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C 1. After the fall of the Roman Empire, there was a A and learned in the video to make an argument about
decline in art and culture. As a result, the period which inventor they think is the most important.
was called “the Dark Ages.”
c Give students time to think about their answer to the
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2. During that time, there were many great question and make notes about their reasons.
achievements. Have students work in pairs or small groups. If
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necessary, write a prompt on the board to help

students in their discussions. Example: I think … was the
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WHILE VIEWING most important inventor because … .

Remind them to give reasons or examples for their
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A Understanding Main Ideas answers.

Have students read the answer choices silently before Discuss answers as a class.
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you play the video.

Have students complete the task while the video is ANSWER KEY
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playing.
Check answers as a class. Ask students to explain the AFTER VIEWING
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answers in their own words. A Answers will vary. Possible answers:

1. cameras, smartphones, television
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2. airplanes
Allow students time to read the sentence parts before
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playing the video again. 3. trains, cars, robots

Have students try to complete the activity based on B Answers will vary. Possible answers:
their memory of the first viewing. I think al-Jazari was the most important inventor
Have students complete the task and/or check answers because without his book, we wouldn’t have so
while the video is playing. Tell them to listen carefully many important designs that have had an impact
to the name of each inventor when it is mentioned. on modern life.

PREPARING TO READ
MIN
0
A 1. aim
3
S

2. reason
A Building Vocabulary 3. brilliant
Students read a paragraph about Bill Gates. They then 4. celebrate
match each target vocabulary word with its correct 5. grow up (Note: The verb phrase grow up refers to
definition. Note that Gates is referred to as “the father of leaving childhood and becoming an adult.)
home computing” in the paragraph, which echoes the
6. huge
title of the passage about Ada Lovelace, The Mother of
Computing. 7. program
Have students complete the task individually. 8. discuss
Encourage students to identify the part of speech of B Answers will vary. Possible answers:
each target word. 1. birthday, New Year’s Day, anniversary
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each target vocabulary item. 2. to get a good job, to pass an exam, to have fun
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See Vocabulary Extension 7B on page 153 of the Student 3. Stephen Hawking, Jane Goodall, Michio Kaku
C The reading is about Ada Lovelace, who wrote
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Book for additional practice with words for occupations.
the first ever computer program.
B
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Using Vocabulary
Students answer three prompts that include the new
vocabulary items.
Have students work individually to note their answers
cplay the audio and have students read along.
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to the prompts.
ap
Have students share answers in pairs. If necessary, OVERVIEW OF THE READING

write prompts on the board for students to use when The reading is about Ada Lovelace, a pioneer of
discussing their answers. (1. I celebrate … every year.;
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computer programming who lived in the 1800s in

2. I study English + [infinitive of purpose (to + base England. As a young woman, Lovelace was gifted in
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form)] …; 3. … is/was a brilliant scientist.) mathematics and science. At age 17, she met Charles
Discuss answers as a class. Elicit examples from Babbage, a mathematician working on a calculator-
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students. Did students have any of the same answers? type machine that was called an “Analytical Engine.”
C Lovelace’s notes on the machine included a difficult
Skimming
math problem that it could perform. This is now
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Students skim the reading to get the gist of the passage. considered the first ever computer program. October
Have students read the questions first so they know the 16 has been named Ada Lovelace Day to celebrate her
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purpose of their skimming. achievements and inspire young minds.

Give students 30 seconds to skim the reading. Tell
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Online search terms: Ada Lovelace, Ada Lovelace Day

them NOT to read it in detail, but to skim it. If necessary,
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review the steps of skimming.

entire passage.

MIN
0 UNDERSTANDING THE ANSWER KEY
3
S
READING (page 124)
A Understanding the Main Idea A c
Students answer a question about the gist of the reading. B 1. 19th
Note that they will need to identify the meaning of the 2. mathematician
term role model, which is defined in the footnotes of the
reading passage. 3. 17
Allow students time to complete the activity 4. Charles Babbage
individually. 5. math
Check answers as a class. Elicit some other examples of 6. computer
role models that students know.
7. computer program
B Completing a Summary 8. October 16
Students complete the paragraph about Lovelace’s life C 1. brilliant
using details from the reading passage.
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2. role model
Have students complete the task individually.
3. Ada Lovelace’s step-by-step calculation is thought
Compare answers in pairs.
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to be the first ever computer program.
Check answers as a class. Ask for a volunteer to read the
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completed paragraph aloud.
1. They were both brilliant individuals.
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C Critical Thinking: Analyzing an Argument 2. They are both not as well-known as they should be.
Students practice the critical thinking skill that they 3. They both impacted modern life in very
learned in Reading 1.
Have students work in pairs. c important ways.
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Tell them to underline the words in the reading as they
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search for them.

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D Critical Thinking: Synthesizing

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Students think more deeply about the inventor from

each reading passage, drawing comparisons between
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the two.
Have the class review the information about al-Jazari
from Reading 1.
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Give students time to note their ideas before they form

pairs to share their answers.
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Have students share their ideas with a partner or in

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a small group. If time allows, encourage students to

create a Venn diagram to illustrate the similarities and
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differences between Lovelace and al-Jazari.

Discuss their ideas as a class.

Have students work individually to research an
inventor from their home countries. Give them time
to go online and collect some information. Have
students use this research in their writing task or ask
each student to give a short presentation to a small
group about an inventor from his or her country.

Students use the information in Reading 2 to answer
questions in the past tense about Ada Lovelace.
OVERVIEW Allow students enough time to go back to the reading
In this lesson, students practice writing sentences about passage to find the answers to the questions.
the past. The lesson starts with a review of the simple Explain that students should write full sentences. Have
past tense. In the writing task, students apply what they them work individually.
have learned in the lesson to write about an important Check answers as a class. Elicit answers from volunteers.
inventor. Students begin the task by choosing an See Grammar Reference on pages 158–159 of the Student
inventor and writing notes about this person. Students Book for additional information about the simple past tense.
then draft at least five sentences from their notes,
improve their drafts, and correct common mistakes that
occur when the simple past tense is used. ANSWER KEY
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0M N LANGUAGE FOR WRITING
EXPLORING WRIT TEN
4
S
ENGLISH (pages 125–127) A created
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tried
Language for Writing: Simple Past Tense
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said
The first Language for Writing box provides a review of
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simple past tense verb forms. A number of rules are had
introduced to help students with their spelling. After designed
going over the information in the box, consider giving saved
students a quick spelling test of simple past regular verb
c
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began
forms. Note that students will learn the past tense of be in
invented
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the next Language for Writing box.

built
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grew up
For the exercise, students write the past tense of the went
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verbs given to complete the chart.

discovered
Have students work individually. Tell students to refer
B 1. invented, helped, went, died
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to the rules for forming the past tense of each verb,

which are outlined in the box. Remind them to also 2. had, needed, could, created, became
watch out for irregular verbs. 3. found, mixed
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Check answers as a class. If time allows, have pairs test

C 1. She lived in the 1800s.
each other on simple past verb forms. One student
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should close their book. The other student should read 2. She grew up in London.
out the base form of a verb. Their partner must say and 3. Her mother was a mathematician.
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correctly spell the simple past verb form. 4. She created a design for a flying machine.
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B Language for Writing 5. She met Charles Babbage.

Students complete the paragraphs by writing the past 6. She wrote the first ever computer program in
tense forms of the verbs given in parentheses. 1843.
Have students work individually to write the verb forms.
Check answers as a class by having volunteers read the

Language for Writing: Simple Past Tense of Be ANSWER KEY
The second Language for Writing box introduces the past
tense of the verb be. Explain that the negative past forms LANGUAGE FOR WRITING
of be can be formed with a contraction (wasn’t/weren’t). D 1. was
Remind students that in formal writing, contractions are 2. were
generally not used. 3. was
D Language for Writing 4. were not/weren’t
Students are asked to complete the sentences with past 5. was not/wasn’t
tense forms of be. 6. was
Have students work on the exercise individually. Point 7. were not/weren’t
out that some of the sentences will be negative.
8. was not/wasn’t
Note that students need to remember the information
from the reading passages to know when to use E Answers will vary. Possible answers:
negative forms of verbs. 1. Ada Lovelace was good at math and science.
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If necessary, allow students to go back to the reading 2. Abbas ibn Firnas was one of the first people to try
passages to check the information. to fly.
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3. Al-Jazari was not a mathematician.
E Language for Writing 4. Thomas Edison was not from Rome.
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Students write four sentences about famous people
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using the past tense of be. Point out that two sentences
should include negative forms of the verb.
Have students work individually to write sentences.
Explain that they can write about any famous people; c
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they don’t have to be famous inventors.
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Have students form pairs to compare sentences. Did

they write about any of the same people?
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Discuss as a class. Elicit sample sentences from

students.
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See Grammar Reference on pages 158–159 of the Student

Book for additional information about the past tense of be.
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ANSWER KEY
3
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WRITING TASK
A Planning A Answers will vary. Possible answers:
Read the Goal box aloud so students will be familiar Inventor’s Name: Ibn al-Haytham
with the writing task before they begin. The aim is for
What and Why: explained how eyes work; might
students to write about inventors who they think should
not have glasses/cameras without him; not many
have their own day, like Ada Lovelace Day. Remind
people know about him
students that complete sentences are not necessary
in the planning stage. It is more important to focus on B Answers will vary. Possible answers:
selecting, shaping, and adding details to their ideas. I think we should celebrate Ibn al-Haytham.
Remind students that they were informed about Ada He lived in Cairo in Egypt but was born in Iraq.
Lovelace Day in the reading passage. Explain that they
We should celebrate him because he is
should write about another inventor they know about
considered to be the father of optics.
or have read about in the unit.
If necessary, give students time to do some quick Also, without his work, we might not have
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research online. Ideas should be briefly worded. cameras or glasses today.
Allow students time to work individually and note their On this day, people should use their cameras to
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ideas. take as many pictures as they can.
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Have them share their ideas in pairs.
B First Draft
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0
S
1
UNIT REVIEW
As students write the first drafts of their sentences, walk
around and offer assistance as needed. Refrain from any For all questions in the unit review, allow students to
type of error correction at this point. Note that students
c
hi
may need to do some online research to find the students to make example sentences with the target
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information needed to complete the sentences.

C Editing groups.
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The final step requires students to edit their drafts, For question 1, students can check their answers by
referring to page 125 of the Student Book.
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corrections. A checklist is provided on page 157 of the For question 2, refer students back to paragraph D on
page 115, where the examples toys, car engines, and
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Student Book to help students with this stage.

As a class, go over the information in the checklist on robots are given.
page 157. Elicit definitions or example sentences for each item of
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Allow students time to work individually on editing target vocabulary in question 3.

their sentences.
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Have students read the title. Elicit the meaning of the
A cade m ic T rack word alien.
Science/Technology Read the questions aloud to the class.
Review the meanings of ocean, space, and explore.
A cade m ic S ki l l s Have students discuss their answers to both questions in
READING Taking notes pairs. For question 2, tell students to give reasons and/or
WRITING/GRAMMAR Introducing your opinion examples to support their opinions.
Elicit answers from the class for both questions.
Using modal verbs to make
predictions
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ANSWER KEY
CRITICAL THINKING Identifying speculation THINK AND DISCUSS
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nswers will vary. Possible answers:
A
UNIT OVERVIEW
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1. I think space is more interesting. It’s endless. We
The theme of the unit is exploration of space and the have no idea what or who lives out there!
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ocean—two areas where there are still many unknowns.
2. There are still so many unknown species of animals
Students learn about exoplanets in distant star systems as
in the ocean. Plus, it’s closer than space, so it’s easier
well as important discoveries made here on Earth in our
oceans. The unit discusses the relative benefits of space
c to explore.
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and ocean exploration, and students are encouraged to 0
MIN
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give their own opinions on the matter.

2

READING 1: Astronomers are finding more and more The infographic provides an overview of our galaxy, the
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exoplanets, some of which have the potential to be Milky Way, and our position within it. The images on the
home to life, like Earth. right hand page correspond to the numbers labeled on
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VIDEO: A team of daring divers risk their lives to map a the Milky Way diagram.
series of underwater caves in Florida. Allow time for students to study the infographic, read
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the information, and answer the questions individually.

READING 2: New technology is making it possible for
For question 3 in exercise A, the answer can be found in
humans to explore the oceans’ depths, and scientists
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the caption for the middle photo on page 131.

are learning many new things as a result.
Check answers as a class. Elicit example sentences from
Students draw on what they have read and watched
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students for each of the target vocabulary words. Ask

to write sentences to express their opinions and students to add any additional background information
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make predictions about the future of space or ocean that they know about the universe or our galaxy.
exploration. The unit prepares them for the writing task
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by introducing vocabulary to talk about explorations ANSWER KEY

in space and the ocean in more detail. Students also
practice using language for introducing an opinion as EXPLORE THE THEME
well as modal verbs for making predictions. A 1. The Milky Way is our galaxy. We know it is so big
that light takes 100,000 years to travel from one
0
MIN
end to the other. Yet it is very small compared to
S
1
THINK AND DISCUSS (page 129) the huge universe.

These questions help prepare students for the subject 2. We live in the Orion Arm.
matter covered in the unit. The picture shows a species 3. The Milky Way looks like a band of cloudy light
of fish, the spotted porcupinefish, that lives near the that stretches across the sky.
ocean floor. Although many think of space as the last
B planet; single; star
unknown frontier to explore, the deepest parts of our
oceans may hold just as many mysteries.

PREPARING TO READ
MIN
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A 1. discover (Note: Discover is often used in the
3
PREPARING TO READ (page 132) passive voice: A new chemical was discovered.)
A Building Vocabulary 2. reach
Students use the sentences provided to guess meaning 3. excited
from context for each of the target vocabulary words and 4. suitable
match the words to their definitions. The sentences are 5. near
all about the solar system.
6. distance
Review the names of the planets in our solar system.
Refer students to the diagram at the bottom of the 7. life (Note: It is common to talk about life on other
page. In the diagram, the sizes of the planets are planets when discussing space exploration.)
to scale, though the distances between them are B 1. Jupiter (Note: The sizes of the planets in the solar
obviously not. Note that Pluto is classified as a dwarf system diagram are to scale.)
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planet. The three other dwarf planets in our solar 2. Venus
system, which are not shown in the picture, are 3. Answers will vary. Possible answer: I think
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Haumea, Makemake, and Eris. conditions on Pluto are not suitable for life
Have students work individually to match the words
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because it’s too far from the sun and therefore
and definitions. too cold.
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each vocabulary item. C But are there other planets like Earth? And could
humans live there one day?
Book for additional practice with the prefix un-.
c
Answers will vary. Possible answers: I think
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there must be other planets like ours because
B Using Vocabulary there are so many stars in the universe. I’m not
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Students read the questions that contain vocabulary sure whether humans could live there one day
items and use the diagram at the bottom of page 132 because they are so far away.
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to answer them. Encourage them to use any new

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vocabulary in their answers when possible.

Have each student work with a partner to answer the
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questions. If necessary, write prompts on the board

to support their discussion. (1. The biggest planet in
the solar system is . . .; 2. . . . is nearer the sun.; 3. I think
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conditions on Pluto are not suitable for life because . . .)

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C Previewing
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Students read the first paragraph of the reading passage

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to identify the main theme of the passage.

Give students time to read the paragraph and find the
questions. Remind them not to read any further at this
point.
Check students’ understanding. Then have them
discuss their ideas in pairs.
Tell students to check their answers as they read the
entire passage.

15 Have students read the passage individually, or number of predictions about the future of space
play the audio and have students read along. exploration. For the exercise, students are asked to
decide which statements are speculations.
OVERVIEW OF THE READING Have them form pairs to compare answers.
The passage is about recent discoveries being made Check answers together as a class. Elicit any words that
in space because of the availability of new technology. helped students identify the speculation. (may, could,
Scientists have found thousands of exoplanets moving might)
around stars; some of these planets may be quite similar
to Earth. Scientists think some of these planets may even
have water. However, with our current technology, it will Have students work in groups to go online and learn
still take thousands of years to travel to these planets. about another exoplanet. Ask groups to make posters
Scientist Andreas Tziolas thinks that it may become with basic information about the exoplanet. Have
possible in the decades ahead of us. them present it to the class.
Online search terms: exoplanets, Trappist-1, Alpha Centauri,
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Andreas Tziolas ANSWER KEY
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0
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UNDERSTANDING THE A 1. E
3
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READING (page 135) 2. C
3. B
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4. D
Students are asked to match each paragraph with its
main idea. 5. F
Have students work individually to complete the c B 1. b (Paragraph D: These are planets that move around
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activity. stars other than the sun.)
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Have students first check answers in pairs. 2. a (Paragraph E: The nearest solar system, Alpha
Check answers as a class. Centauri, …)
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B Understanding Details 3. b (Paragraph F: Scientist Andreas Tziolas thinks that

one day we might be able to travel to another star
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Students are asked to answer questions about

system.)
information from the reading.
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Encourage students to use the key terms in the C 1. Earth / each other
questions to scan the passage for the information they 2. close / near
need. (The terms are exoplanet, Alpha Centauri, Andreas
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3. cool
Tziolas.) 4. water
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activity. D 2, 4, 5 (Note: Point out the use of may, could, might

in the sentences to express speculation.)
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Check answers as a class. Elicit the location in the reading

where students found each piece of information.
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C Understanding Details
Students are asked to complete a set of notes about
information from the reading. The details in this exercise
refer to the information in paragraph D.
activity.
Check answers as a class. Elicit the location in the reading
where students found each piece of information.
D Critical Thinking: Identifying Speculation
Explain that speculation involves predicting or guessing
about something. In the reading, the writer offers a
SAMPLE COPY, NOT FOR DISTRIBUTION Alien Worlds 73

MIN
5
DEVELOPING READING
Video
2
S SKILLS (page 136)

Reading Skill: Taking Notes
MIN
The Reading Skill box emphasizes the importance of 5
VIEWING: MYSTERIOUS
S
taking notes to help with reading comprehension and WATERS (page 137)
exam preparation.
Explain that notes should include important facts and Overview of the Video
information and should not be full sentences. Notes can The video shows an expedition undertaken by a team
be organized in an outline or a graphic organizer, such as of divers and scientists to map the Wakulla Springs
a mind map. Explain to students that they should decide underwater caves off the coast of Florida. The team’s aim
which style of organizing notes they prefer. is to get data for a three-dimensional digital map of the
caves. Cave diving is extremely dangerous, even deadly,
A Taking Notes because it is so easy to get lost in the caves. In addition,
Students use the information from the reading passage the team is diving with heavy equipment for mapping,
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to complete the outline of the notes. which makes it even riskier. After a daring expedition, the
Allow time for students to complete the exercise team comes out safely, having successfully obtained the
data needed to make the map.
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individually.
Have them check answers in pairs. Online search terms: Wakulla Springs, Bill Stone
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Elicit answers from pairs. Go over how each line in the
outline summarizes the information in the passage in
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simple terms. BEFORE VIEWING
B Applying A Previewing
c
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Students use an outline style similar to the one in The photo shows divers deep underwater in a cave in
exercise A and write notes for paragraph F from the Florida.
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reading passage. Encourage students not to write full Have students work in pairs to discuss the questions.
sentences. Discuss as a class. Ask pairs of students to share any
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Allow time for students to complete the exercise ideas they discussed.
individually.
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Have students compare their outlines in pairs. Did they
choose any different information? Then ask them to The exercise introduces students to some of the key
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use the outlines to summarize the paragraph together words used in the video. Encourage students to read
in their own words. the sentences and guess meaning from context. Allow
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Discuss as a class by eliciting ideas and writing an students to use dictionaries, if necessary.
outline on the board. Allow time for students to work on the exercise
individually.
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ANSWER KEY
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DEVELOPING READING SKILLS Discuss as a class. Elicit sample sentences for each
word.
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A technology, 3,500, Earth

distance, 4.3 light years, 100,000 years C Learning About the Topic
B Answers will vary. Possible answers: The paragraph gives some background information
page 134, Paragraph F about Wakulla Springs, the location of the underwater
Main Idea: astronomer says other planets possible caves featured in the video.
(Andreas Tziolas) Have students read the paragraph and answer the
Detail: maybe nearest star in decades? questions individually.
Detail: possibly trips between stars <100 years Check answers as a class. Elicit ideas for question 2.

A Answers will vary. Possible answer: The people Students answer questions with their own opinions and
are diving in an underwater cave. They might be thoughts.
able to study the rocks there. Or perhaps they can Have students work individually to write their answers.
discover some new animal or plant species. Have them share and discuss answers in pairs.
B 1. three-dimensional Discuss as a class.
2. current B Critical Thinking: Synthesizing
3. labyrinth Students use the information in the video and the
4. bounce information about space from Reading 1 to compare the
C 1. animal bones and items used by humans two forms of exploration.
2. The caves were not always underwater. Give students time to think about their ideas. Explain
that they should only write notes, not full sentences.
Have students discuss their ideas in pairs or small
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groups.
WHILE VIEWING Discuss as a class. If time allows, draw a Venn diagram
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on the board to summarize the class’s answers.
A
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Understanding Main Ideas
ANSWER KEY
Have students read the answer choices before you play
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the video. AFTER VIEWING
Have students complete the task while the video is A Answers will vary. Possible answer:
playing.
c No, actually it looks too dangerous to me.
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B Answers will vary. Possible answer:
B
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Understanding Details They are both dangerous. You need a lot of

Have students read the notes before you play the video. special equipment to survive in these places.
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Encourage them to fill in as many answers as they can

before watching the video again.
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Have students try to recall any answers based on their

first viewing.
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Have students complete the notes and/or check their

answers while the video is playing.
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ANSWER KEY
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WHILE VIEWING
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A c
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B 1. dangerous
2. 300
3. sand
4. rope
5. bounce
6. current

PREPARING TO READ
MIN
0 A 1. mystery
3
PREPARING TO READ (page 139) 2. vehicle

A Building Vocabulary 3. cover
Students read the sentences to determine the meanings 4. deep
of the vocabulary words through context. They then B 1. variety
match each vocabulary word with the correct definition. 2. beginning
Have students complete the task individually. Remind
3. illness
students that identifying parts of speech will help them
narrow their choices. 4. completed
Check answers as a class. Elicit example sentences for C Answers will vary. Possible answers:
each vocabulary item. 1. squid, porcupinefish, lobsters
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B Building Vocabulary 2. ship, submarine, jet ski
Students read definitions of the target vocabulary words 3. a cold, the flu/influenza, ear infection
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before completing the sentences. D Answers will vary. Possible answers:
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Have students complete the task individually. We can learn about unknown species of animals
Check answers as a class. Ask for volunteers to read out and plants in the sea. We can learn more about
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the completed sentences. our planet. There could be a lot of prehistoric
See Vocabulary Extension 8B on page 154 of the Student fossils there.
Book for additional practice with the suffix -ness.
c 16 Have students read the passage individually, or
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C Using Vocabulary play the audio and have students read along.
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Students answer three prompts using the new

vocabulary items.
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Have students work individually to note answers to the OVERVIEW OF THE READING
prompts. The reading is about deep-sea exploration and how
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Have them share ideas in pairs. If necessary, write much we still have left to learn, because humans
prompts on the board to support their discussions. have only explored about five percent of the world’s
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(1. A(n) . . . lives deep in the ocean; 2. A(n) . . . is a vehicle oceans. New underwater vehicles are being built to
that is used in water; 3. . . . is a common illness.) explore such deep-sea locations as Las Gemelas and the
Discuss answers as a class. Elicit examples from
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Mariana Trench. Scientists are not only learning about

students. new species of life but also ways in which these new
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D discoveries can help humans. They are also gaining

Predicting
useful information about underwater earthquakes and
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Students discuss and write down some reasons for deep- tsunamis.
sea exploration.
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Online search terms: DeepSee, Deepsea Challenger,

Have students read the questions and discuss their
Las Gemelas, Mariana Trench
ideas in pairs.
Briefly discuss students’ ideas as a class. Elicit some
ideas from their lists to create a mind map on the
board.
entire passage.

MIN
0
UNDERSTANDING THE
3
S
READING (page 142)
Have students work in groups to search online for any
A Understanding the Gist information about other discoveries made in either
Students identify the gist of the reading by choosing an the Mariana Trench or Las Gemelas. Then have them
alternative title. report their findings to a group that searched for
Allow students time to complete the activity individually. information on the other location.
Check answers as a class. Elicit any other possible titles
from students. ANSWER KEY
B Understanding Details UNDERSTANDING THE READING
Students complete the outline of the information in the A a
passage. Note that the exercise also gives them practice B 71%; 5%; Mars
in the reading skill from Reading 1, taking notes.
DeepSee; Las Gemelas; Costa Rica
Have students complete the exercise individually. Point
out that the outline indicates the paragraph in which Mariana Trench, James Cameron, photos/video,
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each piece of information can be found. samples, life on our planet began, underwater
Have students check answers in pairs. Tell them to go earthquakes, tsunamis
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back to the passage to check the information if any of C 1. imagined
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their answers don’t match. 2. hidden
3. discoveries
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C Critical Thinking: Guessing Meaning
from Context D Answers will vary. Possible answers:
Students find synonyms for the words listed in the 1. They study new animals and plants.
reading. They are told which paragraphs to check. c 2. They can find new species of life, which may have
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Elicit the meaning of synonym. Make sure students chemicals that could help people fight illnesses.
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understand that they are looking for words with the They can learn about earthquakes and tsunamis,
same meanings as the ones listed. which may help prevent them. Their discoveries
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Have students work individually to complete the may help us better understand our planet and
exercise. take better care of it.
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Have them form pairs to compare their answers. E Answers will vary. Possible answer:
I think underwater exploration is more interesting.
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D Critical Thinking: Analyzing an Argument Reason 1: There are so many locations unexplored
Students practice the critical thinking skill that they under the sea.
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learned in Reading 1 of Unit 7. They are asked to identify Reason 2: It’s easier for us to get there than to go
and think about some of the main points of the reading. into space.
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Have them form pairs to compare and discuss answers.

Check answers as a class. Elicit ideas from volunteers.
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E Critical Thinking: Synthesizing

Students are asked to go back to an answer they gave
at the beginning of the unit—question 1 of Think and
Discuss. Do they still think one is more interesting than
the other? Tell them to give reasons for their opinions
about space versus ocean.
Give students time to note their answers before they
discuss them with a partner.
Have students share their ideas with partners or in a
small group. Tell them to give reasons and examples
for their opinions.
Discuss as a class. Elicit reasons and examples for
opinions shared.

Writing Tell students to use a different phrase for each opinion
that they offer.
Discuss answers as a class. Have volunteers read aloud
the complete sentences with their opinions.
OVERVIEW
ANSWER KEY
In this lesson, students practice stating their opinions and
writing predictions about the future. The lesson starts EXPLORING WRITTEN ENGLISH
by introducing phrases used to introduce opinions and LANGUAGE FOR WRITING
then teaches modal verbs used for making predictions.
A 1. think/don’t think
Students apply what they have learned in the lesson to
share their opinions about the future of space or ocean 2. think/don’t think
exploration. Students begin the task by making notes 3. believe/don’t believe
in the chart provided. Students then use their notes to 4. believe/don’t believe
draft four sentences giving their opinions. Finally, they 5. In my opinion, is/is not/isn’t
improve their drafts by checking for and correcting any
common mistakes. 6. In my opinion, have/do not have/don’t have
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Language for Writing: Introducing Your Opinion 1. I don’t think studying the ocean is a waste of time
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The first Language for Writing box teaches simple phrases and money.
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for introducing an opinion. Go over the content of the 2. I don’t believe life forms from other planets are
box, including each example. Explain that a complete looking for us.
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sentence with subject plus verb should follow each
3. In my opinion, people will not live on an
phrase. Draw students’ attention to the comma that
exoplanet 100 years from now.
follows the phrase In my opinion.
c
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I
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Language for Writing: Using Modal Verbs
EXPLORING WRIT TEN
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to Make Predictions
4
ENGLISH (pages 143–145)

The second Language for Writing box introduces the
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A Language for Writing modal verbs will, may, and might for making predictions.
Go over the degree of certainty attached to each modal
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Students are asked to complete the sentences to reflect

verb by reviewing the sentences together. Explain that
their own opinions. As such, there is no right or wrong
for predictions, will is used to signal certainty. It is worth
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answer, but ensure that students think of reasons to

pointing out that this is often modified by adverbs such
support their opinions.
as definitely or probably. Might and may are used when
Have students work individually. Tell them to read the
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there is less certainty. Explain that the base form of a verb

statements before deciding how to complete them.
follows the modal. To make the modal into a negative,
Point out that they must use the verb given but that
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add not after the modal and before the base form of the
they can choose whether to write its affirmative or
verb.
negative form.
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Have students form pairs to compare answers. C Language for Writing

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Encourage them to give at least one reason to support

Students unscramble the words and phrases to make
each opinion.
complete sentences.
If time permits, take a class poll for each sentence. Ask
for volunteers to explain their reasons to the class.
Remind them to make sure they have used all of the
B Language for Writing words provided in their sentences.
Have students read their completed sentences to a
Students use the prompts to write sentences expressing
partner to check they have the same answers.
their opinions.
Check answers as a class. Ask for volunteers to read the
Have students work individually to write their answers.
full sentences out loud.
What are their opinions about each statement? Remind
students that there are no incorrect answers.

MIN
0
D
S
Language for Writing WRITING TASK (page 146)
Students choose the best modal based on the degree
of certainty for each sentence. A Planning
Have students work individually to complete the Read the text in the Goal box aloud so students will be
sentences. familiar with the writing task before they begin. The aim
Have students form pairs to compare sentences. is for students to express their ideas and predictions
Discuss as a class. Elicit reasons why one modal works about the future of exploration in space or the oceans.
and the other doesn’t in each sentence. Encourage them to use modals of prediction and/or
See Grammar Reference on pages 158–159 of the Student phrases for introducing opinions. Remind students that
Book for additional information about modal verbs for complete sentences are not necessary in the planning
predictions. stage. It is more important to focus on selecting, shaping,
and adding details to their ideas.
EDITING PRACTICE Allow students to work individually. Give them time to
Students are introduced to common mistakes made look back through the unit for ideas and make notes in
when modal verbs are used. The verb following the the space provided.
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modal should be in base form, and modal verbs are When students are finished, put them in pairs or small
never changed to match subjects. groups to share their ideas. Encourage them to add
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Have students work individually to correct the to their notes any extra ideas that arise from their
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sentences. discussion.
Have students form pairs to compare answers.
B First Draft
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ANSWER KEY
As students write the first drafts of their sentences, walk
LANGUAGE FOR WRITING around and offer assistance as needed. Refrain from
c any type of error correction at this point. Note that
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C 1. I think most people will live in tall apartment
the outline provided guides students to writing a full
buildings in the future./I think most people in the
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paragraph. Point out that a well-structured paragraph has

future will live in tall apartment buildings.
a main idea and two or three supporting details.
2. Cities like New York and Beijing might be even
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more crowded. C Editing

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3. People might never need to leave their The final step requires students to edit their drafts,
apartment buildings. check thoroughly for errors, and make any necessary
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4. In my opinion, most people will work from home. corrections. A checklist is provided on page 157 of the
D 1. might Student Book to help students with this stage.
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2. may page 157.

3. will Allow students time to work individually on editing
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4. may their sentences.

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5. will
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EDITING PRACTICE Collect their work once they have completed it.
1. Robots may replaced replace doctors someday. For the next class, show anonymous examples of good
2. I think people will having have computers inside sentences and common errors.
their bodies in the future.
3. Someday, we might to build homes
underground.
4. I believe new telescopes will finding find many
more exoplanets in the future.
5. We will might/may be able to see Saturn in the
sky tonight. It depends if the skies are clear.

MIN
0
ANSWER KEY
S
1
UNIT REVIEW
WRITING TASK For all questions in the unit review, allow students to
A Answers will vary. Possible answers: work in pairs or groups. For question 3, encourage
Astronomers study space because …
can learn about universe, our planet, find a new Allow students time to answer the questions in pairs or
planet to live on, find life on another planet groups.
Ocean scientists study the sea because … For question 1, refer students back to the Language for
can learn about underwater earthquakes, find Writing box on page 143 of the Student Book, where
new plant/animal species, find cures for illnesses the phrases I think, I believe, and In my opinion are
B Answers will vary. Possible answer: given.
For question 2, refer students to paragraphs D and F
In my opinion, governments should spend on page 140 of the Student Book, where a number of
more money on space exploration than ocean examples are given.
exploration. With space exploration, we can learn Elicit definitions or example sentences for each item of
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more about the universe. Also, we may discover target vocabulary in question 3.
another planet for humans to live on one day.
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Finally, governments might be excited to find
aliens. Maybe we can learn from them!
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Unit 1 Seven Billion
Seven billion is a big number. It would take 200 years just to count to seven billion out
loud. Seven billion steps would take you around the globe 133 times. In 1800, the world’s
population was one billion. 130 years later … 1930, two billion; 1960, three billion; 1974, four
billion; 1987, five billion; 1999, six billion; 2011, seven billion. In 2045, it could be nine billion.
About every second, five people are born and two people die. In the time you’ve watched
this video, our population has increased by 170 people. And nearly everywhere, we’re
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living longer. In 2010, the average person lived 69 years. In 1960, the average person lived
53 years.
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In 2008, for the first time ever, more of us lived in cities than rural areas. Megacity =
population greater than 10 million. In 1975, there were three megacities. Right now, there
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are 31 megacities. By 2050, 70 percent of us will be living in urban areas. But we don’t take
up as much space as you’d think. Standing shoulder to shoulder, all seven billion of us
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would fill the city of Los Angeles. So it’s not space we need, it’s balance.
Five percent of us consume 23 percent of the world’s energy. Thirteen percent of us don’t
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have clean drinking water. Thirty-eight percent of us lack adequate sanitation.
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Seven billion people, speaking more than 7,000 languages, living in 194 countries. Seven
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billion reasons to think about seven billion.

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UNIT 2 Cave Scientist
Gina Moseley More people have been to the moon than some of the places that I’ve been
to. I’m here to collect samples of calcite that were deposited in caves over thousands and
thousands of years.
Narrator Gina Moseley started caving for fun when she was just 13. Now she is a geologist
and a cave scientist. She and her team are in Greenland to study the caves there. The caves
are in places that are very difficult to reach. It takes three days of walking and hiking—often
across dangerous ground. By studying the rocks inside these caves, Moseley and her team
can learn about past climate change in the region. They can learn how fast climate change
happened in the past, and this will help us understand what might happen in the future. It’s
a challenging job, but it’s one that Moseley loves.
Gina Moseley I really like the remoteness of caves. I like the journey that you go on, and
even when you’ve been in a cave before, you still see new things every time you go in there.
[So, have we got enough sample there?] The best part of my job is that I get to go and see
these absolutely amazing places and produce something that is hopefully valuable to all of
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us in the future.
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UNIT 3 Hooked on Adventure
Alastair Humphreys My name’s Alastair Humphreys, and for my entire adult life, I’ve been
hooked on adventure. As soon as I graduated, I jumped on my bike and set off to cycle
around the world. I didn’t get home for over four years. I cycled 46,000 miles through 60
countries. And since I came home, I’ve rowed across the Atlantic Ocean, crossed deserts,
looking for adventure, difficult challenges in the world’s wild places.
Everyone loves adventure. People sit on the Internet reading websites, watching films,
thinking, “Oh, I’d love to do that, I’d love to do that!” There are so many things that stop
people from rowing across oceans or walking across deserts. And perhaps the biggest one
of those is the difficulty of starting, of beginning, of knowing how you even get going in a
project as big and as daunting as that.
So I thought to myself, “What if you make it easy? What if you make it so small, so
short on your time, then really there’s no excuse not to get started? What if you have a
microadventure?”
Walking around the M25 was my first microadventure. I loved it, and right then, I decided to
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commit to a year in my country—in boring tiny small little Britain—seeking out adventure
close to home, and try and show that you don’t need to go to the Yukon or Mongolia to
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have an adventure.
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You don’t need to live in the wild corners of the country to be able to have an adventure.
You don’t even need to be in your own country. I had to go to Hong Kong for a couple of
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days for some speaking work, and the first night, the company put me up in a very fancy
hotel—there was a very nice fluffy white dressing gown. The second night, I had to pay
myself, so I checked out of the hotel and went and slept on a hill. Slept on a hill looking
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over the lights of Hong Kong, and it was a brilliant experience, a real microadventure. The
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wilderness is closer than you think, it really is, and it was a great perspective on a different
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city. So the concept of microadventures works wherever you happen to live.

Get a bunch of friends, head out of town, and go climb a hill. Watch the sunset, sleep under
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the stars, and then when you wake up in the morning at sunrise, it’s this amazing experience
of thinking, “Wow! I’ve done something really different.” A bit silly, it’s less comfortable than
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your bed, but memorable, and different, and exciting, and adventurous.
And all that remains then is to run down the hill, jump in the river for a swim. Jumping
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in rivers is good for the soul, it’s your morning wash, back on the train, and back at your
desk by nine o’clock the next morning. And then, when your boss says to you, “Did you
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do anything nice last night?” you can say, “Yes. Actually, yes, I did. Last night, I had an
adventure—a microadventure.”
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Life is now or never. Fill it with adventure. Squeeze it, wring out as much as you possibly can
from it. Life is this moment, this is it, life, now. Tick-tock, tick-tock. This is our life. We need to
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make the most of it, to fill it full of rich, meaningful, rewarding, adventurous experiences.
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So will you? Will you go on a microadventure?
SAMPLE COPY, NOT FOR DISTRIBUTION VIDEO TR ANSCRIPTS 83

UNIT 4 A Million “Likes”
National Geographic is famous for the photographs that appear in its magazine. But with
the rise of social media, many more people can see these images.
National Geographic’s Instagram account has over 70 million followers—that’s one of the
most followed Instagram accounts in the world. The photos posted by National Geographic
have been “liked” more than 3 billion times, and over 25 million comments have been
posted by its followers. Here are five of National Geographic’s most-liked Instagram images.
Each one received over a million “likes.”
Thirsty elephants take a drink in the early morning in Botswana. Photographer Franz Lanting
explained that to take this photo, he had to wait in the darkness until dawn, with elephants
moving all around him. The final image is a classic scene of wild Africa.
As an evening storm lights up the sky near Wood River, Nebraska, thousands of cranes—tall,
long-necked birds—arrive at the site. According to the photographer, Randy Olson, “That
evening, there were more cranes than had ever been counted before—as many as 413,000.”
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A four-week-old leopard sits for a portrait taken by Joel Sartore as part of his Photo Ark
project. Sartore has taken thousands of animal photos as part of the project. His hope is to
raise awareness of endangered species and make us all think about how to save them.
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A North Atlantic right whale dives back down into the ocean. Photographer Brian Skerry has
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taken many photos of these amazing animals. Right whales are thought to be the world’s
most endangered whale species.
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A female tiger rests with her cub in India’s Bandhavgarh National Park. The photographer,
Steve Winter, said that this was one of the moments in his career when he checked the back
of his camera, and cried.
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According to editor Daniel Stone, National Geographic’s huge following on social media
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“allows us to share National Geographic’s original mission—to explore the world and all
that’s in it—with more people, in more places, every day.”
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UNIT 5 Killer Crocs
Narrator Nile crocodiles are the most aggressive crocs on the planet. In the area of Lake
Victoria in Uganda, they’ve been attacking and killing humans. Why are these crocs so
aggressive? People in the nearby villages are killing or driving away the animals that the
crocs eat. Without their natural food sources, the crocs are now attacking people. To save
both the people and crocodiles, the Ugandan government asked National Geographic’s Dr.
Brady Barr for help.
Brady Barr I’ve offered to help catch the animals and relocate them to a place where they
can do no harm. And at the same time, I’ll train local wildlife rangers to capture crocodiles so
that they can respond to future attacks.
Narrator Brady’s first two students are rangers Robert Mbagaya and Peter Ogwang. Both
men have over ten years’ experience with dangerous animals. But they don’t have any
experience with crocodiles. First, Brady shows the men how to catch crocodiles.
Brady Barr Don’t ever wrap the rope around your hand, because if you do, the crocodile
can pull you into the water. Or if it’s a big crocodile, it can rip your hand off.
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Narrator In the past, if a crocodile attacked a person, the rangers would have to shoot and
kill it. Brady explains to them that now they can catch the animal alive, tie it up, and take it
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to a safer place. After Brady teaches the rangers some techniques, it’s time to catch a croc.
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Robert sees the first croc under a tree.
Brady Barr Peter, come in and snare it. Just come in and get it. Come in and get it.
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Narrator Peter carefully comes near the croc. Brady is close by.
Brady Barr No, no, no! Don’t pull, or you won’t get it. Let me make his head come my
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direction. Just keep it right there. OK, there you go. Now fix your snare. Now, take your time.
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Get it on the upper jaw. Put it on the upper jaw. Just the upper jaw. Come closer, go closer.
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He needs to see your body, Peter. Now, take your time. Come on, take your time. Tighten it,
pull back, tight! All right, we got it. Pull him out! Pull him out! You got it?
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Ranger Yeah, I got it.

Brady Barr Hurry, Robert! Go around there and help him pull the animal towards Graham.
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Hurry, Robert! Pull him! Keep pulling! OK, that’s good, that’s good. OK. Pull a little more, a
little more. Hang on.
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Narrator Now Robert’s got to close the jaws.

Brady Barr Now, pull, pull! Tight! Quick! Come here! Charles, hold the rope. Jump on its
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neck. Just jump on its neck. It can’t get you, go, go, go! One, two, three! Good job! All right,
Robert, go onto the back. Jump on the back. Pull the legs up. Hurry, hurry, hurry, before it
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rolls! Go! Get on it! Let it roll! Get on there, Peter! You gotta sit on it. OK, sit down right there.
Whew, man! Put ‘er there. You captured your first crocodile all by yourself.
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Narrator Uganda now has two rangers who are ready to catch the killer crocs of Lake
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Victoria.
Brady Barr I’m going to leave the snare pole and all the equipment with you.
Ranger Thank you.
Brady Barr You’re very welcome.
Ranger What I want to do for my country is rescue these crocodiles. That way, our local
people will be safe, and their lives will be protected.
Narrator Months later, Peter helps to catch and move one of the killer crocs. This way, he is
creating a safer environment for both people and crocodiles.

UNIT 6 Saving Lemurs
Chris Smith Lemurs are magnetic. Lemurs look at us with the same sort of brain,
intelligence, and evolutionary history that we have. So when you meet a lemur, you’re
meeting a relative, and when you look into a lemur’s eyes, you can tell that they’re looking
back. And the same things that you’re thinking about them, they could be thinking about
you.
Narrator Chris Smith works at the Duke Lemur Center in North Carolina, U.S.A. In the wild,
lemurs are only found on the island of Madagascar. The Duke Lemur Center has the world’s
largest group of lemurs in the world outside of Madagascar. Many species are critically
endangered. The people at the center study and take care of lemurs to protect their
population.
One of the most important jobs at the center is taking care of lemur babies. These are gray
mouse lemurs. One female at the center just had three babies, and another female had
two. It’s an exciting time. To check that the lemur babies are healthy, the staff at the Lemur
Center weighs them every day. If the babies gain weight, they are healthy and growing. The
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center needs to take care of the lemur babies very carefully during their first 30 days. The
babies spend most of this time eating and sleeping.
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Lemurs might be the world’s most endangered group of mammals. For some species, there
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are only a few hundred animals left, and they are in great danger of becoming extinct.
Chris Smith These animals are our relatives, and we have the biggest impact on their
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extinction in the future, and we have the biggest chance to protect them, to make sure that
lemurs do not become the first primates to become extinct in over 100 years.
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UNIT 7 The Golden Age
Isabella Is that the Librarian?
Danny I guess so.
Luke How are the Dark Ages gonna have anything to do with us?
Danny Erm … excuse me, sorry to bother you.
Librarian What do you want?
Danny We need to find out what impact the Dark Ages had on the modern world.
Librarian Never was a period of history so poorly named. Don’t touch. It’s priceless. Follow
me. I’ve got just the book for you.
Isabella Where are we going?
Danny Don’t know.
Luke Ask him!
Danny Uh, excuse me … where are we going?
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Librarian From darkness into light, my young friend. From ocean onto land. There are
things you should know. Oh yes, indeed. Now I know I left it round here somewhere … Ah,
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here it is! Now, take a look … if you dare.
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Danny What’s going on?
Librarian Welcome to the Dark Ages … or as it should be known, The Golden Ages.
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Isabella Who are you?
Al-Jazari I am al-Jazari, engineer and ingenious inventor.
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Luke I thought you said this was the Dark Ages. It doesn’t look very … dark.
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Librarian That’s because it’s all a matter of perspective, my soon-to-be-illuminated friend.
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Of course, there are parts of the world that weren’t dark at all, but in a civilization that
stretched from Spain to China, the golden rays of discovery and invention shone over
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everything.
Luke What civilization?
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Al-Jazari The Muslim civilization, my young friend. Through scholars and scientists of
various faiths, some of the most important discoveries known to man were made at this
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time. Discoveries that drew on knowledge of the ancients, but have more connections with
your modern world than you could possibly imagine.
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Danny Like what?

Al-Jazari Well, all sorts of things.
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Luke I’ve got to get a picture of this.

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Ibn al-Haytham I knew it was a good idea.

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Isabella Who are you?

Al-Jazari Allow me to introduce Ibn al-Haytham, a great scientist whose ideas led to the
invention of the camera.
Danny You invented the camera?
Ibn al-Haytham I laid the foundations for modern cameras by explaining how our eyes
work. I found a way of projecting an image onto another surface through a small hole in a
dark room—later called “camera obscura.”
Al-Jazari Think of all the things that evolved from this discovery—cameras, cinema, all share
the same principle.
Danny Cool.
Abbas ibn Firnas LOOK OUT BELOW!
Children Who’s that?

Al-Jazari That’s my good friend, Abbas ibn Firnas, who gazed up to the heavens passionate
in his belief that man could fly.
Luke Whoa!
Al-Jazari Indeed, he dared to dream about flying a thousand years before the Wright
Brothers. You know you all take your jetsetting holidays for granted, so it only seems fair to
remember Abbas ibn Firnas … Science at its brilliant best!
Luke And all these things were developed during the Golden Ages?
Al-Jazari That’s just the tip of the iceberg. There were thousands of other inventions
covering all areas of life, and in the years that followed, their influence spread across the
whole of medieval Europe. So you see, it wasn’t so dark after all.
Danny What about you?
Al-Jazari Me?
Isabella What did you invent?
Al-Jazari Well, I don’t want to be big-headed, but I made some groundbreaking advances
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in engineering. I suppose my most significant discovery converted rotary motion into linear
motion using a crank and connecting rod—it’s essentially pumps and engines. In fact, I’ve
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no idea how the Industrial Revolution could have happened hundreds of years later without
such a device—not that I ever get the credit I deserve. But my crowning glory was my
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amazing time-telling machine, my legendary Elephant Clock.
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Danny It’s a clock?
Al-Jazari Yes. Dozens of components collected from different cultures around the world—
Indian, Greek, Arabian, Egyptian, Chinese.
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Luke Wow! A United Nations clock.
Isabella That is pretty cool.
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Danny Does it actually tell the time?

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Al-Jazari Well, yes, of course. If it wasn’t for me, thousands of people would be late for
everything. Speaking of time, we better get you back. And remember, spread the word, this
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was a Golden Age, and I have only shown you a tiny part of this wondrous time. There are
countless other scientists and inventions that are directly connected to your modern world.
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You’re just going to have to find out for yourselves.

Danny No, wait!
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UNIT 8 Mysterious Waters
Narrator In Florida, there is a series of underwater caves and tunnels. It’s an area called
Wakulla Springs, which some say means “mysterious waters.”
A group of divers are exploring these underwater labyrinths. The divers are Jill Heinerth and
Mark Meadows. Experienced explorer, Dr. Bill Stone, leads the team.
Dr. Bill Stone This is raw exploration. That is what drives most of our underwater teams
onward.
Narrator Some people consider cave diving to be the most dangerous sport in the world.
Since 1960, about 300 divers have died in the caves and tunnels around north Florida. It’s
very easy to get lost.
To understand the risks of cave diving, TV presenter Boyd Matson joins a dive to an
underwater cave at Ginnie Springs in Florida. This simple dive shows Matson how
dangerous cave diving can be. Minutes in, he makes a big mistake—a mistake that has killed
other cave divers. As he tries to get through a narrow opening, he kicks up a lot of sand.
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He finally gets through. But when he turns around, he can’t see. The tunnel he just swam
through will take hours to clear. Luckily, he has a rope to lead him out of the cave. Without
the rope, he wouldn’t find his way out.
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This diving project aims to create the world’s first digital three-dimensional map of an
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underwater cave system. Mark and Jill will make the next mapping dive at Wakulla Springs.
Matson is helping to prepare the bell that will bring the divers out of the water at the end of
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the exploration.
With everything ready, the team starts their dive. They will have to drive this mapping
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machine through the tunnels. The machine bounces sound waves off the walls to create a
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map of the tunnels.
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A thousand feet into the tunnel, there is a very strong current. Mark and Jill are very
experienced cave divers. But other expert divers have lost their lives in situations like this.
The team moves deeper into the labyrinth. On the surface, the rest of the team waits. At last,
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they see the flash of a dive light.

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Jill and Mark have reached the end of the tunnel safely. They get into the diving bell and are
soon at the surface. The exploration is very successful. Bill’s team achieved its goal—a three-
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dimensional map of Wakulla Springs.

Dr. Bill Stone Exploration is a physical process of putting your foot in places where humans
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have never stepped before.

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Unit 1 A Connected World
Complete the outline as you read A Connected World.
How many people use it? Who uses it most?
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Social
Media
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Which sites are most popular? What do people use it for?

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90 GRAPHIC ORGANIZERS SAMPLE COPY, NOT FOR DISTRIBUTION

Unit 2 Life in the Ring
Complete the timeline as you read Life in the Ring. Note five important events.
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Important events in Emily Ainsworth’s life
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SAMPLE COPY, NOT FOR DISTRIBUTIONG R A P H I C O R G A N I Z E R S 91

Unit 3 A Movie-Goer’s Guide to London
Complete the chart as you read A Movie-Goer’s Guide to London.
What can you do there? /

Place Where is it?
Why is it special?
The London Film Museum
J Sheekey
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Leicester Square
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Leicester Square Gardens

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The National Gallery

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Buckingham Palace

Unit 4 Is It Real?
Complete the Venn diagram with the words and phrases in the box as you read Is It Real? If the word or phrase
doesn’t describe either photo, write it in the box below the Venn diagram.
real fake image of a shark taken by Bob Burton

taken by Chris Fallows photo of the year went viral made on a computer
Photo A Photo B
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Neither A nor B
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Unit 5 Living on the Edge
Complete the outline as you read Living on the Edge.
Examples: Examples:
Thrill Seekers Goal-Driven Risk-Takers
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- Take risks simply because - Take risks in order to
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Types of
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Risk-Takers
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Everyday Risk-Takers Professional Risk-Takers

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- Take small risks as part - Take risks because

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of everyday life
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Examples: Examples:
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Unit 6 Animals in the Frame
Complete the profile of Joel Sartore as you read Animals in the Frame.
Name: Joel Sartore
Job:
Name of current project:
Aim of project:
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Inspiration for project:
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Other details:
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Unit 7 The Mother of Computing
Complete the timeline as you read The Mother of Computing. Note five important events.
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The important events in Ada Lovelace’s life
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Unit 8 Hidden Depths
Complete the Venn diagram as you read Hidden Depths.
DeepSee Deepsea Challenger
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Pathway Foundation T'S

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Pathways

An aerial shot of a sea of strawberry

Split Edition B/Online Workbook Package 978-1-337-62493-0

Teacher’s Guide 978-1-337-62485-5

Assessment CD-ROM with ExamView® 978-1-337-62530-2

SAMPLE COPY, NOT FOR DISTRIBUTION

IP Project Manager: Carissa Poweleit

Locate your local office at international.cengage.com/region

Visit National Geographic Learning online at NGL.Cengage.com/ELT

Printed in the United States of America

SAMPLE COPY, NOT FOR DISTRIBUTION

Unit 7 Great Inventors......................................................................................................................................61

Unit 8 Alien Worlds ...........................................................................................................................................71

SAMPLE COPY, NOT FOR DISTRIBUTION iii

The ability to use technology for learning

iv SAMPLE COPY, NOT FOR DISTRIBUTION

STIMULATING INFOGRAPHICS from National CHARTS, GRAPHS, AND TIMELINES

Mexico City, Mexico

São Paulo, Brazil Mumbai, India

SAMPLE COPY, NOT FOR DISTRIBUTION

Teaching Video Viewing Skills

pre-teaching vocabulary from the video.

As they watch the video, students focus on:

identifying main ideas.

inferring opinions and attitudes.

vi SAMPLE COPY, NOT FOR DISTRIBUTION

Critical Thinking and Language

These are some of the critical thinking skills covered in Pathways:

SAMPLE COPY, NOT FOR DISTRIBUTION

Will my students be able to handle the themes in the book?

How does the series build vocabulary skills?

How are reading and writing integrated in the series?

What is the writing process approach taken in this series?

viii SAMPLE COPY, NOT FOR DISTRIBUTION

SAMPLE COPY, NOT FOR DISTRIBUTION

task goal task goal the task the task

to task task related to task related to task

frequent meaning is still clear affect understanding affect understanding

punctuation: ●● Mostly correct use of ●● Some incorrect use of punctuation:

❍❍ Capitalization of names punctuation: punctuation: ❍❍ Capitalization of names

❍❍ Use of comma between of sentences beginning of sentences ❍❍ Use of comma between

❍❍ Use of period or appropriate appropriate ❍❍ Use of period or

x SAMPLE COPY, NOT FOR DISTRIBUTION

Ideas for … EXPANSION

In addition, this Teacher’s Guide also contains:

after they view the video as additional reading practice.

SAMPLE COPY, NOT FOR DISTRIBUTION xi

Preparing to Read (predicting)

Unit Review Class 6:

Exploring Written English

Unit Review Writing task

xii SAMPLE COPY, NOT FOR DISTRIBUTION

VIDEO: The planet’s population has grown quickly

people on our planet. EXPLORE THE THEME (pages 2–3)

write sentences about their daily lives. The unit prepares

talk about activities. It explains how to scan a text and

simple present tense. It finally guides students in the

THINK AND DISCUSS (page 1) A 1. A megacity has a population of more than

SAMPLE COPY, NOT FOR DISTRIBUTION 1

3. trees, animals, mountains

Have students share answers in pairs. Encourage them

Examples: I like Tokyo. Brazil is a large country. You can see

play the audio and have students read along.

people on our planet. EXPLORE THE THEME (pages 2–3)

Reading 1 DEVELOPING READING