CHANGING

THE PLANET 1
ANSWER KEY
ACADEMIC TR ACK
Environmental Studies THINK AND DISCUSS
Answers will vary. Possible answers:
ACADEMIC SKILLS 1. Humans have developed a lot of the planet’s land
READING Understanding cohesion and used its resources. With the rapid increase in
WRITING Writing a cause-effect essay this activity of humans over the last century, the
GRAMMAR Using cohesive devices planet’s climate has changed.
CRITICAL THINKING Analyzing evidence 2. Although human activity has had many negative
impacts—such as causing pollution, using up the
Earth’s resources, and contributing to climate change—
UNIT OVERVIEW in modern times, people are also working hard to
This unit discusses the various ways in which humans make a positive impact by helping to protect the
are having an impact on the planet. The primary focus environment, clean the oceans, and preserve wildlife.
is on environmental impacts such as deforestation,
desertification, pollution, climate change, and the 0
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extinction of animal species.
• READING: The impact of humans on our planet has
been so significant that scientists are considering
naming a new geological epoch as a result.
• VIDEO: Deforestation is affecting the world in
damaging ways because trees play such a key part
in the health of our planet.
• WRITING: Students draw on what they have read and
watched to write an essay describing an organization
that is having a positive impact on the planet. Students
learn some useful vocabulary for writing about the
environment and also practice the use of cohesive
devices (reference words, synonyms, different word
forms, etc.) in writing. They then review the basics of
essay writing before they are taken through the steps of
brainstorming, outlining, drafting, and editing their essays.
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EXPLORE THE THEME (pages 2–3)
The opening spread explains ways in which the planet
is being negatively affected by human activity in terms
of deforestation, pollution, and desertification. To
help students understand the infographic, draw their
attention to the key in the bottom left.
• Allow time for students to study the spread and answer
the questions individually.
• Check answers as a class.
ANSWER KEY
EXPLORE THE THEME
A 1. deforestation, desertification, pollution, cities
2. The eastern part of North America, much of
northern Europe, and Southeast Asia have
experienced significant deforestation. Desertification
is seen most in the Middle East; northern, southern

THINK AND DISCUSS (page 1) and central parts of Africa; the southern part of India;
Australia; the northwest section of North America;
The photo shows a stretch of land in Arizona, half and the eastern part of South America. Pollution is
of which has been developed into a suburban especially evident on the coastlines and on major
neighborhood. shipping routes.
• Have students study the picture, title, and caption.
3. Air pollution is caused by industrial plants and
• Discuss the photo as a class. What story does the photo
expanding urban areas. Deforestation is caused
tell about our changing planet?
by trees being cut down for fuel and farming.
Desertification is caused by overuse of land by
farmers and herders.
B atmosphere; fertilizer; erosion

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 Reading
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PREPARING TO READ (pages 4–5)
A Building Vocabulary
Building Vocabulary exercises introduce students to key
vocabulary items from the reading passage. The paragraph
is related to the reading passage. It describes a recent
conference on climate change hosted by the United Nations.
• Have students work individually to complete the
exercise. Encourage them to use context clues to
match the words to their definitions. If necessary, allow
students to check their answers in a dictionary.
• Check answers as a class. Elicit example sentences for
each vocabulary item.
Ideas for … EXPANSION
Have students turn to the Vocabulary Index on
pages 252–256 of the Student Book. Ask them to find the
target vocabulary words that they encountered in activity
A and write an example sentence or definition for each
one. If students prefer, they can also write translations.
B Building Vocabulary
Students use a dictionary to look up the meanings of the
vocabulary words, then complete the sentences.
• Have students work individually to complete the exercise.
• Check answers as a class. Elicit example sentences for
each vocabulary item.
See Vocabulary Extension 1 on page 231 of the Student Book
for additional practice with adjectives ending with -ic.
C Using Vocabulary
Students should practice using the new vocabulary items
while answering the three questions.
• First, have students work alone to think about the
questions and write their ideas.
• Have students form pairs to discuss their answers
to the questions. Encourage them to use the target
vocabulary during their discussions. If necessary,
provide some prompts to help them. (1. Examples of
consequences include … ; 2. In my opinion, the most
dramatic consequence is … ; 3. One current effort that I
know about is …. Another is …)
• Check answers as a class. Elicit example answers from
students.
D Brainstorming
Students work individually to brainstorm ideas before
discussing them in pairs. Pairs of students should think of
at least two ideas for each question.
2 UNIT 1
• Allow students time to brainstorm and write their ideas.
• Have students form pairs and discuss their ideas first.
1.1 Have students read the passage individually, or
play the audio and have students read along.
• Check answers as a class.
• Elicit where students found the relevant information in
Then have a class discussion, eliciting ideas from the reading passage.
each pair. OVERVIEW OF THE READING
D Critical Thinking: Evaluating
E Previewing Some scientists have proposed a new geological epoch
called the Anthropocene because it reflects the human Students are asked to complete a table that summarizes
Explain to the class that previewing a reading passage impact on Earth. The passage starts by describing the some of the evidence presented in the passage. They
is especially useful when they are taking exams. If they origins of the idea. Although a similar idea was proposed then analyze and evaluate the evidence in groups.
recognize the main idea of a passage first, students will in the 1870s, the current term has only been in use for • Have students work individually to complete the charts.
find it easier to understand when they read it fully. In this about a decade. Explain to students that in some cases more than one
activity, students are asked to look at the photos and word may be appropriate and that it is not necessary to
Geologists are still debating whether to adopt the term
read the title and first sentence of each paragraph before use the same word used in the passage.
Anthropocene because they usually wait until changes in
answering questions about the gist of the passage. • Have students work in groups to discuss and evaluate
stratigraphy are noted before deciding that an epoch has
• Allow students time to skim the text. the evidence. Do group members agree which kind of
changed. Most of the article is devoted to examining ways
• Have them work individually to answer the questions. human impact will leave the most obvious record in
human impact might show up in the geological record,
• Revisit this question after students have read the entire the future?
focusing on cities, agribusiness, deforestation, and pollution
passage.
of the atmosphere. The conclusion of the passage suggests E Understanding Infographics
ANSWER KEY that renaming might draw attention to the consequences
Students answer questions about the timeline on page 8
of human actions. This is an adapted version of the article
PREPARING TO READ of the Student Book.
The Age of Man by Elizabeth Kolbert, which appeared in the
• Have students work individually to answer the questions.
A 1. dramatic 4. perspective March 2011 edition of National Geographic Magazine.
• Check answers as a class.
2. devoted to 5. profound Online search terms: Anthropocene epoch, The Age of Man
F Critical Thinking: Analyzing Evidence
3. eliminate 6. consequence
B 1. criteria I The Critical Thinking box describes the types of evidence
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UNDERSTANDING THE READING that authors use to support their arguments, such as
S
2. concept (pages 12–14) examples, quotations from experts, and statistics. Discuss
3. essentially, transform how this kind of evidence strengthens an essay or article.
A Understanding Main Ideas
4. satisfy For the exercise, students are asked to go back to sections of
5. current Students are asked to answer questions about the main the passage to find evidence on both sides of the argument.
ideas of the passage. • Allow students time to refer to the passage to find the
C Answers will vary. Possible answers: • Have students work individually to complete the
evidence.
1. Humans have used up the planet’s resources and activity. Encourage them to skim the passage again • Check answers as a class.
developed its land. to find the answers, if necessary. For question 2,
G Critical Thinking: Guessing Meaning from
2. I think the most dramatic consequence might be encourage students to write a complete sentence in
climate change. their own words. Context
3. Some current efforts to deal with these • Have students form pairs to check their answers. The box contains words and phrases that appear in the
consequences include attempts to reduce B Understanding Main Ideas reading passage. Students first find the words
pollution and deforestation. in the reading passage. Then, they use context to guess
Students are asked to identify the distinct sections of the their meaning. Lastly, they match the sentence parts
D Answers will vary. Possible answers:
passage based on headings. to complete the definitions. Discuss why guessing
We know about plants and animals because of • Have students work individually to complete the activity.
the meaning of a word from its context can be better
fossils that have been found and studied. These • Check answers as a class. Elicit the clues in the reading
than relying on a dictionary. (Stopping to look up
fossils have helped us understand what used to passage that students found to help them identify each
words can affect reading fluency and interfere with
be living on Earth. We can also study rock layers section.
comprehension.)
and deposits to learn about how the land on
C Understanding Details • Have students work in pairs to locate the words in the
Earth has transformed.
passage and deduce their meanings.
E Answers will vary. Actual answers: Students are asked to answer questions about the • Ask them to then match the sentence parts to
1. b supporting details used in the passage. Students can complete the definitions.
simply note their ideas; however, the activity also gives • Check answers as a class.
2. b
them the option of writing complete sentences that
3. c paraphrase the information in the passage.
• Have students work individually to complete the activity.
CHANGING THE PLANET 3

ANSWER KEY
UNDERSTANDING THE READING
A 1. epoch
2. Answers will vary. Possible answer: Anthropocene
refers to the current time period, during which
humans are having a major impact on the natural
environments of the planet.
3. cities, farming, deforestation, composition of the
atmosphere
B How We Are Changing the Planet: Before
Paragraph G
Tracing the Origins of the Anthropocene: Before
Paragraph L
A New Perspective on Earth’s History: Before
Paragraph A
C 1. in the 1870s; the Anthropozoic; other scientists
found the idea unscientific (Paragraph C)
2. because the human impact on the world is
more obvious now than it was in Stoppani’s time
(Paragraph C)
3. Deforestation increases sedimentation through
erosion, and habitat loss leads to the extinction of
species. (Paragraph I)
4. As temperatures increase, some plants and
animals are shifting their ranges to the Poles.
Others are expected to become extinct due to
climate change. Sea levels may rise up to 20 feet
or more. (Paragraph J)
D 1. man-made materials / steel, glass, concrete, brick
(Paragraph G)
2. erosion (Paragraph G)
3. 38 (Paragraph H)
4. yes (Paragraph H)
5. pollen (Paragraph H)
6. cutting down / leveling (Paragraph I)
7. extinctions (Paragraph I)
8. change in composition of (Paragraph J)
9. the fossil record; oceans (Paragraphs J and K)
E 1. Era: Cenozoic
Period: Quaternary
Epoch: Holocene or Anthropocene
2. The Cenozoic Era started 65 million years ago.
3. Epochs are determined based on changes in
sedimentary rock.
4 UNIT 1
F
Answers may vary. Possible answers:
Evidence For: Other scientists find the
concept useful [C, D, E]; stratigraphers think
that the human impact will be “stratigraphically
significant” [F]; the pollen record will show
agricultural focus on a limited range of plants [H];
erosion from deforestation increases the amount
of sediment [I]; habitat loss will lead to extinctions
that will show up in the fossil record [I]; similarly,
the fossil record will show shifts in habitat due to
global warming [J]; CO2 acidifies oceans so that
coral cannot form reefs [K]
Evidence Against: Many of the effects of
humans on the planet may be transient [G]; cities
will not survive erosion [G]; use of fertilizers will
leave only subtle traces for future geologists
[H]; dams on rivers are disrupting the natural
sedimentation process [I]
1. There is more evidence for than against.
2. Answers may vary. Possible answer:
Yes, I think the information is reliable. The article is
from a reputable magazine, and the author is well
known. The opinions expressed are backed up by
quotes from experts in the field.
G 1. e to go back to the reading passage to find the excerpts.
2. f Note that the paragraph is given for each.
3. c
4. b reading passage where students found the correct
5. d antecedent for each referent.
6. a information they have.
MIN
DEVELOPING READING SKILLS
Video
5
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(page 15)
Reading Skill: Understanding Cohesion MIN
The Reading Skill box discusses the idea of cohesion in
5
VIEWING: TREES OF LIFE
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writing and introduces linguistic devices that are used to (pages 16–17)
link ideas and help a piece of writing flow. One important
Overview of the Video
aspect of cohesion is avoiding repetition. For example,
cohesive devices such as pronouns (I, you, we, they, etc.), Forests play an essential role in life on our planet, but at the
current rate of deforestation, Earth’s forests may disappear
demonstratives (that, this, these, those), and synonyms
entirely by the next century. One reason we need forests is
are commonly used by writers to avoid repeating certain
words. Refer students to the examples in the Reading because trees store carbon dioxide and other greenhouse
Skill box. gases. Another reason is that when a tree is cut down,
the greenhouse gases stored in it are released back into
A Analyzing the atmosphere. So the negative effect of deforestation
Students are asked to identify the antecedent (the word on the atmosphere is twofold as a result. Forests are also
to which a referent is referring) for each referent in home to more than 80% of wildlife dwelling on land, and
excerpts from the passage. as forests disappear, so do many species. In addition to
agriculture, logging and land development from urban
• Allow time for students to read the excerpts.
sprawl are major causes of deforestation. Efforts to combat
• Have them work individually to complete the exercise.
• Check answers as a class. deforestation continue to be necessary.
Online search terms: deforestation, Climate 101
B Analyzing
Students are asked to find excerpts in the passage to
identify what each cohesive device is referring to. BEFORE VIEWING
• Have students work individually. Allow time for them A Discussion
Students discuss what they know about how
• Have them form pairs to compare answers. Then deforestation affects the planet.
discuss answers as a class. Elicit the lines from the • Have students work individually to write their ideas.
Encourage them to use what they learned in the
reading passage as well as any other background
ANSWER KEY • Have students form pairs to share their ideas. Then
discuss their ideas as a class. If time permits, make a
DEVELOPING READING SKILLS
mind map on the board to review what they have
A 1. c learned so far.
2. a
B Learning About the Topic
B 1. the term Anthropocene
The paragraph prepares students for the video by
2. fossilized organism
giving background information about some important
3. change resources that rain forests provide for humans.
4. mass extinction • Have students read the paragraph and answer the
questions individually.
• Have them form pairs to check their answers.
C Vocabulary in Context
This exercise introduces students to some of the key
words used in the video. Students use context to
determine the meanings of the words.
• Have students work on the exercise individually.
• Have them form pairs to check their answers.
• Discuss answers as a class. Elicit example sentences for
each word.
CHANGING THE PLANET 5
 ANSWER KEY

BEFORE VIEWING
ANSWER KEY

WHILE VIEWING
Writing Language for Writing: Using Cohesive Devices
The Language for Writing box introduces reference words
and synonyms as devices for bringing cohesion to a
A Answers will vary. Possible answers: A 1. F (Explanation: less than, not more than) piece of writing. Students learned about referents earlier
OVERVIEW
Deforestation affects both plant and animal life. 2. T in the unit. The information in the box also reminds
Animals lose their natural habitats. Plants are In this section, students review some of the fundamentals students of the benefits of using synonyms and changing
3. F (Explanation: Agriculture is the primary cause.)
destroyed and perhaps become extinct as a of essay writing. The lesson starts by reviewing the use word forms to avoid repetition in their writing. Go over
B 1. cutting down trees of cohesive devices and then provides a review of the
result. each device and the examples of its use.
2. absorb greenhouse gases basic structure of an essay. In the Writing Task, students
B 1. animal habitat and resources such as fruits, spices, C
3. habitats for plant and animal life apply these lessons by writing and revising a cause-effect Using Cohesive Devices
and medicinal plants
essay about how the activities of a charity or nonprofit Students are asked to use a cohesive device to complete
2. Answers will vary. Possible answers: If we destroy 4. food and shelter
organization are having a positive impact on the planet. each sentence.
rain forests, we will not only lose ingredients used 5. Agriculture Students begin by choosing their organization and listing • Have students complete the activity individually.
to make current medicines, we will also lose the 6. wood and paper its activities and impacts in the chart before organizing • Have them form pairs to compare answers.
chance to find new medicinal plants that may 7. urban sprawl / land development the details in an outline. Students then draft their essays, • Check answers as a class. If time permits, ask if there are
cure serious illnesses. improve their drafts, and correct common mistakes any other devices that would work for each sentence.
C 1. combat related to the use of cohesive devices. Elicit ideas and examples.
2. dwelling AFTER VIEWING
3. destruction MIN ANSWER KEY
A Critical Thinking: Synthesizing
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EXPLORING WRIT TEN ENGLISH

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(pages 18–20) EXPLORING WRITTEN ENGLISH
Students draw on information from both the reading
passage and the video to answer the question. A A 1. avert
WHILE VIEWING Vocabulary for Writing
• Read the question aloud. Have students form pairs to 2. determine
A
The box contains words and phrases that appear in
Understanding Main Ideas discuss their ideas. Encourage them to go back to the the reading passage and may be useful when writing 3. tasked with
Students answer true-or-false questions about the video reading passage to find information, if necessary. about the human impact on the planet. Students first 4. Preservation
content. • If time permits, discuss answers as a class. find the words in the reading passage. Then, they use 5. relatively
• Have students read the items silently before you play context to guess their meaning. Lastly, they complete the
ANSWER KEY 6. subtle
the video. definitions with the correct words or phrase.
• Have them complete the task while the video is B 1. the debate
AFTER VIEWING • Have students work in pairs to locate the words in
playing. the passage and deduce their meanings. 2. the process
A The first sign is in regard to sedimentation.
• Check answers as a class. Note that question A can only • Ask them to complete the definitions. 3. the Anthropocene
Increased sedimentation is happening because
be answered by viewing the chart that is displayed in • Check answers as a class. 4. carbon dioxide, the oceans
of massive soil erosion, while at the same time,
the video.
a lack of sedimentation is happening because B Noticing 5. impact
B Understanding Causes and Effects of dams. The second sign is loss of habitat and
extinction of animal species. (See Paragraph I.) This exercise helps students notice some of the features LANGUAGE FOR WRITING
Students complete the chart with details about the of cohesive devices before they learn about the topic in C Answers will vary. Possible answers:
effects and causes of deforestation. more detail in exercise C. Allow students to complete
• Have students read the chart and write any answers 1. these
Ideas for … EXPANSION the exercise before going over the information in the
they recall from the first viewing before you play the Language for Writing box. 2. agriculture
video a second time. Ask students to find out about other medicinal plants
• Remind students that they learned about using 3. actions/things/impacts
• Play the video again. Have them complete the task that humans rely on. Have them work in small groups
referents as cohesive devices earlier in the unit. 4. reduction
while the video is playing. Explain that they can to research information and then give a presentation
• Have students complete the task individually.
paraphrase the answer and use more than one word on an important medicine that comes from a plant 5. harmful
• Check answers as a class.
if required. found in forests.
• Check answers as a class.

6 UNIT 1 CHANGING THE PLANET 7


Writing Skill: Reviewing Essay Writing
The Writing Skill box provides a quick review of the basic
components of an essay: introduction, thesis statement,
body paragraphs, conclusion. Students are also reminded
of the importance of making transitions between
paragraphs to make their writing flow well. In regard to
the thesis statement, students are reminded that their
position on the topic will be their thesis statement. Point
out that each body paragraph expresses one main idea
to support the thesis of an essay.
D Critical Thinking: Evaluating
Students read an essay prompt and choose the best
thesis statement. Tell students to use the tips in the
Writing Skill box to answer the questions about the body
paragraphs.
• Have students work on the exercise individually.
• Check answers as a class. Go over each option, and
discuss why it is or is NOT a good thesis statement.
(Options a and c are too broad. Option b offers a clear
position on the topic.)
E for the environment.)
Critical Thinking: Evaluating
Students choose topics for the three body paragraphs to
support the thesis statement in exercise D.
• Have students work on the exercise individually.
• Have them form pairs to check their answers.
• Discuss as a class. Go over each option and the reasons
that it is or is NOT a good option. (The options should
reflect healing the planet through environmentally
friendly food choices.)
F The quality of life could be improved at our
Applying
Students use the topics chosen in exercise E to write
topic sentences for their essays.
• Have students work on the exercise individually.
• Have them form pairs to compare their answers.
• Discuss answers as a class. Elicit example topic
sentences.
8 UNIT 1
G ANSWER KEY
Discussion
Students are given a prompt and asked to come up
with a thesis statement and three topics of support. Tell
students to use the tips in the Writing Skill box to answer
the questions about the body paragraph.
• Allow students time to write down their ideas before
discussing.
• Have students work in small groups to share their ideas.
• Ask each group to come up with a thesis statement
and three topics of support.
• Discuss as a class. Have each group share what they
came up with. Ask groups to comment on each other’s
ideas.
ANSWER KEY
WRITING SKILL
D b; It is the best choice because it presents a
focused main idea—environmentally friendly
food choices.
E c, d, e (Explanation: Each of these choices is good
F Answers will vary. Possible answers:
One way that our food choices can help heal
the planet is by not contributing to pollution.
Another way is making food choices that don’t
negatively affect endangered species. Finally, we
can make food choices that use few resources
such as water.
G Answers will vary. Possible answers:
school with more community events.
seasonal events on campus
mixed department activities
opportunities to work with the local community
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WRITING TASK (page 21)
A
Brainstorming
Brainstorming is a useful first step for gathering ideas
before writing. Read the Goal box aloud so students will
be familiar with the writing task before brainstorming.
The aim is to choose an organization that is having a
positive impact on the planet. Remind students that
when they are brainstorming, the most important thing
is to list as many ideas as possible without worrying too
much about how good the ideas are.
• Explain that students can use any charity or nonprofit
organization. Encourage them to narrow down their
choice to names they are familiar with and then check
online for more general information. After they have
chosen an organization, have them fill in as many
details of activities and effects as they can.
• Allow students time to work individually and write their
ideas.
• Have students share their ideas with a partner. Tell
partners to offer suggestions and feedback.
B people for local and national projects; uses this
Planning
After brainstorming, the next steps involve selecting
the best ideas, organizing the information, deciding on
a thesis statement and topic sentences, and providing
supporting details. Remind students that complete
sentences are not necessary at this stage. It is more
important to focus on organizing their information.
• Allow students time to complete their outlines
individually. Provide assistance as needed.
C beaches accessible
First Draft
Have students write first drafts of their essays based on
their outlines.
• Allow students time to complete the task individually.
Provide assistance as needed. Refrain from error
correction at this point.
WRITING TASK
A Answers will vary. Possible answers:
Organization: Surfrider Foundation
Activities: organizes coastal and beach cleanups;
tests water to record pollution levels; provides
easy ways for people to contact government
representatives about legislation
Impacts: protects coastal areas and beaches;
spreads public awareness about water pollution
with aim of improving water quality; puts
pressure on government for better laws to
protect the environment
B Answers will vary. Possible answers:
Thesis Statement: The efforts of the Surfrider
Foundation have made a positive impact locally,
globally, and in government to help protect
marine environments.
Notes for Introduction: focused on protecting
oceans, waves, beaches; connects experts and
activist network to create positive change
Body Paragraph 1
Topic Sentence: The foundation organizes beach
and coastal clean-ups, which gets the local
community involved in protecting nearby marine
environments.
Details: Clubs across the country organize clean-
ups; locals become involved and aware; keeps
Body Paragraph 2
Topic Sentence: Surfrider’s efforts to test and
record pollution in the ocean have led to
increased public awareness of marine pollution
around the world.
Details: tests bacteria levels in water; educates
about plastic pollution; encourages people to
change habits related to use of plastic
Body Paragraph 3
Topic Sentence: Finally, the group’s grassroots
efforts to get people involved in contacting
politicians about supporting laws that protect
the oceans have succeeded in the passage of
important legislation.
Details: California Coastal Act; plastic bag ban;
Beach Act
Notes for Conclusion: ongoing efforts,
campaigns across U.S. and other countries; local,
global, and government impact
CHANGING THE PLANET 9

REVISING PRAC TICE (page 22)
The Revising Practice box provides a model essay that
has some sections missing and a small number of errors.
Students complete an exercise to revise the model essay
that will also demonstrate how they can improve their
own drafts.
• Allow students time to analyze the draft and complete
the exercise. Note that this essay is a cause-effect essay,
but it is on a different topic to the writing task.
• Check answers as a class. Ask students to identify each
change and explain how it makes the revised draft stronger.
D READING
Revised Draft
Students return to their own essays and apply the
revision techniques used in the Revising Practice box to
their drafts, if necessary.
• Explain to students that they will be using the questions
as a guide for checking and improving their drafts.
• Go over the checklist questions carefully to make sure
students understand them.
• Allow students time to revise their essays.
EDITING PRAC TICE
The Editing Practice box trains students to spot and
correct common errors related to cohesive devices. As
a class, go over the information in the box carefully to
make sure students understand what to look out for.
• Allow students time to complete the exercise individually.
• Check answers as a class by asking students to read
their corrected sentences aloud and explain the errors.
ANSWER KEY
REVISING PRACTICE
1. c, a, b
2. Answers will vary. Possible answers:
a. These spaces / They
b. These
c. Organic fruits and vegetables are increasingly
available in many cities.
EDITING PRACTICE
1. One reason to limit the use of pesticides is that it
contains they contain harmful compounds.
2. Some people are installing rooftop gardens and
using solar panels in their homes. It They / This can
save money and resources.
3. Many fish species have become extinct, and as a
result, there is less biodiversity in our oceans. They
are This decrease in biodiversity is a problem,
because they upset it upsets the natural balance of
the oceans’ ecosystems.
10 UNIT 1
E Final Draft
Have students apply the skills taught in Editing Practice to
their own revised drafts and check for any other errors.
• Allow students time to edit their drafts.
• Walk around, and monitor students as they work.
Provide assistance as needed.
• Collect their work once they have completed it.
• For the next class, show anonymous examples of good
essays and common errors.
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UNIT REVIEW
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1
For all questions in the unit review, allow students to
work in pairs or groups. For question 4, refer students to
the Vocabulary Index at the back of the Student Book,
and have them write definitions or example sentences
for each vocabulary item.
• Allow students time to look back over the unit and
note their answers for questions 1 to 3 before they start
their discussion.
• For question 4, elicit example sentences or definitions
for each vocabulary item from the class.
ANSWER KEY
UNIT REVIEW
1. Answers will vary. Possible answers: deforestation,
desertification, atmosphere pollution, extinction of
species, bleaching of coral reefs
2. Forests remove greenhouse gases from our
atmosphere, are home to more than 80% of the land
animals on Earth, and provide humans with various
plant-based medicines.
3. Answers will vary. Possible answers: referents /
reference words / pronouns and demonstratives,
synonyms, word forms
4. Answers will vary.
ON THE EDGE
ACADEMIC TR ACK
Life Science / Conservation
ACADEMIC SKILLS
Understanding appositives
WRITING Writing a persuasive essay
GRAMMAR Using appositives
CRITICAL THINKING Analyzing text organization
UNIT OVERVIEW
The theme of this unit is endangered species, which
builds on the previous unit’s focus on the human impact
on our planet. This unit focuses specifically on threatened
big cats—most notably the tiger. The species currently
faces a dire threat in the wild, with its remaining numbers
estimated to be less than 4,000.
• READING: Decades of efforts to save the tiger have
proved largely fruitless. The author discusses this point
and proposes changes in conservation strategies aimed
at protecting these big cats.
• VIDEO: Although the decline of the Amur (or Siberian)
tiger population has stabilized, efforts must continue to
save this unique animal.
• WRITING: Students draw on what they have read and
watched to write an essay describing conservation
efforts that are being made to protect an animal or
habitat. The unit prepares them for the writing task
by introducing vocabulary to talk about conservation
and by teaching them how to understand and use
appositives. Students then review the concepts behind
writing a thesis statement before they are taken
through the steps of brainstorming, outlining, drafting,
and editing their essays.
MIN
0 ANSWER KEY
S
1
THINK AND DISCUSS (page 25)
The photo shows a two-week-old rescued orphan
elephant with her keeper in Nairobi National Park, Kenya.
The title and questions help prepare students for the
subject matter covered in the unit.
2
• Have students study the picture, title, and caption. Ask
them what they think the title On the Edge refers to.
(Something that is on the edge is likely to happen soon.
Many species of wildlife, including the elephant, are on
the edge of extinction.)
• Discuss the photo as a class. What story does the photo
tell about animal conservation?
• Discuss the two questions as a class. For question 2,
encourage students to recall what they learned in the
previous unit about the impact of human activity on
the planet. (Although human activity is causing many
species to be endangered or become extinct, humans
are also making efforts to correct this and save the
planet’s wildlife.)
ANSWER KEY
THINK AND DISCUSS
Answers will vary. Possible answers:
1. Some species I know that are endangered include
the green sea turtle, the snow leopard, the monarch
butterfly, the giant panda, the rhinoceros, the
orangutan, and the gorilla.
2. Some reasons these animals are endangered include
loss of habitat, poaching, and disease.
0
MIN
S
EXPLORE THE THEME (pages 26–27)
The opening spread takes a closer look at the current
conservation status of various species of big cats, all of
which are threatened.
• Allow time for students to study the spread and answer
the questions individually.
• Check answers as a class. Use the information in the
spread as an opportunity to review some simple ways
to present statistics. (7,000 to 10,000; fewer than … )
EXPLORE THE THEME
A 1. the tiger; its status is listed as endangered and
there are fewer than 4,000 remaining in the wild
2. These animals play an important role in nature
and the food chain, in addition to being
important cultural assets in many countries.
B predators, prey, poaching, feasible, secretive
11
 Reading
I
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4
PREPARING TO READ (pages 28–29)
A efforts. It discusses how efforts over the last few decades
Building Vocabulary
The paragraph describes conservation efforts that have
successfully increased the number of manatees in the
wild. It contains five key vocabulary items that appear
in the passage. Students should use contextual clues to
deduce the meanings of the words and match them to
their definitions. Before students read the paragraph,
draw their attention to the photo on page 28. Ask them
what, if anything, they know about manatees, and write
their ideas in a mind map on the board.
• Have students work individually to read the paragraph
and complete the exercise. Encourage students to
use contextual clues to match the words to their
definitions. If necessary, allow students to check their
answers in a dictionary.
• Check answers as a class. Elicit example sentences for
each vocabulary item.
B
Building Vocabulary
Students use a dictionary to look up the meanings of the
vocabulary words, then complete the sentences.
• Have students work individually to complete the
exercise.
• Check answers as a class. Elicit example sentences for
each vocabulary item.
See Vocabulary Extension 2 on page 232 of the Student
Book for additional practice with collocations for the word
priority.
C incorrect because tigers being spotted outside reserves
Using Vocabulary
Students should practice using the new vocabulary items
while answering the three questions.
• First, have students work alone to think about the
questions and write their ideas.
• Have students form pairs to discuss their answers
to the questions. Encourage them to use the target
vocabulary during their discussions. If necessary,
provide some prompts to help them. (1. One
organization I know is … Another is … ; 2. In my opinion,
priority should be given to … )
• Discuss their ideas as a class. Elicit example answers
from students.
12 UNIT 2
D Skimming/Predicting
Students are asked to skim the passage to predict what
the main ideas are.
• Allow students time to skim the title, passage content,
pictures, and captions. If necessary, remind them that
skimming the passage content involves reading the
first and last sentences of each paragraph and quickly
moving their eyes over the rest.
• Have them work individually to write their ideas.
• Have students check the ideas they have written as
they read the entire passage.
ANSWER KEY
PREPARING TO READ
A 1. assessed
2. lethal
3. resolve (Note: The vocabulary word is the noun
form of resolve.)
4. project (Note: The verb project is stressed on
the second syllable when pronounced: project.
However, the noun is instead stressed on the first
syllable: project.)
5. dedicated
B 1. authority
2. apparently
3. acknowledge
4. hypothetical
5. priority
C Answers will vary. Possible answers:
1. Some organizations I know that are dedicated
to protecting wildlife include the World Wildlife
Fund, Greenpeace, and the Jane Goodall Institute.
2. I think the animals that are most endangered
should be a priority, such as the rhinoceros. Sadly,
once a species disappears, we will never get it
back.
D Answers will vary. Actual answers:
A physical description of tigers; reasons why they
are endangered; tiger conservation efforts; the
future for tigers
1.2 Have students read the passage individually, or
play the audio and have students read along.
OVERVIEW OF THE READING
The passage provides an insight into tiger conservation
to reverse the decline in the tiger population have
largely failed and offers ideas about a more effective way
forward. The author describes a visit to a tiger reserve
in India and discusses what needs to change in current
strategies that aim to save the species. For example,
safe passageways need to be created for tigers to roam
between reserves, breeding areas must be protected,
and more effective patrolling and monitoring of the tiger
population must be done. This is an adapted version of
the article “A Cry for the Tiger” by Caroline Alexander,
which appeared in the December 2011 edition of
National Geographic Magazine.
Online search terms: Ranthambore Tiger Reserve, Panthera,
conservation strategies for tigers, A Cry for the Tiger
I
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UNDERSTANDING THE READING
S
(pages 35–36)
A Understanding Main Ideas
Students are asked to choose three statements that best
summarize the writer’s main ideas.
• Have students work individually to complete the
activity. Encourage them to skim the passage again to
find the answers, if necessary.
• Have students form pairs to check their answers.
• Discuss answers as a class, and elicit the reasons why
statements 2, 5, and 6 are incorrect. (Statement 2 is
is not a positive sign. Statement 5 is incorrect because
the last few decades have been generally unsuccessful.
Statement 6 is incorrect because establishing land
corridors is described as a realistic long-term strategy.)
B passage and deduce their meanings.
Understanding Details
Students are asked to answer questions about statistical
information presented in the article. Make sure students
realize that three items are extra. The activity also
provides a good opportunity for students to practice
their scanning skills. Consider setting a challenging time
limit for students to encourage them to scan quickly for
the information.
• Have students work individually to complete the
activity.
• Check answers as a class.
• Elicit where students found the relevant information in
the reading passage.
C Identifying Problems, Reasons, and Solutions
Students use a T-chart to organize reasons and solutions
presented in the article. Explain that T-charts are often a
useful way of organizing notes, especially for an article
about problems and solutions.
• Read the problem aloud and the sample reasons.
• Have students work individually to complete a T-chart.
D Critical Thinking: Analyzing Text
Organization
The Critical Thinking box explains how the organization
of an article can reveal something about the writer’s
purpose and point of view.
• Allow students time to go back to the passage to study
the organization more closely.
• Check answers as a class.
E
Critical Thinking: Analyzing Text Organization
Using the information in activity D, students are
asked to discuss the organization of the article. For
question 1, remind students that the article in question
is a magazine-style piece of writing. As such, the
opening of the article is probably designed to get the
readers’ attention and encourage them to read on. For
question 2, refer students to activity D, and have them
renumber the ideas in an alternative but logical order.
• Have students work in pairs to discuss their answers.
Ask students to provide examples from the reading to
support their opinions.
• Discuss as a class.
F Critical Thinking: Guessing Meaning from
Context
The box contains words and phrases that appear in the
reading passage. Students first find the words in the
reading passage. Then, they use context to guess their
meaning. Lastly, they match each word or phrase with
its definition.
• Have students work in pairs to locate the words in the
• Ask them to match each word or phrase with its
definition.
• Check answers as a class.
G Critical Thinking: Personalizing
Students are asked to note their own ideas about how
important they think it is to protect endangered animals.
• Have students write down their own ideas individually.
• Have them share their ideas in pairs or small groups.
• Encourage students to consider both sides of the
argument. If time permits, discuss further as a class.
ON THE EDGE 13

ANSWER KEY
UNDERSTANDING THE READING
A 1, 3, 4
B 1.
e (Paragraph E)
2. g (Paragraph E)
3. i (Paragraph F)
4. b (Paragraph F)
5. f (Paragraph G)
6. a (Paragraph M)
7. j (Paragraph M)
C Problem: Tigers are endangered.
Possible Reasons: Past conservation efforts were
G Answers will vary. Possible answers:
not successful; growth of human populations
[E]. Tigers’ rareness is part of their mystique, so
people accept it [D]; poaching [E]; loss of habitat
[E]; black market demand for tiger parts [E];
infrastructure projects [H]; “mission drift” with
conservation agencies [K]
Possible Solutions: Tiger reserves need
recognized corridors of land for safe passage
between them [G]; safeguarding core breeding
populations [K]; systematic patrolling and
monitoring of sites [L]
D a. 3 (Paragraph E)
b. 5 (Paragraphs I–M)
c. 1 (Paragraphs A–C)
d. 4 (Paragraphs F–H)
e. 2 (Paragraph D)
E Answers will vary. Possible answers:
1. I found the opening effective; it made me want
to read on. I felt like I was there watching the
tiger, and it communicated how majestic these
animals are, which is one reason why they’re
worth protecting.
2. Perhaps the article could have started with
reasons that tigers are endangered and ended
with a description of the power and mystery of
tigers.
F 1. c (Then she turns to regard us with a look of
bored indifference.)
2. h (The tiger is powerful enough to kill and
drag prey five times its weight, yet it can move
through high grass, forest, and even water in
unnerving silence.)
3. b (The tiger has been a threatened species for
most of my lifetime, and its rareness has come
to be regarded—like its dramatic coloring—as a
defining attribute.)
14 UNIT 2
4. d (In the early 21st century, tigers in the wild face
complete annihilation.)
5. f (Less acknowledged are decades of botched
conservation strategies.)
6. e (The tiger population, dispersed among Asia’s
13 tiger countries, … )
7. a (An unwelcome revelation of the new census
is that nearly a third of India’s tigers live outside
tiger reserves, … )
8. g (Central to this approach is the need for
systematic patrolling and monitoring of sites
assessed as harboring defensible core tiger
populations.)
I feel it’s very important to protect endangered
species. The planet benefits from having balance
in the natural world, and when species become
extinct, this balance begins to wobble. Eventually,
it will have devastating effects on the natural
world and our lives as well.
MIN
DEVELOPING READING SKILLS
5
S
(page 37)
Reading Skill: Understanding Appositives
Appositives work in a similar way to adjective clauses in
that they provide extra information about a noun. The
key difference is that appositives are not clauses; they are
nouns or noun phrases. Appositives are usually separated
from the main sentence clause by punctuation marks.
(Usually commas or dashes are used.) Writers use a mix
of adjective clauses and appositives to vary the structure
of their sentences. Consider writing the two following
sentences on the board: 1. Caroline Alexander, who is a
well-known author, wrote “A Cry for the Tiger.”; 2. Caroline
Alexander, a well-known author, wrote “A Cry for the Tiger.”
Ask students which sentence contains an adjective
clause (1) and which contains an appositive (2).
A Understanding Appositives
Students are asked to identify the appositive and the nouns
they describe in sentences from the reading passage.
• Have students work individually to complete the
exercise. Note that students do not have to go back to
the reading passage to find the sentences.
• Have them form pairs to compare their answers.
• Check answers as a class.
B Applying
Students are asked to find additional sentences with
appositives in the reading passage in Unit 1.
• Have students work in pairs to complete the exercise.
• Check answers as a class.
ANSWER KEY
DEVELOPING READING SKILLS
A 1. Appositive: one of 40 in India; refers to:
Ranthambore Tiger Reserve
2. Appositive: co-founder of Panthera, refers to: Tom
Kaplan; Appositive: an organization dedicated to
big cats, refers to: Panthera
3. Appositive: here-and-now, flesh-and-blood tigers,
refers to: tigers
4. Appositive: the kind of development that often
destroys habitat, refers to: infrastructure projects
5. Appositive: the Year of the Tiger, refers to: 2010
B Answer will vary. Possible answers:
(Paragraph A) The conference chairman kept
referring to the Holocene, the epoch that began
11,500 years ago, at the end of the last ice age, and
that—officially, at least—continues to this day.
Video
MIN
5
VIEWING: TIGERS IN THE SNOW
S
(pages 38–39)
Overview of the Video
The Amur tiger, also known as the Siberian tiger,
has adapted its habits to survive in the harsh, cold
environments of the far eastern part of Russia and
northern China. The population of the Amur tiger
experienced a significant decline in the 1990s, which has
now stabilized, but with only 500 of these tigers left in
the wild, conservation efforts must continue to save this
unique big cat.
Online search terms: Amur tigers, conservation efforts for
Siberian tiger
BEFORE VIEWING
A Discussion
Students recall what threats to tigers were mentioned in
the reading.
• Have students work individually to write their ideas
from memory, without looking back at the reading.
• Have students share their ideas in pairs. Then discuss
their ideas as a class.
B Learning About the Topic
The paragraph prepares students for the video by giving
background information about the Amur tiger, the
subspecies of tiger that is the focus of the video.
• Have students read the paragraph and write answers to
the questions individually.
• Have students form pairs to discuss their answers.
C Vocabulary in Context
This exercise introduces students to some of the key
words used in the video. Students use context to
determine the meanings of the words.
• Have students work on the exercise individually.
• Have them form pairs to check their answers.
• Discuss answers as a class. Elicit an example sentence
for each word.
ON THE EDGE 15
 ANSWER KEY

BEFORE VIEWING
AFTER VIEWING
A Critical Thinking: Making Inferences
Writing B Language for Writing
Students are asked to use appositives to combine the
A Answers will vary. Possible answers: Students are asked to infer information not directly stated sentence pairs.
in the video. Remind students that inferring involves OVERVIEW • Have students complete the activity individually.
habitat loss, expanding human populations,
making educated assumptions based on the evidence In this section, students continue to review the • Have them form pairs to compare answers.
poaching, botched conservation efforts, black
provided. fundamentals of essay writing. The lesson starts by • Discuss their answers as a class.
market for parts
• Have students write down their ideas individually teaching students how to use appositives and then
B 1. They mostly live in forested areas in the very ANSWER KEY
before discussing in pairs. reviews the characteristics of a good thesis statement. In
cold climate of the Russian Far East. The low
• If time permits, discuss their ideas as a class. the Writing Task, students apply these lessons by writing EXPLORING WRITTEN ENGLISH
population density means the tigers are more
and revising a persuasive essay about why a particular A 1. Funding
remote from humans. B Critical Thinking: Synthesizing animal or natural place should be protected. Students
2. Answers will vary. Possible answers: poaching, 2. threatened
Students draw on information from both the reading begin by brainstorming a list of animals, habitats, or
black market for parts, logging passage and the video to answer the question. natural places that people are trying to protect, before 3. Components
C 1. stabilize • Read the question aloud. Have students discuss their organizing one of their ideas in an outline. Students 4. exacerbated
2. dominant ideas in pairs. Encourage them to go back to the then draft their essays, improve their drafts, and correct 5. Initiatives
reading passage to recall information, if necessary. common mistakes related to the use of appositives.
3. food chain 6. Safeguarding
• If time permits, discuss their answers as a class.
7. strategy
MIN
ANSWER KEY 0
EXPLORING WRIT TEN ENGLISH 8. sacrifice

S
WHILE VIEWING AFTER VIEWING (pages 40–42)
LANGUAGE FOR WRITING
A Understanding Main Ideas A Answers will vary. Possible answer: A Vocabulary for Writing B Answers will vary. Possible answers:
Students are asked to identify the main idea of the video. Maybe they need a larger territory for hunting. The box contains words and phrases that appear in the 1. The Bengal tiger, India’s national animal, is one of
• Have students read the items silently before you play Also, perhaps because the male tigers are more reading passage and may be useful when writing about India’s most popular attractions.
the video. dominant than females, they take more territory. problems and solutions. Students first find the words in 2. In addition to tigers, other animals—monkeys,
• Have them complete the task while the video is B Answers will vary. Possible answers: the reading passage. Then, they use context to guess deer, wild boars, owls, and parakeets—live in
playing. The Siberian tiger is endangered just like other their meaning. Lastly, they complete the definitions with Ranthambore.
• Check answers as a class. species of tiger. Unlike some other species of the correct word or phrase.
3. Ranthambore, a former private hunting estate, is
B tiger, the Siberian tiger lives far away from people • Have students work in pairs to locate the words in the
Understanding Details home to 41 tigers.
and towns. However, these tigers are still losing passage and deduce their meanings.
Students answer questions related to the information • Have students complete the definitions. 4. Fateh Singh Rathore, the assistant field director of
habitat as a result of logging. While the Siberian
provided in the video. • Check answers as a class. the reserve, used to work at Ranthambore when
tiger population has stabilized in recent decades,
• Have students read the questions and write any it was a hunting estate.
Siberian tigers still face a threat of extinction
answers they recall from the first viewing before Language for Writing: Using Appositives 5. Zaw Win Khaing, the head ranger of a tiger
because their numbers are still low.
playing the video a second time. The Language for Writing box explains that appositives reserve in Myanmar, once saw a tiger in 2002.
• Play the video again. Have them complete the task give more information about a noun and help the writer
while it is playing. Ideas for … EXPANSION to avoid redundancy and short choppy sentences. Use Writing Skill: Reviewing the Thesis Statement
• Check answers as a class. Have students work in small groups to find out more of appositives is a good way to vary writing style and
The Writing Skill box provides a review of what makes
about the conservation efforts being made for one provides an alternative to using adjective clauses. Go
an effective thesis statement. A thesis statement should
ANSWER KEY of the other big cats in the Explore the Theme spread over the examples in the box to show how the writing
communicate a position on a topic and refer to reasons
(pages 26–27) or another endangered species. Ask was improved by using an appositive.
WHILE VIEWING for this position. It is a statement that will be explained
each group to give a 5-minute presentation on why in further detail in the body paragraphs of the essay that
A a
the species is endangered and what efforts are being follow it. Remind students that each body paragraph
B 1. It has a longer, thicker coat (to survive the made to save it. Allow enough time for groups to usually expresses one main idea to support the thesis
extreme cold). research, plan, and practice their presentations. statement.
2. Female: 200 square miles; Male: 500 square miles
3. logging and poaching
4. The decline has stabilized since the mid-1990s.

16 UNIT 2 ON THE EDGE 17


C Critical Thinking: Evaluating
Students choose the best thesis statement of two.
Tell students to use the tips in the Writing Skill box to
help them.
• Have students work on the exercise individually.
• Have them form pairs to check their answers.
• Discuss their answers as a class. Go over each option
and why it is or is NOT a good option. (In both cases,
only one option presents an opinion; the other option
merely states a fact.)
D Critical Thinking: Evaluating
The activity leads students through the thought process
involved in deciding on a thesis statement. Students
begin by noting their ideas in response to an essay
prompt before combining their ideas into one thesis
statement.
• Have students work on the exercise individually.
Students can make notes for the first three sections
(My opinion. Reason 1, Reason 2) but should write a
complete sentence as a thesis statement.
• Have them form pairs to compare their answers.
• Discuss their answers as a class. Elicit examples of thesis
sentences, and write the best examples on the board.
18 UNIT 2
ANSWER KEY
WRITING SKILL
C 1. a (Explanation: It presents opinions and expresses
the ideas that will be explained in the body
paragraphs.)
2. a (Explanation: It presents an opinion/position
and includes a reference to the reason for it.)
D Answers will vary. Possible answer:
My opinion: Governments should spend more
money to protect tigers.
Reason 1: Tigers are an important cultural asset
for the countries in which they live.
Reason 2: Tigers help bring visitors to countries,
which helps support a country’s economy.
Thesis statement: Governments need to spend
more money to protect tigers because these
animals are not only a cultural asset, but also a
way to bring money into the nation’s economy.
I
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S
WRITING TASK (page 43)
A Brainstorming
Read the Goal box aloud so students will be familiar
with the writing task before brainstorming. The aim is
to write about an animal, habitat, or natural place that
is endangered and explain why it should be protected.
Remind students that when they are brainstorming, the
most important thing is to list as many ideas as possible
without worrying too much about how good the
ideas are.
• Have students work in pairs or groups to draw up a list.
• Allow them to check online for more information, if
necessary.
• Elicit some examples from the class.
B Planning
Students decide on an idea from their brainstorming list
and complete the outline for their essays.
• Allow students to do some additional online research.
Remind students that body paragraphs need to directly
support the thesis statement.
• Allow students time to complete their outlines
individually. Provide assistance as needed.
C First Draft
Have students write first drafts of their essays based on
their outlines.
• Allow students time to complete the task individually.
Provide assistance as needed. Refrain from error
correction at this point.
ANSWER KEY
WRITING TASK
A Answers will vary. Possible answers:
Animals: sea turtles, lemurs, rhinos
Natural places: Amazon Rain Forest, Great Barrier
Reef
B Answers will vary. Possible answers:
Introduction:
Information about the animal/habitat/place: rain
forest in Borneo, world’s third largest island
How is it valuable? home to Sumatran tiger,
Sumatran rhinoceros, pygmy elephant, Bornean
orangutan, plus other species of animal and
plant life
Why is it in danger? logging, forest fires, and
development
Thesis Statement: We need to protect Borneo
because it is home to so many different species
and because the rain forest helps reverse damage
from climate change.
Body Paragraph 1
Topic Sentence: It is important to protect Borneo
so that we can save all the different forms of life
that live on the island.
Supporting Detail: thousands of species of plants,
animal, and insect life; wildlife like the pygmy
elephant unique to the island; new species still
being found that can have medicinal use
Body Paragraph 2
Topic Sentence: We also need to protect Borneo
in order to protect the globe from climate
change.
Supporting Detail: One of the last rain forests in
the world; we need rain forests to counter climate
change; rain forests absorb carbon dioxide and
produce rain
Conclusion: What can be done to protect it?
With a combination of international and local
efforts, Borneo may be saved from destruction.
REVISING PRAC TICE (page 44)
The Revising Practice box provides a model essay with
some sections missing and a small number of errors.
Students complete an exercise to revise the model essay,
which will also demonstrate how they can improve their
own drafts.
• Allow students time to analyze the draft and complete
the exercise. Note that this essay is a persuasive essay,
on the same topic as the writing task.
• Check answers as a class. Ask students to identify each
change and explain how it makes the revised draft
stronger.
D Revised Draft
Students should apply the revision techniques used
in the Revising Practice box to their own drafts, where
applicable.
• Explain to students that they will be using the
questions as a guide for checking and improving their
drafts.
• Go over the questions carefully to make sure students
understand them.
• Allow students time to revise their essays.
ON THE EDGE 19

EDITING PRAC TICE
The Editing Practice box trains students to spot and
correct common errors with appositives. As a class, go
over the information in the box carefully to make sure
students understand what to look out for.
• Allow students time to complete the exercise
individually.
• Check answers as a class by asking students to read
their corrected sentences aloud and explain the errors.
ANSWER KEY
REVISING PRACTICE
1. c, b, a
2. a. Visitors to Borneo can enjoy its beautiful beaches
and mountains.
b. Answers will vary. Possible answer: We also need
to protect Borneo—home of one of the world’s
last remaining rain forests—in order to protect
the globe from climate change.
c. Answers will vary. Possible answer: The Borneo
Project, an international organization, provides
support to local communities.
EDITING PRACTICE
1. Tigers, they are an endangered species, live
throughout Asia.
2. Ranthambore, a tiger reserve, is in India.
3. Tiger conservationists, people who protect
tigers, are looking for new solutions. / Tiger
conservationists—people who protect tigers—are
looking for new solutions.
4. Corridors, are paths for safe travel, may help tigers
survive in wild areas.
5. There are fewer than 4,000 tigers—the biggest cats
in the world.
E Final Draft
Have students apply the skills taught in Editing Practice to
their own revised drafts and check for any other errors.
• Allow students time to edit their drafts.
• Walk around, and monitor students as they work.
Provide assistance as needed.
• Collect their work once they have completed it.
• For the next class, show anonymous examples of good
paragraphs and common errors.
20 UNIT 2
Ideas for … EXPANSION
Have students work in groups of three to help review
and edit each other’s essays further. Ask each group
member to read another’s essay and try to do the
following:
• Correct one error in grammar, spelling, etc.
• Give one compliment.
• Give one piece of feedback to help improve the
essay.
Allow students time to read each other’s essays, take
notes, and then discuss their feedback.
0
MIN
UNIT REVIEW
S
1
For all questions in the unit review, allow students to
work in pairs or groups. For question 4, refer students to
the Vocabulary Index at the back of the Student Book,
and have them write definitions or example sentences
for each vocabulary item.
• Allow students time to look back over the unit and
note their answers for questions 1 to 3 before they start
their discussion.
• For question 4, elicit example sentences or definitions
for each vocabulary item from the class.
ANSWER KEY
UNIT REVIEW
1. Answers will vary. Possible answers: loss of habitat,
poaching, killing
2. Answers will vary. Possible answers: safeguard
breeding areas; establish safe corridors for animals
to pass between the reserves; better patrolling and
monitoring of tiger population
3. a position on a topic and references to reasons for
that position
4. Answers will vary.
BEAUTY AND PERCEPTION
ACADEMIC TR ACK
Art / Sociology
ACADEMIC SKILLS
READING Using a concept map to identify
supporting details
WRITING Writing an evaluative essay
GRAMMAR Using restrictive and nonrestrictive
adjective clauses
CRITICAL THINKING Applying ideas
UNIT OVERVIEW
This unit explores aesthetics—the principles that
underlie concepts of beauty in the arts or in nature.
Both the reading passage and video focus specifically
on photography and discuss the elements involved in
distinguishing a beautiful photograph from an ordinary
one.
• READING: National Geographic photographer Annie
Griffiths outlines the three main components for
judging the aesthetic criteria of a photograph. She
also describes three additional elements that can help
create an emotional response in the viewer.
• VIDEO: A panel of National Geographic photographers
discusses photos submitted to their annual amateur
photo contest, offering their commentary on each.
• WRITING: Students draw on what they have read
and watched to write an essay evaluating a form of
visual art. The unit prepares them for the writing task
by introducing vocabulary to evaluate art forms, and
by teaching them to use a concept map to identify
supporting details. Students are then taught how to
use restrictive and nonrestrictive adjective clauses, and
review how to form effective body paragraphs. Finally,
they are taken through the steps of brainstorming,
outlining, drafting, and editing their essays.
0
MIN
S
1
THINK AND DISCUSS (page 47)
The photo shows a visitor looking at artwork during an
art festival at the Dubai World Trade Center.
• Have students study the picture, title, and caption. Elicit
the meaning of perception.
3
• Discuss the photo as a class. What do students think
about the art, or the type of art, pictured?
• Discuss the two questions as a class. For question 1, tell
students to consider why they feel attracted to certain
beautiful things. For question 2, after students have
discussed their answers to question 1, elicit examples
and ask students to explain why they find the things
they mentioned beautiful.
ANSWER KEY
THINK AND DISCUSS
Answers will vary. Possible answers:
1. For me, it’s about the feeling I get when I look at
something. Something that I think is beautiful gives
me a positive feeling.
2. There’s a building downtown that is one of the most
beautiful things I have seen. It’s an old brick building
that’s actually quite simple but still beautiful.
0
MIN
S
EXPLORE THE THEME (pages 48–49)
The opening spread discusses aesthetics and the
principles that many believe underlie our perceptions
of beauty.
• Allow time for students to study the spread and answer
the questions individually.
• Check answers as a class.
ANSWER KEY
EXPLORE THE THEME
A 1. Aesthetics is the branch of philosophy concerned
with the study of beauty.
2. The factors that affect aesthetic principles include
proportion, symmetry, and order.
3. Answers will vary. Possible answers:
I think it’s beautiful. The lighting in the picture
makes the girl glow. You feel drawn to her eyes
as you look at her portrait. Maybe I am also being
affected by the geometric proportions as the
passage says!
B principles, proportion, geometric
21
 Reading
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4
PREPARING TO READ (pages 50–51)
A that all great photographs contain outstanding use of
Building Vocabulary
The paragraphs discuss historical and social influences
on aesthetics with the example of Japanese influence on
Western art in the late 19th century. They contain eight
key vocabulary items that appear in the reading passage.
Students should use contextual clues to deduce the
meanings of the words and match the correct form of
each word to its definition.
• Have students work individually to complete the
exercise.
• Check answers as a class. Elicit example sentences for
each vocabulary item.
• If time permits, ask students to share their impressions
of the two pieces of art featured on the page. Do
students have any preference for one of the two styles?
B 4. context
Building Vocabulary
Students use a dictionary to look up the meanings of the
vocabulary words and then complete the sentences.
• Have students work individually to complete the
exercise.
• Check answers as a class. Elicit example sentences for
each vocabulary item.
See Vocabulary Extension 3 on page 233 of the Student Book
for additional practice with forming nouns, verbs, adjectives,
and adverbs.
C
Using Vocabulary
Encourage students to practice using the new vocabulary
items while answering the two questions.
• Have students work in pairs or groups to discuss their
answers to the questions. If necessary, provide some
prompts to help them.
• Elicit example responses from the class.
D Brainstorming
Students work in small groups to share their ideas about
beautiful objects found in the classroom.
• Allow students time to brainstorm ideas individually
before they participate in a discussion.
• Have students discuss their ideas in groups. Then have
a class discussion, eliciting ideas and comments from
each group about beautiful objects in the classroom.
22 UNIT 3
E Previewing
Explain to the class that previewing a reading passage
is especially useful during examinations. Previewing a
passage helps students quickly recognize the main idea,
and this will aid comprehension when the passage is
read in more detail. In this activity, students are asked to
look at the photos in the reading passage and read the
first sentence of each paragraph before answering the
question.
• Allow students time to skim the text.
• Have them work individually to answer the questions.
• Revisit this question after students have read the entire
passage.
ANSWER KEY
PREPARING TO READ
A 1. pursue
2. expose to
3. crucial
5. insight
6. violate
7. notion
8. composition
B 1. Depression
2. Ethics
3. balance
4. imperfect
C Answers will vary. Possible answers:
1. Being talented is the most crucial skill. You also
need drive and determination.
2. I think it’s hard to make a career out of making art.
But I do think that there are many career choices
connected to art, such as working at a gallery or
being an agent for artists. So maybe it’s worth
pursuing a career in art if you can stay open
minded about the type of job or role you’ll have.
D Answers will vary. Possible answers:
I think my pen is beautiful. It has a really cool,
colorful design.
E Answers will vary. Actual answers:
light, composition, the moment (when the
shutter is pressed), palette (colors), time, wonder
1.3 Have students read the passage individually, or
play the audio and have students read along.
C Critical Thinking: Applying Ideas
Read through the text in the Critical Thinking box as a
OVERVIEW OF THE READING class. The key point is that taking a new concept and
applying it to a different context can help us understand
National Geographic photographer Annie Griffiths argues
and evaluate it.
• Have students work individually to note their answers.
light, composition, moment, palette, time, and wonder.
For question 1, remind students that they learned
The photographs in the passage were carefully selected
about the traditional principles of aesthetics in Western
to exemplify her points. Light is the source of the color
art in the Explore the Theme section. For question 2,
and shadows in a photo and sets the scene’s emotional
allow students time to search through the book for an
tone; composition refers to the balance of geometric
image that “reveals the imperfect.”
proportions in the picture; and moment refers to the
• Have each student discuss his or her notes with a
instant when the shutter is pressed and the image is
partner before eliciting answers from the class.
captured. In addition to these three basic elements,
Griffiths also goes into detail about how color (palette), D
Critical Thinking: Guessing Meaning
time, and wonder affect the emotional response of a from Context
viewer to a photo. These six aspects of a photograph
The exercise contains italicized words and phrases that
combine to elevate it to an art form, opening our eyes to appear in the reading passage. Students first find and
something new in the world around us.
underline the words in the reading passage. Then, they
This is an adapted version of the introduction to the book use context to guess their meaning. Lastly, circle the
Simply Beautiful Photographs by Annie Griffiths, which was correct words to complete the definitions.
published by National Geographic Books in 2010. • Have students work in pairs to locate the words in the
Online search terms: Annie Griffiths, Simply Beautiful passage and deduce their meanings.
Photographs • Then ask them to circle the correct words to complete
the definitions.
• Check answers as a class.
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UNDERSTANDING THE READING
S
E Critical Thinking: Applying Ideas
(pages 58–59)
Students consider the elements mentioned in the
A Understanding Main Ideas
reading to evaluate the photo on page 59.
Students are asked to note answers to questions about • Have students work individually to make notes about
the main ideas of the passage. their impressions of the photo. Ask them to focus
• Have students work individually to complete the on some specific points in regard to the elements
activity and write their answers. Encourage them discussed in the reading.
to skim the passage again to find the answers, if • Have them work in pairs to share their ideas.
necessary. • Discuss their ideas as a class. Elicit comments about the
• Have students form pairs to check their answers. photo from each pair.
B
Understanding Details
Students are asked to answer questions about
supporting details.
• Have students work individually to complete the
activity and write their ideas. Allow students enough
time to go back to reread parts of the passage, if
necessary.
• Have students form pairs to check their answers.
• Discuss answers as a class. Elicit where students found
the relevant information in the reading passage.
BEAUT Y AND PERCEPTION 23
 ANSWER KEY
UNDERSTANDING THE READING
A 1. light, composition, the moment
2.
palette, time, wonder
3. Paragraph G
B Answers will vary. Possible answers:
1. It has expanded our notion of beauty by
honoring things formerly regarded as trivial and
revealing them as beautiful. (Paragraph A)
2. Light refers to the quality of light and reflections in
a photograph. (Paragraph C) Composition refers to
how the shapes and lines of the scene are placed
within the frame of a photograph. (Paragraph D)
Moment refers to pressing the shutter at exactly
the right time. (Paragraph E)
3. Griffiths explains that colors set the mood of a
photograph, and the mood affects the emotional
reaction of viewers. (Paragraph G)
4. The element of time helps us see moments
in a way we usually can’t with our own eyes.
(Paragraph H)
5. Wonder refers to the sense of awe we feel when
we see an image and our excitement about it.
(Paragraph I)
6. Photography has given us a new way of seeing,
which in turn has affected other art forms by
broadening our notion of beauty. (Paragraph K)
C 1. Paragraph J; Answers will vary. Possible answer:
The painting The Birth of Venus by Botticelli is an
example of a painting made to be aesthetically
pleasing instead of capturing reality.
2. Paragraph J: Answers will vary. Possible answer:
The photo on page 59 of the gauchos going
through the water on their horses shows the
water splashing up and the sun glaring behind
them. It’s a messy yet beautiful scene.
D 1. ordinary; Items formerly considered trivial, and not
worth an artist’s paint, have been revealed and
honored by photographs: things as pedestrian as a
fence post, a chair, a vegetable. (Paragraph A)
2. work well together; When the three—light,
composition, and moment—are in concert, there is
visual magic. (Paragraph B)
3. essential; Ironically, the definition of what makes a
picture aesthetically pleasing often comes down
to mathematics: the geometric proportions of
objects and their placement within the frame.
(Paragraph D)
24 UNIT 3
4. quickly; Light is usually best when it is fleeting
or dappled, razor sharp or threatening, or
atmospheric. (Paragraph C) Capturing that
perfect moment may be a photographer’s biggest
challenge, because most important moments are
fleeting. (Paragraph E)
5. both the positive and negative; Photographers
became interested in the real world, warts and all,
and it was the accidental detail that was celebrated.
(Paragraph J)
6. brought it into being; It is to photography’s credit
that it has found beauty in the most humble places,
and that it has ushered in a new democracy of vision.
(Paragraph K)
7. different; People from all walks of life are able
to feast their eyes on subjects remote and grand.
(Paragraph K)
E Answers will vary. Possible answers:
The light in this picture is quite striking with
the bright sun coming up behind the gauchos.
Captured at sunrise just as they are crossing a
river, the moment is special. And we see time
moving forward, since it’s a motion shot. I feel a
sense of awe and wonder as I look at this picture.
I want to be in the scene.
5
MIN
DEVELOPING READING SKILLS
4
(page 60)
Reading Skill: Using a Concept Map to Identify
Supporting Details
The Reading Skill box explains how to use a concept map
to organize the contents of an essay. Explain that the
language in a concept map should be short notes, not
complete sentences. What is especially useful about a
concept map is that students can recognize connections
and draw lines between different parts of the essay
to indicate them. Note that this skill can be useful to
students both as readers and as writers.
A
Using a Concept Map
Students are asked to complete a concept map with
details from the passage.
• Allow time for students to go back to the passage to
gather information. Remind them to use short notes
and phrases. Encourage them to paraphrase to avoid
copying the exact words of the writer.
• Have them work individually to complete the exercise.
• Check answers as a class. Draw a large concept map on
the board, and elicit details for each bubble.
B Using a Concept Map
Students are to go back to Unit 1 and create a concept
map with the main ideas and details from the reading
passage.
• Have students work individually. Allow time for them
to go back to reread the passage to pull out ideas and
details.
• Have them form pairs to compare answers. Then discuss
their answers as a class. Draw a concept map on the
board, and elicit information, or have students come up
to the board and fill in parts of the concept map.
ANSWER KEY
DEVELOPING READING SKILLS
A Answers will vary. Possible answers:
composition: structural choices in frame;
geometric proportions make it pleasing;
balance of mathematical proportions is key;
Stanfield photo: child looks small next to striking
architecture of building
moment: when the shutter is pressed;
storytelling; gives meaning to the image; may be
photographer’s biggest challenge
wonder: human response to something fresh,
new; insight and curiosity; childlike sense
time: freezing or blurring; we can see a
choreography of movement even though it’s a
still frame; gift to both art and science
palette: selection of colors; sets mood for image;
Kerr’s image has a soothing palette
B Answers will vary. Possible answers:
Middle circle of concept map: The
Anthropocene
Is the term relevant?: new epoch related to
human impact on world; term coined by Paul
Crutzen in 2002; geologists take closer look to see
whether term is valid and decide that it is
Cities: man-made materials; land erodes over
time; not going to make a big geological impact
Farming: 38% of land on planet used for
agriculture; only subtle traces will be left on land;
pollen record will show effects
Deforestation: massive soil erosion increasing
sedimentation in some areas; dams holding back
sedimentation in other areas; higher rates of
extinction of plant and animal life
Atmosphere: composition is changing; carbon
dioxide is causing global warming; species
shifting toward Poles will affect fossil record
Video
5
MIN
VIEWING: PHOTO CONTEST
S
(pages 61–62)
Overview of the Video
The video provides an inside look at the process of
judging the 2014 National Geographic Photo Contest.
Each of the judges offers an explanation of how he or
she evaluates a photograph—from technical aspects of
the photograph, to composition, to what touches them
as individuals. The winning photo of a young woman
using her cell phone on a crowded train in Hong Kong is
described as otherworldly and poetic.
Online search terms: National Geographic Photo
Contest
BEFORE VIEWING
A Discussion
The photo on the page is the winning photo from the
2014 National Geographic Photo Contest. Allow students
to evaluate the photo first before giving this information.
• Have students work individually to write their ideas.
Encourage them to use what they learned in the
reading passage and their own ideas as well.
• Have students share their ideas in pairs. Then discuss
their ideas as a class. If time permits, make a concept
map to gather the details that students point out about
the photo.
B Learning About the Topic
The paragraph prepares students for the video by
familiarizing them with the photography contest
featured in the video.
• Have students read the paragraph and note answers to
the questions individually.
• Elicit a class discussion for question 1. What other
stories do students see in the photo?
C
Vocabulary in Context
This exercise introduces students to some of the key
vocabulary items used in the video. Students use context
to determine the meanings of the words.
• Have students work on the exercise individually.
• Have them form pairs to check their answers.
• Discuss their answers as a class. Elicit example
sentences for each of the words.
BEAUT Y AND PERCEPTION 25
 ANSWER KEY
BEFORE VIEWING
A Answers will vary. Possible answers:
The light and composition in this photo are quite
striking. I also like the subdued color palette.
It’s an everyday moment but makes us stop in
wonder. I think it’s a great photograph.
B Answers will vary. Possible answers:
1. The story I see is one of people in an enclosed
space very close to each other physically, yet all
in their own worlds in some way. I see couples
chatting, people reading on their smartphones,
people staring off into space—there’s one big
story and then many individual stories as well.
2. He says it’s like an archaeological dig, where
you never know what you’ll find. I think with
photography, sometimes you don’t know what
you’ve captured until after the picture is taken.
Among the many pictures, you find one gem.
C 1. surreal
2. chaotic
3. foreground
4. tone
WHILE VIEWING
A • Read the question aloud. Refer students to the six
Understanding Main Ideas
Students are asked to identify some of the main ideas
discussed in the video.
• Have students read the items silently before you play
the video.
• Have them complete the task while the video is
playing.
• Check answers as a class. Elicit opinions about which
criteria students think are the most important and why.
B Identifying Opinions
Students match the photograph to the opinion
expressed about it in the video.
• Have students read the statements and write any
answers they recall from the first viewing before you
play the video a second time.
• Play the video again. Have them complete the task
while it is playing.
• Check answers as a class. Ask students if any of them
preferred another photograph in the video over the
winning one. If so, why?
26 UNIT 3
ANSWER KEY
WHILE VIEWING
A b, c, d, f, g
B 1. c
2. a fundamentals of essay writing. The lesson starts by
3. b explaining restrictive and nonrestrictive adjective clauses
4. d and then reminds students how to write effective body
5. e
AFTER VIEWING
A Critical Thinking: Inferring
Students infer the meaning of a phrase used in the video.
It may be useful to refer students to the video script so
they can see the context in which the phrase was used.
• Have students discuss their ideas about the meaning of
the phrase in pairs.
• Discuss as a class.
B Students are asked to write sentences with adjective
Critical Thinking: Synthesizing
Students draw on information from both the reading
passage and the video to formulate their answers. It
may be useful for students to see the photos one more
time. Consider playing the video again, pausing when a
photo is displayed on screen and giving students time to
analyze the image and make notes about it.
elements mentioned in the reading passage.
• Allow students time to choose their favorite photo
from the video and make notes about it using the six
criteria mentioned in the reading passage.
• Have students form pairs to discuss their ideas.
ANSWER KEY
AFTER VIEWING
A Answers will vary. Possible answer:
For me, a “gut reaction” refers to that immediate
feeling you get when you first see something. It’s
your instinct.
B Answers will vary. Possible answers:
In my opinion, the wildebeest photo was the
best. It was taken at just the right moment, and
the composition was unforgettable for me. It left
me with a sense of awe and wonder.
Writing
OVERVIEW
In this section, students continue to review the
paragraphs to support a thesis. In the Writing Task,
students apply these lessons by writing and revising
an evaluative essay where they evaluate their chosen
visual art form using aesthetic criteria. Students begin by
brainstorming types of visual art and noting the three
criteria they want to use to judge it before organizing
one of their ideas in an outline. Students then draft
their essays, improve their drafts, and correct common
mistakes related to the use of adjective clauses.
MIN
0
EXPLORING WRIT TEN ENGLISH
S
(pages 63–66)
A Vocabulary for Writing
The box contains words and phrases that appear in the
reading passage and may be useful when writing about
visual art forms. Students first find and underline the
words in the reading passage. Then, they use context
to guess their meaning. Lastly, they use the words to
complete the definitions.
• Have students work in pairs to locate the words in the
passage and deduce their meanings.
• Ask them to pay close attention to the context in which
each word is used.
• Have them look carefully at each target word to
determine whether its word parts are familiar.
• Then ask them to use the words to complete to the
definitions.
• Check answers as a class.
B Noticing
This exercise helps students notice some of the features
of adjective clauses before they learn about the topic in
more detail in exercise C. Allow students to complete
the exercise before going over the information in the
Language for Writing box.
• Have students complete the task individually.
• Check answers as a class.
Language for Writing: Restrictive and
Nonrestrictive Adjective Clauses
The Language for Writing box describes what an
adjective clause is and explains the differences between
restrictive and nonrestrictive adjective clauses. Remind
students that they learned about appositives in the last
unit. Adjective clauses, like appositives, help add more
information to a sentence. Adjective clauses provide
either essential information (restrictive) or nonessential
information (nonrestrictive). In this context, essential
information refers to information that is needed to
understand the sentence. For example, if you remove
a restrictive adjective clause from a sentence, it will no
longer make sense. Go over each clause type, and explain
how the information is essential or nonessential. Refer to
the examples in exercise B, if necessary.
C Language for Writing
Students practice combining two sentences using an
adjective clause. Note that it is possible to combine the
sentences in a number of ways.
• If necessary, use question 1 as an example sentence.
Elicit a new sentence, and write it on the board.
• Have students complete the activity individually.
• Check answers as a class.
D Language for Writing
clauses. Consider writing your own example on the
board to fully illustrate what students are required to do.
• Allow time for students to go back through the unit
to choose some photos to write about. Encourage
students to write sentences that evaluate photos based
on aesthetic criteria.
• Have students complete the activity individually.
• Check answers as a class. Elicit example sentences.
ANSWER KEY
EXPLORING WRITTEN ENGLISH
A 1. atmospheric
2. aesthetically pleasing
3. within the frame
4. illuminate
5. gradation
6. Pastels
B Answers will vary. Possible answers:
1. to give more information about a noun
2. who, that, which, whose (relative pronouns)
3. a, c, d; These sentences still make sense
because the clauses were just providing extra,
nonessential information.
BEAUT Y AND PERCEPTION 27

LANGUAGE FOR WRITING
C Answers will vary. Possible answers:
1. Vivian Maier was a photographer whose work
was only discovered after her death.
2. Ansel Adams, who is an American photographer,
was most known for his images of the California
wilderness.
3. Aesthetics were important to the ancient Greeks,
who believed beautiful objects were intrinsically
beautiful.
4. Vincent van Gogh, who made a copy of
Hiroshige’s print Sudden Storm Over Shin-Ohashi
Bridge, was influenced by Japanese art.
D Answers will vary. Possible answers:
It’s the subtleness of the light on the train that
makes the scene feel otherworldly.
The gauchos, who are riding horses, seem to be a
natural addition to the morning sunrise.
The blurred line, which the cowboy’s horse walks
next to, is actually the cars going by.
Writing Skill: Supporting a Thesis
The Writing Skill box continues to build on the review
of essay writing from the previous two units. This time,
students are reminded of how to write effective body
paragraphs that support the thesis statement. Each
body paragraph expresses one main idea— stated in
the topic sentence of the paragraph—that supports the
thesis of an essay. The details in the body paragraph to
follow then support that topic sentence. Explain that an
effective essay comes from tying all information back to
the thesis statement.
E Critical Thinking: Analyzing
Students analyze an introductory paragraph and answer
questions about the rest of the essay.
• Have students work on the exercise individually.
• Have them form pairs to check their answers.
• Check answers as a class.
28 UNIT 3
F Supporting a Thesis
Students are given the topic sentences for the thesis
statement in exercise E. Tell students to use the tips in
the Writing Skill box to answer the questions about how
the sentences support the thesis.
• Have students work individually.
• Check answers as a class.
G Applying
Students are next given supporting details and asked
to match them with the correct topic sentences from
exercise F.
• Have students work on the exercise individually.
• Have them form pairs to compare their answers.
• Discuss answers as a class.
ANSWER KEY
WRITING SKILL
E Fallingwater, the western Pennsylvania house
designed by Wright, is a perfect example of
the organic approach to architecture due to its
surroundings and its materials.
1. two
2. surroundings, materials
F Body Paragraph 1
Topic sentence: The way Fallingwater is
assimilated into its natural environment is an
example of organic architecture.
Body Paragraph 2
Topic sentence: The organic approach is also
shown in the natural materials Wright used to
build Fallingwater.
G a. 1
b. 1
c. 2
d. 2
e. 1
f. 1
I
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S
WRITING TASK (page 67)
A Brainstorming
Read the Goal box aloud so students will be familiar
with the writing task before brainstorming. The aim is
first to choose a type of art (e.g., painting, photography,
sculpture) and then come up with a set of criteria by
which that type of art can be judged (similar to Griffiths’
set of criteria for evaluating photographs as outlined
in the reading passage). Then students move on to
brainstorming ideas about a specific piece of art.
• Have students work alone to note their ideas. Ensure
that students understand that they should first choose
a type of art form, not a specific work of art.
• Have students work alone and to evaluate a specific
work of art with their chosen criteria and write their ideas.
• Have them discuss their ideas in pairs.
B Planning
Students decide on one idea for their type of art and then
the name of their chosen piece of art before completing
the outline for their essay.
• Allow students time to complete their outlines
individually. Provide assistance as needed.
C Notes for conclusion: Even a real scene that
First Draft
Have students write first drafts of their essays based on
their outlines.
• Allow students time to complete the task individually.
Provide assistance as needed. Refrain from error
correction at this point.
ANSWER KEY
WRITING TASK
A Answers will vary. Possible answers:
Type of art: photograph
Criteria: light, moment, wonder
Name of piece of art: A Node in the Dark
Description: A packed train at a theme park.
People are close to each other, but most are
actually in their own worlds, talking to friends,
reading on their phones, or lost in thought.
Evaluation
1. The subtle light in the photo makes it feel
otherworldly.
2. The moment is a snapshot of an everyday
experience, yet it seems unreal.
3. We’re left to wonder about each of the people
and their thoughts.
B Answers will vary. Possible answers:
Notes for introduction:
Thesis Statement: Brian Yen’s photograph
makes an everyday scene seem surreal because
of the lighting, the moment he captured, and the
sense of wonder the scene inspires.
Body Paragraph 1
Topic Sentence: The subtle lighting makes it feel
like this train ride is happening in another world.
Details: soft blue light; strange glow; real scene
but feels unreal
Body Paragraph 2
Topic Sentence: The picture was taken at just the
right moment, making the everyday seem unreal.
Details: at a theme park; taken in a tunnel?;
everyone is caught up in their own world
Body Paragraph 3
Topic Sentence: The photograph leaves its
viewers with a sense of wonder.
Details: You find yourself wondering about each
person; photo tells a story about each; gives us a
sense of wonder about people, life, proximity, etc.
we experience every day can feel unusual when
captured with the skill of a good photographer
and leave us with a sense of awe about life.
REVISING PRAC TICE (page 68)
The Revising Practice box contains an exercise that
demonstrates several ways students can improve their
first drafts. Note, this is an example of an evaluative
essay in which a building is evaluated according to three
criteria—beauty, durability, and functionality.
• Allow students time to analyze the draft and complete
the exercise.
• Check answers as a class.
D
Revised Draft
Students should apply the revision techniques used
in the Revising Practice box to their own drafts, where
applicable.
• Explain to students that they will be using the
questions as a guide for checking and improving their
drafts.
• Go over the checklist questions carefully to make sure
students understand them.
• Allow students time to revise their essays.
BEAUT Y AND PERCEPTION 29

EDITING PRAC TICE
The Editing Practice box trains students to spot and
correct common errors related to restrictive and
nonrestrictive adjective clauses. As a class, go over the
information in the box carefully to make sure students
understand what to look out for.
• Allow students time to complete the exercise
individually.
• Check answers as a class by asking students to read
their corrected sentences aloud and explain the errors.
ANSWER KEY
REVISING PRACTICE
1. c, a, b
2. a. The Rostonville Library, which is built entirely of
granite—a hard and very tough stone—is an
example of durability.
b. Growth from the rooftop garden, which cascades
down the sides of the building, adds to the
aesthetics of the building.
c. The library was built on the edge of the city park,
which was designed using only native plants.
EDITING PRACTICE
1. This image is an excellent example of composition,
which is the way objects are arranged in a
photograph.
2. That photograph, that which I like best of all, is
Berenice Abbott’s Pennsylvania Station.
3. Another important element is light, that which
illuminates the objects in a photograph.
4. Moment, which captures time in a photograph,
helps to tell the image’s story.
E by introducing vocabulary for talking about business
Final Draft
Have students apply the skills taught in Editing Practice to
their own revised drafts and check for any other errors.
• Allow students time to edit their drafts.
• Walk around, and monitor students as they work.
Provide assistance as needed.
• Collect their work once they have completed it.
• For the next class, show anonymous examples of good
essays and common errors.
30 UNIT 3
MIN
0
UNIT REVIEW
S
1
For all questions in the unit review, allow students to
work in pairs or groups. For question 4, refer students to
the Vocabulary Index at the back of the Student Book,
and have them write definitions or example sentences
for each vocabulary item.
• Allow students time to look back over the unit and
write their answers to questions 1 to 3 before they start
their discussion.
• For question 4, elicit example sentences or definitions
for each vocabulary item from the class.
ANSWER KEY
UNIT REVIEW
1. Answers will vary. Possible answers:
light, composition, moment, palette, timing, wonder
2. Answers will vary. Possible answer:
I think light is the most important element because
it sets the atmosphere and mood of a scene.
3. A nonrestrictive clause offers nonessential
information about the noun in a sentence.
4. Answers will vary.
RETHINKING BUSINESS
ACADEMIC TR ACK
Fashion / Business Studies
ACADEMIC SKILLS
READING Understanding sentences with
initial phrases
WRITING Writing a comparative essay
GRAMMAR Using sentences with initial phrases
CRITICAL THINKING Understanding multiword units
UNIT OVERVIEW
The theme of this unit is businesses, specifically those
that take unconventional or innovative approaches.
There is a specific focus on the fashion industry, and
both the reading passage and video describe fashion
companies that have achieved success because of the
unique ways in which they operate.
• READING: The retail giant Zara has experienced great
success in doing things differently than most other fast-
fashion brands.
• VIDEO: Brunello Cucinelli is a successful high-end
Italian brand that makes a point of taking care of its
workers and giving back to the community.
• WRITING: Students draw on what they have read
and watched to write a comparative essay on two
companies. The unit prepares them for the writing task
and by teaching them to identify and use sentences
with initial phrases. Students then learn two ways to
organize a comparative essay before they are taken
through the steps of brainstorming, outlining, drafting,
and editing their essays.
0
MIN
S
1
THINK AND DISCUSS (page 71)
The photo shows a special area—or “break out space”—
for staff in Google’s London office. The title and questions
help prepare students for the subject matter covered in
the unit.
• Have students study the picture, title, and captions.
Elicit the meaning of rethinking. Review the use of the
prefix re- to mean to repeat or do something again.
4
• Discuss the photo as a class. What do students think
about the office space pictured? Would they like to
work in such an environment?
• Discuss the two questions as a class. For questions 1
and 2, have students share as much as they know about
the businesses. After students discuss what they know
in small groups, ask volunteers to share with the class
information about a business from their home countries.
ANSWER KEY
THINK AND DISCUSS
Answers will vary. Possible answers:
1. Some of the most successful businesses in my
country are tech related, such as businesses that
develop apps for the public.
2. These businesses have been successful because
they are very innovative. They are different to other
companies in that they are prepared to take risks
and try something new.
MIN
0
S
EXPLORE THE THEME (pages 72–73)
The opening spread provides some statistics about three
successful companies in the fashion industry to prepare
students for the topic and discussions ahead in the unit.
• Allow time for students to study the spread and answer
the questions individually.
• Check answers as a class. Ask students if they are
familiar with any of the companies. Do they shop at
their stores? What’s their impression of the brands?
Note that Inditex’s most well-known brands are Zara
and Bershka.
ANSWER KEY
EXPLORE THE THEME
A 1. China exports the most clothing. Australians
spend the most on clothing.
2. Answers will vary. Possible answers: I find it
interesting that Australians spend the most money
yearly on clothes. I thought it was going to be the
Japanese because I once read an article about how
much young people in Tokyo spend on clothes.
B apparel, retail, profit, rival
31
 Reading E Skimming/Previewing
Students are asked to skim the passage and then identify
1.4 Have students read the passage individually, or
play the audio and have students read along.
• Have students form pairs to check their answers.
• Discuss answers as a class. Elicit how each point
supports the thesis from exercise A.
I
0M N the main idea. Consider giving students a strict time limit OVERVIEW OF THE READING • Elicit where students found the relevant information
4

PREPARING TO READ ( pages 74–75)
A company Zara, and it explores how the brand has forged
Building Vocabulary
The paragraph is about the Korean cosmetics company
AmorePacific. It contains five key vocabulary items that
appear in the reading passage. Students should use
contextual clues to deduce the meanings of the words
and match the correct form of each word to its definition.
• Have students work individually to complete the
exercise.
• Check answers as a class. Elicit example sentences for
each vocabulary item.
B Building Vocabulary
Students use a dictionary to look up the meanings of the
vocabulary words and then complete the sentences.
• Have students work individually to complete the
exercise.
• Check answers as a class. Elicit example sentences for
each vocabulary item.
See Vocabulary Extension 4 on page 234 of the Student Book
for this activity to ensure that they skim the passage and in the reading passage, and ask them to explain why
The passage is a detailed case study of the clothing
do not read it in detail. options b, c, and e are incorrect.
• Allow students time to skim the text.
its own path in the fashion industry by doing business C
• Have them work individually to answer the question. Critical Thinking: Understanding
differently. Zara has taken an unconventional approach to
• Revisit this question after students have read the entire Multiword Units
global business by choosing to follow rules more typical
passage. The Critical Thinking box explains that a multiword unit
of a smaller brand. The Spanish company’s headquarters
are not in a major city, its clothes are made in local refers to a group of words used as a fixed expression,
ANSWER KEY often with an idiomatic meaning. Idiomatic multiword
factories rather than overseas, and it also does very
PREPARING TO READ little marketing. Additionally, Zara only stocks a limited units often pose problems for students, especially those
number of its items and does not offer the same deep who rely on using dictionaries to understand unknown
A 1. competitive
discounts during sales that stores, such as Gap and H&M, words. In this activity, encourage students to use context
2. found to work out the meanings of the phrases.
do. Although many of Zara’s tactics seem counterintuitive
3. executive to big business, the company has grown into a retail • Have students scan the reading passage and underline
the five phrases.
4. brand giant with a loyal base of customers who regularly visit
Zara stores to see what new items are in stock. This • Ask students to use context to work out the meaning
5. headquarters (Note: The word headquarters is
passage by Michael Peng is adapted from an essay in his of each phrase and then complete the definitions in
both a singular and a plural noun.)
book Global Business, 4th Edition, published in 2014. the exercise.
B 1. Marketing • Check answers as a class.
2. competitor Online search terms: Zara, Inditex, Amancio Ortega
D
3. outsources Critical Thinking: Understanding Visual Data
4. I
0M N
Students are asked to use the information in the reading
shortage UNDERSTANDING THE READING

for additional practice with business words and antonyms.
C Using Vocabulary
Encourage students to practice using the new vocabulary
items while answering the two questions.
• Have students work alone to list ideas for question 1.
• Have students work in pairs to discuss answers to
the questions. Encourage them to use the target
vocabulary when giving the answers. If necessary,
provide some prompts to help them.
• Check answers as a class. Elicit example answers from
students.
D because it makes unique clothes. It’s a smaller
Brainstorming
Students work in small groups to share their background
knowledge about their favorite brands. Explain that
most successful companies, whether in fashion or other
industries, have something that sets them apart from
their competitors.
• Allow students time to brainstorm ideas individually
before discussing them in their small groups.
• Elicit examples from the class.
5. merchandise
6. supply chain
C Answers will vary. Possible answers:
1. Uniqlo, H&M, Gucci, Chanel, Modparade
2. I think Chanel was founded in France around
100 years ago. I guess their headquarters are in
France, too.
D Answers will vary. Possible answer:
Most of the brands of clothing I like are
affordable, which is why I buy them. But my
favorite brand is Modparade, which is special
brand from my home country of Singapore.
E Answers will vary. Actual answers:
B
S
to complete a series of bar charts. Note that some
(pages 81–82)
answers will be approximated, rather than exact, on the
A graphs. Explain to students that they should estimate the
Understanding Main Ideas
correct spot to mark in these cases. Note that the activity
Students are asked to identify the main idea of the requires an understanding of the words double, triple, and
passage.
quadruple. Consider drawing attention to this vocabulary,
• Have students work individually to complete the
either before or after the activity has been completed.
activity.
• Tell students to look over the bar charts first to identify
• Check answers as a class.
what information they need to find. Have them work
individually to complete the exercise.
B Understanding Supporting Ideas
• Check answers as a class. Elicit where students found
Students are asked to identify the main ideas in each the relevant information for each question in the
section of the article that support the thesis.
reading passage.
• Have students work individually to complete the
activity. Allow students enough time to go back to
reread parts of the passage, if necessary.

32 UNIT 4 RETHINKING BUSINESS 33

 MIN
5
DEVELOPING READING SKILLS
ANSWER KEY
Video

S
ANSWER KEY
(page 83)
UNDERSTANDING THE READING BEFORE VIEWING
A b Reading Skill: Understanding Sentences with
A Answers will vary. Possible answers:
B a (Paragraph F); d (Paragraph E); f (Paragraph C) Initial Phrases 5
MIN
VIEWING: BEHIND THE BRAND

C 1. b; so most of Zara’s marketing serves as a reminder
for shoppers to visit the stores. (Paragraph D)
2. b; In contrast, Zara once again deviated from
the norm. By concentrating more than half of its
production in-house … (Paragraph E)
3. b; Because of the greater flexibility and speed
this approach affords, Zara does not worry
about missing the boat when it comes to trends.
(Paragraph F)
4. a; Also, it runs its supply chain like clockwork with a
fast but predictable rhythm: … (Paragraph F)
5. a; … “but I would have to knock my company down
and rebuild it from scratch.” (Paragraph G)
D 1. around 6 (Explanation: In paragraph A, we learn
that: Since its initial public offering (IPO) in 2001,
Inditex … has quadrupled its sales to US$25.7 billion.
If sales have quadrupled to $25.7 billion since
2001, then in 2001 sales must have been roughly
a quarter of this figure, that is, just over 6.)
2. 17 (Explanation: In London, shoppers visit the
average store four times a year, but frequent Zara
17 times.) (Paragraph C)
3. around 20 (Explanation: Zara makes and offers
shoppers about 20,000 different items per year, about
triple what stores like Gap do.) (Paragraph C)
4. 0.3 (Explanation: It devotes just 0.3 percent of its
sales to ads.) (Paragraph D)
5. Zara: 15, Competitors: 60 (Explanation: This means
it can design, produce, and deliver a new item of
clothing to its stores in a mere 15 days, a pace that is
unheard of in the industry. The best speed most of its
rivals can achieve is two months.) (Paragraph E)
6. Zara: 15, Industry Average: 40 (Explanation: The
industry average is to offer 40 percent discounts
across all merchandise. In contrast, Zara’s ability to
design and make new clothes quickly means shorter
lead times and an ever-changing inventory. So it
sells more at full price, and—when it discounts—
averages only 15 percent.) (Paragraph E)
The Reading Skill box explains how initial phrases are used
by writers to vary sentence structure. Initial phrases can
be verbal phrases, prepositional phrases, or time phrases.
They are usually phrases that will also make grammatical
sense when placed at the end of a sentence. Note that
students will already be familiar with simple initial phrases,
especially those involving simple indicators of time (e.g.,
In 1980, . . . ). In addition to being used to create variety in
sentence structure, initial phrases allow a writer to change
the emphasis of a sentence by moving a key point to the
beginning.
A Understanding Sentences with Initial Phrases
Students are asked to go back to the reading passage to
find examples of initial phrases.
• Allow time for students to go back to the passage to
gather information. Point out that students should only
go to Paragraphs C, D, E, and F.
• Have them work individually to complete the exercise.
• Check answers as a class.
B fashion brands are named after designers, such as Calvin
Understanding Sentences with Initial Phrases
Students can find the answers to the questions in this
activity in the initial phrases that they underlined in activity A.
• Have students work individually. Allow time for them to
look back at the underlined parts of the passage (from
exercise A).
• Have them form pairs to compare their answers. Then
discuss answers as a class. Ask students to comment on
Zara’s strategies while going over each question.
ANSWER KEY
DEVELOPING READING SKILLS
A Paragraph C: From Zara’s point of view … ;
At Zara, … ; By giving just a short window of
opportunity to purchase a limited quantity of
merchandise, … ; In London, … ; “At Gap, …”;
“Buying from Zara, …”
Paragraph D: Traditionally, …
Paragraph E: In contrast, … ; By concentrating
more than half of its production in-house, … ; In
contrast, …
Paragraph F: By producing products in large
quantities, … ; Because of the greater flexibility
and speed this approach affords, … ; When new
trends emerge; From Spain, …
B 1. a 2. a 3. b 4. b
S
(pages 84–85)
Overview of the Video
The video introduces the Italian fashion brand Brunello
Cucinelli. The high-end brand, best known for its
cashmere sweaters, has kept a very local focus in its
business while still managing to build a global brand.
Located in a small village in Italy, the company is proud
of its roots in and connection with the local community.
The company’s founder believes in giving his staff
as much time as possible to enjoy their lives, and he
believes in enriching and giving back to the community
that has been home to his business.
Online search terms: Brunello Cucinelli, Solomeo
BEFORE VIEWING
A
Discussion
Note that the focus of this discussion is on fashion
designers rather than fashion brands. Many popular
Klein, Louis Vuitton, etc. Encourage students in this
activity to discuss what, if anything, they know about the
individual designers. Note that the word eponymous is a
target vocabulary item in later activities.
• Have students work individually to write their ideas.
• Have students share their ideas in pairs. Then discuss
their ideas as a class.
B Learning About the Topic
The paragraph prepares students for the video by giving
them background information about the fashion brand
featured in the video.
• Have students read the paragraph and answer the
questions individually.
• Elicit a class discussion for question 2. Encourage
students to use their own ideas as well as ideas they
found in the reading passage.
C Vocabulary in Context
This exercise introduces students to some of the key
vocabulary items used in the video. Students use context
to determine the meanings of the words.
• Have students work on the exercise individually before
they form pairs to check their answers.
• Discuss answers as a class. Elicit example sentences for
each of the words.
I know the designer Stella McCartney is known
for being an animal activist in addition to being
a famous fashion designer. She doesn’t use fur
or leather or other materials from animals in her
designs.
B 1. The company makes apparel for men and
women. They are particularly known for their
cashmere sweaters.
2. Answers will vary: I think a fashion brand has to
make quality products while staying on trend
or be forward thinking enough to be the one to
influence those trends.
C 1. eponymous
2. high-end
3. enlightened
4. artisan
WHILE VIEWING
A Understanding Main Ideas
Students are asked to identify some of the main ideas
discussed in the video.
• Have students read the items silently before you play
the video.
• Have them complete the task while the video is playing.
• Check answers as a class.
B Understanding Details
Students are asked to take notes on details that expand
on the main points identified in exercise A.
• Have students read the questions and write any
answers they recall from the first viewing before
playing the video a second time.
• Play the video again. Have them complete the task
while it is playing.
• Check answers as a class.
ANSWER KEY
WHILE VIEWING
A a, b
B 1. Staff get a 90-minute break for lunch, their
workday ends at 5:30, and they are not allowed to
check e-mail after they leave the office.
2. He has funded a theater, library, and school in the
village.

34 UNIT 4
RETHINKING BUSINESS 35
AFTER VIEWING
A Critical Thinking: Inferring Meaning
Students infer the meaning of a quote from the video.
Explain that there is no single, correct answer here.
Cucinelli’s quote could be interpreted in different ways.
• Have students work in pairs to discuss their ideas about
the meaning of the quote.
• Discuss the meaning of the quote as a class. Ask
students to support their interpretations with
explanations. Ask students whether they agree with
Cucinelli and why.
B Critical Thinking: Synthesizing
Students draw on information from both the reading
passage and the video to answer the question.
• Read the question aloud. Have students discuss their
ideas in pairs. Encourage them to go back to the
reading passage to recall information, if necessary. Note
that students are asked to discuss both similarities and
differences.
• Discuss ideas as a class. Elicit similarities and differences
from the class. Use a Venn diagram to write their ideas
on the board.
ANSWER KEY
AFTER VIEWING
A Answers will vary. Possible answer:
I think he means that taking time to enjoy beauty
and nature keeps us fulfilled and makes us better
workers.
B Answers will vary. Possible answers:
Both companies operate quite differently than
most other fashion companies. They are similar in
that they are both based in small towns instead of
big cities, and they keep production local. Unlike
Zara, Brunello Cucinelli is made for a high-end
market. We didn’t learn a lot about how Zara
treats its employees, so perhaps they are different
in this regard too.
Ideas for … EXPANSION
Ask students to compare the work culture at Brunello
Cucinelli with that of a typical business in their home
countries. Have students work in groups. Tell them to first
explain the typical work culture in their own countries.
Then ask students to discuss what they find appealing
or not appealing about Brunello Cucinelli. Ask group
members to each decide whether they would like to
work there.
36 UNIT 4
Writing
OVERVIEW
In this section, students learn how to write a comparative
essay. The lesson starts by introducing useful vocabulary for
describing similarities and differences. It then explains how
to write sentences using initial phrases before teaching
how to organize a comparative essay. In the Writing Task,
students apply these lessons by writing and revising a
comparative essay comparing two companies in the same
industry. Students begin by brainstorming the similarities
and differences with their two chosen companies
and organizing this information into a Venn diagram.
Students research online for additional information before
organizing their information into an outline. They then
draft their essays, improve their drafts, and correct common
mistakes related to the use of sentences with initial phrases.
MIN
0
EXPLORING WRIT TEN ENGLISH
S
(pages 86–87)
A Vocabulary for Writing
Students review some useful language for describing
similarities and differences.
• Have students work individually to put the phrases in
the correct category.
• Have them form pairs to compare answers.
• Check answers as a class. If time permits, elicit example
sentences for each term using the topics of Zara and Gap.
Language for Writing: Using Sentences with
Initial Phrases
The Language for Writing box introduces ways to use
initial phrases in sentences. Students were introduced
to initial phrases in the Reading Skill section earlier in
the unit. Initial phrases are useful for both creating
sentence variety and emphasizing certain information
in a sentence. Note that the box offers more examples
of initial phrases, including an example of a short time
phrase with no verb.
B Using Sentences with Initial Phrases
Students practice rewriting a sentence to contain an
initial phrase.
• If necessary, use question 1 as an example. Elicit a new
sentence, and write it on the board.
• Have students complete the activity individually.
• Have them form pairs to compare answers.
• Check answers as a class by eliciting new sentences
from students.
ANSWER KEY
EXPLORING WRITTEN ENGLISH
LANGUAGE FOR WRITING
A Similarities: both, equally, have in common, in
the same way (that), likewise, similarly, the same is
true for
Differences: although, conversely, however, in
contrast (to), instead (of), on the contrary, on the
other hand, whereas, unlike
B Answers will vary. Possible answers:
1. When H&M opened for business in 1947, it only
sold women’s clothes.
2. In 2009, Karl-Johan Persson became H&M’s CEO.
3. Until the spring of 1971, BRS distributed shoes for
a Japanese shoemaker.
4. When BRS’s relationship with the Japanese
shoemaker ended, the company’s name was
changed to Nike.
Writing Skill: Organizing a Comparative Essay
The Writing Skill box explains that there are two ways to
organize a comparative essay: the block method and
the point-by-point method. The block method involves
discussing one subject and then the other. For example,
one paragraph is about Zara, then the next is about Gap.
With the point-by-point method, the paragraphs are
broken up by topic—for example, marketing, production,
and sales strategies. A point-by-point essay typically has
at least three body paragraphs, while a block method
essay will only have two body paragraphs. Note that the
thesis statement is a general statement about similarities
and/or differences.
C Critical Thinking: Analyzing
Students write an outline for a block method essay using
the planning notes provided.
• Review the block method briefly. Have students work
on the exercise individually.
• Have them form pairs to check their answers.
• Discuss answers as a class. Elicit example content
from students. Write the outline on the board, or have
volunteers write their details on the board.
RETHINKING BUSINESS 37

ANSWER KEY
WRITING SKILL
C Answers will vary. Possible answers:
Organization method: Block
Notes for introduction: Apple and Samsung
are both highly successful tech companies; Apple
founded in Silicon Valley; Samsung founded in
Korea
Thesis statement: Although Apple and
Samsung are both highly successful, these tech
companies have each taken a different approach
in reaching that success.
Body Paragraph 1
Topic sentence: Apple’s approach to marketing
and developing new products has worked well
for the company.
Details: direct marketing, taking time to create
innovative products
Body Paragraph 2
Topic sentence: Samsung refined its own
unique approach to marketing and product
development, which has also led to success.
Details: social media, celebrity endorsements;
respond quickly to consumer interest
Notes for conclusion: quite a different approach
to marketing and product development; both
have been successful
38 UNIT 4
I
0M N
ANSWER KEY
S
WRITING TASK (page 89)
WRITING TASK
A Brainstorming
A Answers will vary. Possible answers:
Read the Goal box aloud so students will be familiar Industry: Technology
with the writing task before brainstorming. The aim is to
Company 1: Apple
compare two businesses in the same industry. Remind
Company 2: Samsung
students that when they are brainstorming, the most
important thing is to list as many ideas as possible Similarities: household names, dominate mobile
without worrying too much about how good the phone industry
ideas are. Differences: marketing strategies, product
• Encourage students to choose businesses that development
they know. If necessary, review the basics of a Venn
B Answers will vary. Possible answers:
diagram. Point out that this type of graphic organizer is
especially useful when comparisons are being made. Organization Method: block
• Allow time for students to brainstorm and write notes. Notes for Introduction: products, history
Allow them to do research online, if necessary. Thesis Statement: Although the two companies
• Remind them that short notes are OK. Allow students have certain features in common, they differ in
time to work individually and write their ideas. terms of history, marketing styles, and the way
• Have them discuss their ideas in pairs. they develop their products.
B Body Paragraph 1
Planning
Topic Sentence: Apple is a hugely influential
Students identify the three points of comparison that
company in the tech world.
they want to write about before completing the outline
of their essay. Details: history (Silicon Valley), marketing
• Allow students time to complete their outlines strategies (TV ads), product development (takes
individually. Provide assistance as needed. long time)
Body Paragraph 2
C First Draft
Topic Sentence: Today, as a large conglomerate
Have students write first drafts of their essays based on owning multiple companies, Samsung is one of
their outlines. the largest businesses in Korea.
• Allow students time to complete the task individually.
Details: history (trading company), marketing
Provide assistance as needed. Refrain from error
strategies (celebrity endorsements), product
correction at this point.
development (quicker than Apple)
Notes for conclusion: both leaders, but different
strategies; they challenge each other to make
better products
RETHINKING BUSINESS 39

REVISING PRAC TICE (page 90)
The Revising Practice box provides a model essay that
has some sections missing and a small number of errors.
Students complete an exercise to revise the model essay
that will also demonstrate how they can improve their
own drafts.
• Allow students time to analyze the draft and complete
the exercise.
• Check answers as a class. Ask students to identify each
change and explain how it makes the revised draft
stronger.
D Revised Draft
Students should apply the revision techniques used
in the Revising Practice box to their own drafts, where
applicable.
• Explain to students that they will be using the
questions as a guide for checking and improving their
drafts.
• Go over the checklist questions carefully to make sure
students understand them.
• Allow students time to revise their essays.
EDITING PRAC TICE
The Editing Practice box trains students to spot and
correct common errors related to initial phrases. As a
class, go over the information in the box carefully to
make sure students understand what to look out for.
• Allow students time to complete the exercise
individually.
• Check answers as a class by asking students to read
their corrected sentences aloud and explain the errors.
ANSWER KEY
REVISING PRACTICE
1. b, c, a
2. a. Founded in 1976 in the heart of Silicon Valley,
Apple …
b. Founded in 1938 by Lee Byung-Chul, …
c. Finally, likewise whereas / while …
EDITING PRACTICE
1. In 1975, Steve Wozniak and Steve Jobs built the first
Apple computer.
2. Founded in 1949, Adidas is now one of the world’s
leading sports brands.
3. Offering innovative tech products, Samsung is one
of the most successful business in Korea.
40 UNIT 4
E Final Draft
Have students apply the skills taught in Editing Practice to
their own revised drafts and check for any other errors.
• Allow students time to edit their drafts.
• Walk around, and monitor students as they work.
Provide assistance as needed.
• Collect their work once they have completed it.
• For the next class, show anonymous examples of good
essays and common errors.
Ideas for … EXPANSION
Have students work in groups of three to help review
and edit each other’s essays further. Ask each group
member to read another’s essay and try to do the
following:
• Correct one error in grammar, spelling, etc.
• Give one compliment.
• Give one piece of feedback to help improve the essay.
Allow students time to read each other’s essays, take
notes, and then discuss their feedback.
MIN
0 that when animals, people, or robots work cooperatively
UNIT REVIEW
S
1
For all questions in the unit review, allow students to
work in pairs or groups. For question 4, refer students to
the Vocabulary Index at the back of the Student Book,
and have them write definitions or example sentences
for each vocabulary item.
• Allow students time to look back over the unit and
note their answers to questions 1 to 3 before they start
their discussion.
• For question 4, elicit example sentences or definitions
for each vocabulary item from the class.
ANSWER KEY
UNIT REVIEW
Answers will vary. Possible answers:
1. Zara’s headquarters are in a small town. Zara
embraces stock shortages. Zara’s advertising is
minimal. Zara does not outsource production. Zara
produces items in small quantities.
2. Brunello Cucinelli is a high-end brand. Brunello
Cucinelli’s main product is cashmere.
3. the block method and the point-by-point method
4. Answers will vary.
WORKING TOGETHER
ACADEMIC TR ACK
Life Science / Sociology
ACADEMIC SKILLS
READING Understanding complex sentences
WRITING Writing a summary essay
GRAMMAR Avoiding plagiarism
(I)—Paraphrasing
CRITICAL THINKING Evaluating Sources
UNIT OVERVIEW
The theme of this unit is collaboration, with a specific
focus on what is known as swarm intelligence—the idea
in self-organizing systems, there are advantages for both
individuals and the group.
• READING: The study of a phenomenon known as
the smart swarm has provided insights leading to the
development of a wide range of new technology.
• VIDEO: An experiment in a science lab illustrates how
ants are able to work together to choose a new home
for their colony.
• WRITING: Students draw on what they have read and
watched to write an essay that summarizes the content
of the unit’s reading passage. The unit prepares them for
the writing task by introducing vocabulary for discussing
collaboration and by teaching them to understand and
break down complex sentences. Students then learn
how to paraphrase to avoid plagiarism before reviewing
how to write a summary. Finally, they are taken through
the steps of brainstorming, outlining, drafting, and
editing their essays.
MIN
0
S
1
THINK AND DISCUSS (page 93)
The photo shows a bobsled (or bobsleigh) team working
together to push their bobsled at the beginning of a
race. The title and questions help prepare students for
the subject matter covered in the unit.
• Have students study the picture, title, and caption.
• Discuss the photo as a class. Why is a bobsled team a
useful example of teamwork? (The picture shows the
5
start of the race, where unison of movement and tight
teamwork are especially important.)
• Discuss the two questions as a class. Note that both
questions focus on examples of human teamwork. Ask
students to use their own personal experiences to support
their answers. After leading a brainstorming session for
question 1, use a graphic organizer such as a T-chart to list
advantages and disadvantages for question 2.
ANSWER KEY
THINK AND DISCUSS
Answers will vary. Possible answers:
1. In my case, I work in teams at work to solve issues
or problems that our clients are having. I think
families are teams, too. Families always have to
work together to make decisions and work through
tensions if they want to live happily together.
2. Large groups will have a diverse range of ideas and
opinions, most likely, so this is good for considering
different sides of a situation. However, it’s hard to
come to an agreement in a large group, so that’s
one disadvantage.
0
MIN
S
EXPLORE THE THEME (pages 94–95)
The short passage on the page defines collaboration and
gives an overview of how humans have continued to
collaborate throughout history.
• Allow time for students to read the passage, study the
photo, and answer the questions individually.
• Check answers as a class.
ANSWER KEY
EXPLORE THE THEME
A Answers will vary. Possible answers:
1. The people in the photo are all working together
to build a tower made of humans.
2. Early humans collaborated when finding food
and raising children. They did this to survive.
3. Modern examples of collaboration are common
in the business world. People in organizations
collaborate to be productive.
B accomplish, collectively, complex
41
 Reading • Allow students time to preview the passage.
• Have them work individually to write their ideas before
1.5 Have students read the passage individually, or
play the audio and have students read along.
C Critical Thinking: Guessing Meaning
discussing them in pairs. from Context
I
0M N
• Have students check their answers as they read the Students should now be familiar with this type of exercise.
OVERVIEW OF THE READING
4

PREPARING TO READ (pages 96–97)
A Building Vocabulary
The paragraph is related to the reading passage. It
describes how scientists are studying collaboration
in insects and using their findings to develop new
technology. It contains seven key vocabulary items that
appear in the reading passage. Students should use
contextual clues to deduce the meanings of the words
and match the correct word to its definition.
• Have students work individually to complete the
exercise.
• Check answers as a class. Elicit example sentences for
each vocabulary item.
B Building Vocabulary
Students use a dictionary to look up the meanings of the
vocabulary words and then complete the definitions.
• Have students work individually to complete the exercise.
• Check answers as a class. Elicit example sentences for
each vocabulary item.
See Vocabulary Extension 5 on page 235 of the Student Book
for additional practice with the prefixes co-, com-, col-.
entire passage. Note that a number of expressions in this exercise are
The passage discusses how the study of swarm
idiomatic (blazing the trail, flush out, the bottom line). Guessing
intelligence in animals—such as the behavior exhibited
the meaning of such expressions from context is often more
ANSWER KEY by ants, bees, and birds—is being used to develop
fruitful than checking individual words in a dictionary.
new technology. Author Peter Miller refers to this type
PREPARING TO READ • Have students work in pairs to locate the expressions in
of behavior as a smart swarm and defines it as a group
A 1. defense 5. unpredictable the passage and deduce their meanings.
of individuals that can make complex decisions by
• Then ask them to match each expression with its
2. manipulate 6. emergent responding to one another and to their environment.
definition.
3. simulation 7. precisely Robotics engineers are trying to mimic this type of
• Check answers as a class.
4. capabilities collaborative behavior in the design of autonomous
flying robots. These types of robots could be very useful D Summarizing
B 1. declare 4. realistically as first responders to emergencies, as well as in military Students use a concept map to organize a summary
2. relevant 5. Complementary situations. How humans will continue to develop this of the information in the article. Remind students that
3. coordinate technology remains to be seen, but examples of it are organizing notes in such a way can often help them
C Answers will vary. Possible answers: already commonplace online with websites such as comprehend a complex passage.
collaborative encyclopedias and crowdsourcing projects.
1. A group can carry out a complex task by • Have students work individually to complete the
This in an adapted version of the article “Swarm Theory” concept maps.
breaking it down into smaller tasks performed
by Peter Miller, which appeared in the July 2007 edition • Check answers as a class.
by individuals. Physically, a group is also stronger
of National Geographic Magazine.
than the individual and can accomplish feats like
Online search terms: swarm intelligence, Swarm Theory by E Critical Thinking: Evaluating Sources
the one in the picture on page 95.
Peter Miller, Craig Reynolds, Vijay Kumar, Marco Dorigo The Critical Thinking box explains which questions to ask
2. I belong to a volleyball club team. The skills of the
individuals on my team are complementary. We have when evaluating the source of a quote. For example:
to work together, using each other’s strengths and I
Is the source trustworthy? What is the expert’s area of
0M N
UNDERSTANDING THE READING expertise? Is their expertise relevant to the topic? In this

C Using Vocabulary
Encourage students to practice using the new vocabulary
items while answering the three questions.
• First, have students work alone to think about the
questions and write their ideas.
D Answers will vary. Possible answers:
• Have students form pairs to discuss their answers
to the questions. Encourage them to use the target
vocabulary during their discussions. If necessary,
provide some prompts to help them.
• Discuss answers as a class. Elicit example answers from
students.
D Brainstorming
Students work in small groups to brainstorm ideas about
collaboration. The activity serves as a warmup to the
reading passage.
• Allow students time to brainstorm ideas individually
E Answers will vary. Actual answers:
before discussing them in their small groups.
• Discuss ideas as a class. Ask each group to share an idea
they discussed for each question.
E Previewing
Students are asked to look at the photos and captions in
addition to reading the first and last paragraphs of the
passage.
supporting each other’s weaknesses, to win a game.
3. Actually, I prefer to work by myself. I like to work
efficiently, and I find that working with others
makes a project take longer. When I work in teams,
we often get behind and miss important deadlines.
1. Bees work together in their hive. Also, elephants
live together in herds. They travel this way and
share the responsibility of taking care of younger
elephants.
2. Teamwork is important in a lot of jobs. For example,
collaboration is very important for firefighters. If
they don’t work well together to put out a fire and
rescue people, lives could be lost. But collaboration
is also very important in office jobs. For example,
consultants have to work in teams to solve problems.
1. insects (bees and ants), birds (pigeons), fish
2. smart swarm / hive mind, collaboration
3. robots, Internet search engines, online encyclopedias
4. to inform / to explain a specific animal behavior
that has relevance in the human world
S
(pages 104–106)
A Understanding Main Ideas
Encourage students to write complete sentences to
answer the questions. As they write their answers,
encourage them to paraphrase rather than copy directly
from the text. Note that the final writing task requires
students to write a summary of the reading passage,
so the answers they write here will be useful to refer
to later.
• Have students work individually to complete the
activity. Encourage them to skim the passage again to
find the answers, if necessary.
• Check answers as a class.
B Understanding Purpose
Students are asked to identify the purpose of each
section of the reading passage.
• Have students work individually to complete the
activity. Give students a time limit, and encourage them
to skim each section rather than reading it again.
• Check answers as a class.
exercise students find quotes in the reading, identify the
sources and evaluate them.
• Allow students time to go back to the passage to find
the quotes and sources.
• Have students form pairs to discuss the questions. Point
out that they should identify the source for each quote
and determine whether the person is an expert.
• Check answers as a class. Do students believe that the
sources quoted in the article are reliable? Why or why not?
F Critical Thinking: Analyzing and Applying
Students are asked to use the information provided in
paragraph V to analyze the author’s argument about how
swarm intelligence is being applied to technology.
• Have students work individually to answer the
questions and write their ideas.
• Have them form pairs to discuss their answers.
• Discuss question 3 as a class. Use a graphic organizer, such
as a concept map, to list “human smart swarms” on the
board. Ask students to share any experiences they have
had in which they were part of a type of smart swarm.

42 UNIT 5
WORKING TOGETHER 43
 ANSWER KEY D 1. birds/pigeons (Paragraph B) MIN
5
DEVELOPING READING SKILLS
2. The result (main clause), when set in motion on

UNDERSTANDING THE READING
A Answers will vary. Possible answers:
1. The “smart swarm” is a group of living
things that move and react in a manner that
protects its members and makes them able to
coordinate a successful response to unexpected
circumstances. (Paragraph B)
2. Being part of a large group aids the survival of
the animal group, as well as the species. Animals
that travel in groups are more likely to warn each
other when predators are nearby, find mates
in the group, find food, and locate a migration
route. (Paragraph O)
3. The key aspects of swarm intelligence are
responding simply to others, responding to
the local environment, and having no leader.
(Paragraphs B, C, R)
4. Search engines are an example of collaboration
because they survey billions of websites at once to
find the most relevant information, then rank each
according to popularity. (Paragraph T) An online
encyclopedia is an example of collaboration
because it uses the collective intelligence of its
many contributors. (Paragraph U)
B 1. T–U
2. R network gear to exchange information.
3. V Paragraph M: The demonstration was part of the
4. O–Q
5. B–C
6. D–N
C 1. d; How do the simple actions of individuals add
up to the complex behavior of a group?
2. c; The result, when set in motion on a computer
screen, …
3. f; … Reynolds was also blazing the trail for
robotics engineers.
4. g; … —just as ants are able to come up with
various options by trial and error.
5. a; If they could, teams of robots might someday
be sent into a hostile village to flush out terrorists
or locate prisoners.
6. e; For these animals, coordinating their
movements with one another can be a matter of
life or death.
7. b; … the bottom line is that our actions matter,
even if we don’t see how.
2. leader (Paragraph C)
3. the bird next to them (Paragraph C)
4. fly in the same direction as others (Paragraph D)
5. stay close to others (Paragraph D)
6. take its place (Paragraph F)
7. local information (Paragraph G)
8. foot-bots (Paragraph I)
9. hand-bots (Paragraph I)
10. eye-bots (Paragraph I)
11. information (Paragraph I)
12. prisoners (Paragraph M)
13. earthquakes (Paragraph M)
14. waste (Paragraph M)
E 1. G
2. P
3. U
1. Vijay Kumar is a professor of mechanical
engineering at the University of Pennsylvania;
Daniel Grunbaum, a biologist at the University
of Washington; Thomas Malone of MIT’s Center
for Collective Intelligence; they all appear to be
experts in their field and are currently researching
and developing ideas relating to smart swarms.
2. a. 2; b. 3; c. 1
F 1. For crowd intelligence to work, the author says
that members need to act responsibly and make
their own decisions.
2. recycling
3. Answers will vary. Possible answers:
crowdfunding, recycling, a company/business
S
(page 107)
a computer screen (dependent clause), was a
convincing simulation of flocking (main clause),
Reading Skill: Understanding Complex Sentences
including lifelike and unpredictable movements.
Complex sentences are sentences that contain one
(dependent clause)
or more dependent clauses, and as such, they may be
subject: the result
difficult for students to understand. The Reading Skill
box suggests a method for breaking down complex verb: was
sentences into more manageable chunks. object: convincing simulation of flocking
A Understanding Complex Sentences a. a convincing simulation of flocking
Students follow the steps in the Reading Skill box to break b. lifelike and unpredictable movements
down complex sentences from the reading passage. 3. Zipping down the main hallway (dependent
They then answer questions about the information in clause), the foot-long (30 cm) red robots pivoted
each. Note that once the sentences have been broken this way and that on their three wheels (main
clause), resembling a group of large insects
down, students should find the questions easier to
answer. (dependent clause).
• Encourage students to indicate which clauses are main subject: red robots
and which are dependent by underlining or circling verb: pivoted
them.
a. red robots
• Have students work individually to complete the
exercise before they form pairs to compare their b. a large group of insects
answers. B Answers will vary. Possible answers:
• Check answers as a class.
Paragraph K: As they spread out, entering one
B room after another, each robot searched for
Applying objects of interest with a small camera. When
Students are asked to find additional complex sentences
one robot encountered another, it used wireless
in the passage.
• Have students work in pairs to complete the exercise.
Tell them to break down each of the sentences they
Centibots project, an investigation to see if as
find, indicating main and dependent clauses.
many as a hundred robots could collaborate on a
• Check answers as a class. Have pairs write the
mission.
sentences on the board and explain how to break them
Paragraph U: Wikipedia, a free collaborative
down.
encyclopedia, has also proved to be a big
ANSWER KEY success, with millions of articles in more than 200
languages about everything under the sun, each
DEVELOPING READING SKILLS
of which can be contributed by anyone or edited
A 1. Taking this idea one step further (dependent by anyone.
clause), computer scientist Marco Dorigo’s
Paragraph V: When a group is being intelligent,
group in Brussels is leading a European effort to
whether it’s made up of ants or attorneys, it relies
create a “swarmanoid” (main clause), a group of
on its members to do their own part. For those
cooperating robots with complementary abilities
of us who sometimes wonder if it’s really worth
(dependent clause).
recycling that extra bottle to lighten our impact
subject: computer scientist Marco Dorigo’s group on the planet, the bottom line is that our actions
in Brussels matter, even if we don’t see how.
verb: is leading
object: a European effort to create a
“swarmanoid”
a. building a swarmanoid
b. a group of collaborative robots

44 UNIT 5
WORKING TOGETHER 45
 Video ANSWER KEY

BEFORE VIEWING
AFTER VIEWING
A Reacting to the Video
Writing
MIN A Answers will vary. Possible answers: The question relates to the semantics of the word
5
VIEWING: ANT TEAMWORK teaching, and therefore, students will need to define OVERVIEW
4

I’ve seen ants carry food back to their nest. They

(pages 108–109)
Overview of the Video
The video shows an experiment that illustrates how a
colony of ants works together to find a new home. In the
experiment, the ants are given the choice of two different
homes after their previous nest has been destroyed.
Researchers track the movements of individual ants using
microchips to find out how the colony makes its choice.
We learn that individual ants are able to investigate
potential new nest sites before reporting information
to their group and eventually leading other ants to the
potential new home.
exactly what teaching means. For example, when an In this section, students learn how to write a summary
work together to do it.
animal simply copies the actions of another animal, can of an article. The lesson starts by reviewing techniques
B 1. They create rafts to survive when their homes
this be classified as “teaching”? used for paraphrasing information and explains the
are flooded. They do it by joining themselves
• Have students write down their ideas individually importance of avoiding plagiarism. In the Writing Task,
together to create a pizza-like shape.
before they form pairs to discuss them. students apply these lessons by writing and revising a
2. They work together by coordinating their • If time permits, discuss their ideas as a class. summary of the reading passage “The Smart Swarm.”
movements, staying close but also not causing Students begin by writing down the main ideas and
problems in each other’s space. B Critical Thinking: Synthesizing details of the passage in an outline. Students then draft
C 1. recruitment Students draw on information from the video to their essays, improve their drafts, and correct common
formulate a solution to a real-life situation. mistakes related to the use of paraphrasing.
2. consensus
• Read the question aloud. Have students discuss their
3. inspect
ideas in small groups. Encourage them to share any MIN
personal experience they have that is relevant to the 0
EXPLORING WRIT TEN ENGLISH

Online search terms: ant swarm intelligence
BEFORE VIEWING
A Discussion
Students are asked to share observations they have made
about ants to support the content they will see in the
video. Most students are likely to have witnessed ants
traveling in a line, carrying food, or attacking prey.
• Have students work individually to make note of any
examples they can think of. Ask them to use what
they have observed in real life as well as any relevant
information they learned in the reading passage.
• Have students form pairs to share their observations
and ideas. Then discuss these as a class. Ask volunteers
to share examples with the class.
B Learning About the Topic
The paragraph prepares students for the video by giving
one example of how ants collaborate to survive in nature.
Consider searching online for an image of a fire ant raft
and displaying it to the class.
• Have students read the paragraph and write answers to
the questions individually.
• Have students form pairs to check their answers.
Discuss question 2 as a class.
C Vocabulary in Context
This exercise introduces students to some of the key
vocabulary items used in the video. Students use context
to determine the meanings of the words.
• Have students work on the exercise individually.
• Have them form pairs to check their answers.
• Discuss answers as a class. Elicit example sentences for
each of the words.
WHILE VIEWING
A Understanding Main Ideas
Students are asked to complete a summary of the
experiment featured in the video.
• Have students read the items silently before you play
the video and try to anticipate what the answers might
be.
• Have them complete the sentences while the video is
playing.
• Check answers as a class.
B
Understanding a Process
Students answer questions about how the experiment in
the video was conducted.
• Have students read the questions and write any
answers they recall from the first viewing before
playing the video a second time.
• Play the video again. Have them complete the task
while it is playing.
• Check answers as a class.
ANSWER KEY
WHILE VIEWING
A a. find out how ants make decisions
b. choose a new home
c. one hour
B 1. to record their movements, to see who collects
information, how they communicate, and how a
consensus is reached
2. They brush antennae and release chemicals
called “pheromones.”
3. when one ant leads another to the new nest
situation.
• Discuss as a class. Do students think humans and ants
demonstrate any similar behaviors? If so, what? If not,
why not?
ANSWER KEY
AFTER VIEWING
A Answers will vary. Possible answer:
I guess that if an animal is just copying the actions
of another animal, this probably doesn’t qualify as
teaching. To qualify as teaching, I suppose there
has to be some intent on behalf of one animal to
make the other animal learn something.
B Answers will vary. Possible answer:
Like the ants, the company would probably check
out a couple of different places before deciding
on one to move to. Unlike the ants, it might
be harder to make decisions together. A few
employees might be asked for their opinions, but
ultimately, I think the head of the company would
decide where to move.
Ideas for … EXPANSION
Have students work in small groups to find out about
another example of animals teaching each other in
the wild. Explain that it can be any kind of living thing:
insect, mammal, etc. Ask groups to do research online
to find an example, summarize the information, and
then present it to the class.
S
(pages 110–111)
Language for Writing: Avoiding Plagiarism (I)—
Paraphrasing
The Language for Writing box introduces three
paraphrasing techniques that can be used when
students are writing a summary: using synonyms,
changing sentence structure, and changing parts of
speech. The box focuses on synonyms. Explain that
paraphrasing techniques help us avoid copying the
author’s original language.
A Language for Writing
Students are asked to choose an appropriate synonym
for an expression in a sentence. Note that each answer
option is a synonym of the underlined word, but only
one is appropriate in the context of the sentence.
• Have students complete the activity individually.
• Check answers as a class. Elicit other synonyms that
would work for each case. For example break down
could also be fail at its task; froze could also be halted;
conducting could also be running.
B Applying
Students are asked to identify a synonym for another
expression in the sentences in exercise A. Then they
rewrite the sentences using the techniques in the
Language for Writing box.
• Have students complete the activity individually. Tell
them to refer to the information in the Language for
Writing box to support their paraphrasing.
• Check answers as a class. Elicit multiple examples of the
same sentences to show how paraphrasing changes
the language but not the meaning.

46 UNIT 5 WORKING TOGETHER 47


ANSWER KEY
EXPLORING WRITTEN ENGLISH
LANGUAGE FOR WRITING
A 1. b; 2. a; 3. c
B Answers will vary. Possible answers:
1. If one group member stopped functioning
properly, it could be replaced by others.
2. The robot stopped and sent out a message to the
human in charge of it.
3. The trial was declared successful by the
researchers who carried it out.
Writing Skill: Writing a Summary
The Writing Skill box explains the process of writing a
summary. Summaries are useful in our roles as both
readers and writers. Putting what we have read in our
own words helps us remember it better and also helps
us avoid copying the author’s original language. If
necessary, review the concept of plagiarism and why it is
important for students to avoid it. Then go over the steps
of writing a summary as outlined in the box.
C Critical Thinking: Evaluating Summaries
Students are given two examples of a summary of
paragraph B in the reading passage and asked to choose
the best one. Tell students to use the tips in the Writing
Skill box and Language for Writing box to help them.
• Allow time for students to go back to reread paragraph
B in the unit’s reading passage.
• Have students work on the exercise individually.
• Have them form pairs to check their answers.
• Discuss answers as a class. Go over each answer choice
and the students’ reasoning.
ANSWER KEY
WRITING SKILL
C Students should conclude that summary A is
more successful.
1. A applicable.
2. A • Explain to students that they will be using the
3. A, B
4. A, B
5. A Students complete their outlines by writing the thesis
48 UNIT 5
I
0M N
S
WRITING TASK (pages 112–113)
A Brainstorming
Read the Goal box aloud so students will be familiar with
the writing task before brainstorming. The aim is to write
a summary of the unit’s reading passage. Explain that for
a summary, brainstorming involves recalling as much
information as you can without referring to the original
source.
• Explain that students should not look back at the
reading passage. Have them work individually to
answer the questions.
• Have students form pairs to share their answers. Tell
them to add any additional information that their
partners helped them remember to their notes.
• Discuss answers as a class. Elicit answers to each
question in the chart. Use the information to create a
concept map on the board that students can refer to
when they are writing.
B Taking Notes
Have students look at the reading passage again and
compare their information from exercise A to check their
understanding. Students make any necessary corrections
or additions. Remind students they will be using these
notes to write their summaries.
• Allow students time to reread the passage and adjust
their notes. Students should also review their answers
to the exercises in Understanding the Reading. Provide
assistance as needed.
C Vocabulary for Writing
The words in the box can be useful when writing a
summary. These verbs can be used to introduce an
author’s idea. Students use a dictionary to look up the
meanings of the words and then circle the correct one.
• Have them work individually to complete the exercise.
Note that students will need to use the context or
situation in order to choose the better word in some
cases.
• Check answers as a class.
• If time permits, elicit example sentences for each
vocabulary word in the box.
D Planning
statement (introduction) and selecting the most
important ideas and information from their notes to use
in their summaries.
• Remind students that the thesis statement in a
summary restates the thesis of the article being
summarized.
• Allow students time to complete their outlines
individually. Provide assistance as needed.
E First Draft
Have students write first drafts of their summaries based
on their outlines.
• Allow students time to complete the task individually.
Provide assistance as needed. Refrain from error
correction at this point.
ANSWER KEY
WRITING TASK
A Answers will vary. Possible answers:
Author’s main idea; one example: Swarm
intelligence can be useful in robotics; pigeons
Technology: Robots can be programmed to
behave in similar ways.
Animals: Animals are able to protect themselves
when being attacked.
Humans: Humans use it in search engines and
online encyclopedias.
Individuals in human smart swarms?: act
responsibly and make their own decisions
C 1. urges
2. discusses
3. disputes
4. questions
5. provides
D Answers will vary. Possible answers:
Introduction
Thesis Statement: In the “Smart Swarm,” author
Peter Miller explains how this behavior in the
animal world is affecting technology in the
human world.
Body Paragraph 1: What is a smart swarm?
Topic Sentence: A smart swarm is a group with no
leader in which members react and coordinate
movements together to deal with changing
environments.
Details: pigeons, synchronized flying; follow easy
rules to stay coordinated; watch nearby pigeons
Body Paragraph 2: How can smart swarm be
used in technology?
Topic Sentence: Swarm intelligence is being used
to design smart robots.
Details: programmed to follow basic smart swarm
ideas: stay close but don’t crowd or collide with
others while flying nearby; success with robots
reacting to the unexpected, acting on local
information; possibly used in future in military
operations and rescue efforts by first responders
Body Paragraph 3: How are human “smart
swarms” being used now and going forward?
Topic Sentence: While not as common in human
society yet, the online environment is providing
some opportunities for people to be part of a
smart swarm.
Details: online encyclopedias, results from search
engines; instant crowdfunding
Notes for conclusion: for smart swarms to work
well, individuals have to be responsible in their
motivations and choices; use recycling as an
example
REVISING PRAC TICE (page 114)
The Revising Practice box provides a model summary
essay (based on the reading passage in Unit 2) that has
a section missing and a small number of errors. Students
complete an exercise to revise the model essay that will
also demonstrate how they can improve their own drafts.
• Allow students time to analyze the draft and complete
the exercise.
• Check answers as a class. Ask students to identify each
change and explain how it makes the revised draft
stronger.
F Revised Draft
Students should apply the revision techniques used
in the Revising Practice box to their own drafts, where
questions as a guide for checking and improving their
drafts.
• As a class review the questions carefully to make sure
students understand them.
• Allow students time to revise their essays.
WORKING TOGETHER 49

EDITING PRAC TICE
The Editing Practice box trains students to spot and
correct common errors related to synonyms. As a class,
go over the information in the box carefully to make sure
students understand what to look out for.
• Allow students time to complete the exercise
individually.
• Check answers as a class by asking students to read
their corrected sentences aloud and explain the errors.
ANSWER KEY
REVISING PRACTICE
1. C and D should be switched
2. For example, the Save the Tiger Fund gave more
than $17 million in grants for tiger protection
between 1995 and 2009.
3. b
EDITING PRACTICE
Answers will vary. Possible answers:
1. in a flash = suddenly
2. in the field = to practical use
3. scattering = running away
G Final Draft
Have students apply the skills taught in Editing Practice to
their own revised drafts and check for any other errors.
• Allow students time to edit their drafts.
• Walk around, and monitor students as they work.
Provide assistance as needed.
• Collect their work once they have completed it.
• For the next class, show anonymous examples of good
essays and common errors.
50 UNIT 5
6
MIN
0
UNIT REVIEW
S
1
For all questions in the unit review, allow students to
work in pairs or groups. For question 4, refer students to
the Vocabulary Index at the back of the Student Book,
LANGUAGE AND CULTURE
and have them write definitions or example sentences
for each vocabulary item. • Discuss the two questions as a class. Elicit answers
• Allow students time to look over the unit and note ACADEMIC TR ACK from the class, and draw a T-chart on the board to
their answers for questions 1 to 3 before they start their Anthropology / Linguistics summarize the benefits and difficulties they discussed.
discussion.
• For question 4, elicit example sentences or definitions ACADEMIC SKILLS ANSWER KEY
for each vocabulary item from the class. READING Understanding verbal phrases
THINK AND DISCUSS
WRITING Writing an opinion essay
ANSWER KEY Answers will vary. Possible answers:
GRAMMAR Adding information with verbal
1. Speaking more than one language is useful in
UNIT REVIEW phrases business. If you work for a global company, then it
Answers will vary. Possible answers: CRITICAL THINKING Inferring an author’s attitude really helps to be able to communicate well with
1. for crowdsourcing projects, to create advanced people from other countries.
robots, in computer simulations 2. For me, the most difficult thing about learning a
UNIT OVERVIEW
2. to create rafts, to carry food, to make decisions new language is speaking it. I struggle with my
This unit explores the relationship between language confidence when speaking another language, even
3. to avoid plagiarism and culture. It suggests that you experience a society
after I’ve studied it for many years.
4. Answers will vary. differently when you know the language.
• READING: Poet Daisy Zamora recalls her early
0
MIN
experiences in learning English—first, while growing
S
EXPLORE THE THEME (pages 118–119)
up in Spanish-speaking Nicaragua, and second, while
staying in the United States. The opening infographic shows the names of the most
• VIDEO: Two Kenyan men visit New York City on their translated authors in the world. Note that the size of the
first trip to the United States and describe their first last name of each author corresponds to how many times
impressions. the person’s works have been translated, so the bigger
the name, the more translations.
• WRITING: Students draw on what they have read and • Allow time for students to study the infographic and
watched to write an opinion essay on what they think answer the questions individually. Point out the key for
is the most effective way to learn a language. The unit the infographic in the lower left-hand corner to help
prepares them for the writing task by introducing students understand the information.
vocabulary for talking about language learning. The • Check answers as a class. For question 3, elicit the titles
unit also explains how verbal phrases are another way of books that students have read.
to add variety and complexity to sentences. Students
then review the basics of writing effective introductions ANSWER KEY
and conclusions before they are taken through the
EXPLORE THE THEME
steps of brainstorming, outlining, drafting, and editing
their essays. A 1. Agatha Christie
2. Jules Verne (Verne was a French novelist; he
MIN
0
wrote mostly science fiction.)
S
1
THINK AND DISCUSS (page 117) 3. Answers will vary. Possible answers: When I
The photo shows students in the United Kingdom was at school, we read Shakespeare, Tolstoy,
watching a demonstration of Chinese calligraphy in a and Hemingway. For pleasure, I’ve read Agatha
classroom. The title and questions help prepare students Christie and Jack London in the past. More
for the subject matter covered in the unit. recently, I’ve read both Enid Blyton and Alexander
• Have students study the picture, title, and caption. Dumas to my son.
Discuss the photo as a class. B substantial, captivate, multiple
51
 2.1 Have students read the passage individually, or sensory language is often an easy way to deduce his or
Reading E Previewing
Students are asked to read the first and last paragraphs of
play the audio and have students read along. her feelings about the subject. For the exercise, students
are asked to go back to sections of the reading to find
the passage. OVERVIEW OF THE READING examples of language that Zamora uses to communicate
I
0M N her feelings.
PREPARING TO READ • Allow students time to read the paragraphs individually The passage is a narrative essay by Nicaraguan poet
4

(pages 120–121)
• Revisit this question after students have read the entire
A Building Vocabulary
The sentences are about the author Robert Louis
Stevenson and his book Treasure Island. They contain six
key vocabulary items that appear in the reading passage.
Students should use contextual clues to deduce the
meanings of the words and complete the definitions.
• Have students work individually to complete the
exercise.
• Check answers as a class. Elicit example sentences for
each vocabulary item.
B Building Vocabulary
Students use a dictionary to look up the meanings of the
vocabulary items and then complete the definitions.
• Have students work individually to complete the
exercise.
• Check answers as a class. Elicit example sentences for
each vocabulary item.
See Vocabulary Extension 6 on page 231 of the Student Book
for additional practice with adjectives with the prefixes -ir,
-im, il-.
Daisy Zamora in which she describes her journey to • Have students work individually to write answers to
and answer the question.
becoming a fluent English speaker. Growing up in a the questions. Allow students time to go back to the
Spanish-speaking country, Zamora picked up English reading.
passage.
from a variety of sources. She studied the language at • Have them form pairs to compare their answers. Did
they come to the same conclusions about the author’s
ANSWER KEY primary school but also picked up expressions from her
grandmother, from TV and movies, from song lyrics, attitude?
PREPARING TO READ • Discuss their answers as a class.
and from the English literature she read. The language
A 1. cryptic made a lasting impression on her at a formative age. D Critical Thinking: Guessing Meaning from
2. straightforward However, when she first visited the United States and
Context
3. definitively tried to apply the language she had so eagerly absorbed
in so many different contexts, she struggled greatly in The exercise contains words and phrases that appear in
4. nostalgic the reading passage. Students first find the words and
communicating with her peers. The modern practical
5. irresistible English spoken every day by other teenagers was underline them. Then, they use context to guess their
6. integral extremely different from the English Zamora had learned. meaning. Lastly, they match each expression with its
She found herself anxiously seeking to adapt her way of definition.
B 1. on the contrary (Note: Students were introduced • Have students work in pairs to locate the words and
to this phrase in the Writing section of Unit 5 as a speaking in order to fit in with this new culture. This essay
is an adapted version of the essay “The Secret Language” phrases in the passage and deduce their meanings.
term to use in a comparative essay in a discussion • Ask them to then match the words and phrases to their
of differences.) by Daisy Zamora, which appeared in the book How I
Learned English, published by National Geographic Books. definitions.
2. monotonous • Check answers as a class.
Online search terms: Daisy Zamora, The Secret Language
3. simultaneously
E Critical Thinking: Recognizing Levels
4. excluded
I
0M N
of Formality
5. evidently UNDERSTANDING THE READING

C passage and match them to a formal expression with
Using Vocabulary
• Encourage students to practice using the new
vocabulary items while answering the questions.
• First, have students work alone to think about the
questions and write their ideas.
• Have students form pairs to discuss their answers
to the questions. Encourage them to use the target
vocabulary during their discussions. If necessary,
provide some prompts to help them.
• Discuss answers as a class. Elicit example answers from
students.
D Brainstorming
Students are asked to think about different ways to learn
new words or phrases in a foreign language.
• Allow students time to write ideas individually before
discussing them in their small groups.
• Discuss their ideas as a class. Ask each group to share
one idea. Write answers on the board.
6. metaphor
C Answers will vary. Possible answers:
1. If you speak multiple languages, you can travel
all over the world and make friends with people
who have ways of thinking and living that are
different from your own. I think being exposed to
a variety of people and lifestyles is a wonderful
way to grow as a person.
2. I am actually studying Spanish now in addition
to English. Sometimes, when I open my mouth
to speak Spanish, I say something in English by
mistake. It’s very strange. But I still think that it’s
okay to learn two new languages simultaneously.
D Answers will vary. Possible answers:
studying song lyrics, reading novels, listening to
podcasts, watching TV shows or movies online
in the foreign language with foreign language
subtitles too, etc.
E Answers will vary. Actual answer:
b would be preferred.
S
Students are asked to find informal expressions in the
(pages 126–128)
the same meaning. In the reading passage, the author
A Understanding Main Ideas
used a range of formal and informal expressions. Remind
Students are asked to match the methods of learning
students that in academic writing, a formal writing style
English to the paragraphs in which they are described.
is generally preferred. For this reason, it is useful for
• Have students work individually to complete the
students to be able to distinguish between different
activity. Encourage them to skim the passage again to
levels of formality.
find the answers.
• Have students work individually to complete the
• Have students form pairs to check their answers.
activity. If necessary, encourage them to look back at
B Understanding Details the passage and study the context in which each word
or phrase is used.
Students are asked to match the various contexts in
• Check answers as a class. If time permits, elicit example
which Zamora learned English with her impressions of
sentences for each expression.
each.
• Have students work individually to complete the F Critical Thinking: Recognizing Levels
activity. of Formality
• Check answers as a class. Elicit clues or lines that
Students match informal expressions with their formal
students found to help them identify each section.
equivalents. Explain to students that the informal phrases
used in the sentences would generally be avoided in
C Critical Thinking: Inferring an Author’s
academic writing. The formal expressions in the box
Attitude
The Critical Thinking box provides some tips for
• Have students work individually to complete the
understanding an author’s feelings or attitude about a
activity.
topic. In narrative essays, such as the one in the reading
• Check answers as a class.
passage, understanding an author’s use of figurative or

L A N G U A G E A N D C U LT U R E 53
52 UNIT 6
 G Critical Thinking: Recognizing Levels
of Formality
Students are given three sentences from the Unit 5
reading passage in which the original formal expression
has been replaced with an informal one. Students are
asked to edit the sentences and replace the informal
expression with a more suitable one. Students then look
back at the reading passage and compare their ideas
with the words originally chosen by the author.
• Have students work individually to complete the
activity before they form pairs to compare answers.
• Elicit some ideas from the class, and write a selection
on the board.
• Have students look back at the Unit 5 reading passage
to compare the original choice of wording with their
own.
ANSWER KEY
UNDERSTANDING THE READING
A 1. F–G
2. I–J
3. A–B
4. C–E
5. B can infer that she felt alienated as a result.
6. H D 1.
B Answers will vary. Possible answers:
1. b (Explanation: Paragraph A: Her stories of New
Orleans were filled with references and names
in English (frequently also in French), and those
mysterious words, so different from the ones I heard
in everyday speech, produced in me an irresistible
fascination.)
2. d (Explanation: Paragraph B: For me, that English
lacked charm, instead sounding like the noise of
my shoes crunching in the gravel of the schoolyard
during recess.)
3. c (Explanation: Paragraph D: It was the English I
started to learn from cartoons on television, where
the characters expressed thoughts, emotions, and
feelings in a straightforward way.)
4. e (Explanation: Paragraph G: To act as a character
in any of Shakespeare’s plays, or to read an O. Henry
short story out loud to my classmates, or a chapter of
Robert Louis Stevenson’s Treasure Island, or a sonnet
by Elizabeth Barrett Browning, brightened my day.)
5. a (Explanation: Paragraph J: My cousins, not to
mention their friends, listened to me with surprise
or mocking looks. In turn, their English was almost
unintelligible to me because they spoke, of course, in
teenage slang.)
54 UNIT 6
C Answers will vary. Possible answers:
1. Adjectives she uses to describe her
grandmother’s English include: mysterious; light
and crystalline; dense, thick, high notes, lonely,
nostalgic; cryptic; fantastic; full of attractions
and mystery (Paragraphs A–C); She compares
it to the trill of a bird, honey, the sound of a
flute, the swirl of a whirlpool, frenzied crowds.
(Paragraphs B–C); Through her language, we can
tell that her feelings towards her grandmother are
loving, warm, and nostalgic.
2. She tells us it was dull and harsh sounding. She
compares it to the sound of walking on gravel
and a cart struggling over cobbled streets. We
can infer that she did not find the sound of this
English pleasant.
3. Some words and phrases she uses include idyllic,
beautiful and comfortable; gorgeous. She compares
the landscape to a fairy tale. Her feelings toward
the place today are nostalgic and warm.
4. She says that she had a hard time understanding
their slang and that they reacted poorly to
her English. Her cousin compared her way of
speaking to that of a philosopher (Socrates). We
f; (They sounded like strange music, an exotic melody
coming from faraway fantastic places where life had
an agitation, a rhythm, an acceleration unknown
and unheard of in the peaceful world I shared with
my parents, sisters, and brothers.)
2. d; (We were all part of an enormous family that
included grandparents, great-aunts, great-uncles,
uncles, aunts, and first cousins, as well as a
second and third level of blood relatives, followed
immediately by all the other people in the category
of relatives included in the family universe and its
state of perpetual expansion.)
3. b; (For me, that English lacked charm, instead
sounding like the noise of my shoes crunching in the
gravel of the schoolyard during recess.)
4. e; (I learned phrases and words that communicated
necessity in a fast, precise manner.)
5. g; (My cousins, not to mention their friends, listened
to me with surprise or mocking looks.)
6. h; (On the contrary, the vocabulary I learned from
books, especially from the poetry that taught me
to love the language, had no place in the everyday
speech of my contemporaries.)
7. a; (It was all worthless for learning to speak practical
English that would help me establish bonds with
boys and girls my own age.)
8. c; (I understood that if I didn’t do that, I would be left
on the fringes of the main current, the mainstream
where all U.S. teenagers lived, with space only for
themselves.)
E 1. c; (Paragraph D: The first time I heard characters
in a downpour shouting their heads off with the
phrase … )
2. b; (Paragraph C: No, this other English expressed
things in a different way that was not enigmatic and
seductive, nor dumb and monotonous, but dramatic
and direct: … )
3. f; (Paragraph B: The English I heard from my
grandmother Ilse had nothing to do with the English
I was taught in kindergarten.)
4. e; (Paragraph J: She didn’t have a clue about the
extreme anguish I was going through trying to
understand what was being said around me.)
5. a; (Paragraph J: When one of my cousins couldn’t
stand it anymore, she told me that I was a weirdo,
that I spoke like a philosopher, some sort of Socrates
or something.)
6. d; (Paragraph H: From that deep relationship with
the language, I wound up with what I considered a
broad and complex knowledge of English.)
F 1. a large number of
2. highly
3. It is widely accepted
4. Currently
5. received
6. acceptable
G Guesses will vary. Actual answers:
1. such as
2. is eager
3. Consider
5
MIN
DEVELOPING READING SKILLS
S
(page 129)
Reading Skill: Understanding Verbal Phrases
The Reading Skill box gives information about verbal
phrases. Students were first introduced to verbal phrases
in the previous unit as one kind of initial phrase that can
be used to add variety at the beginning of a sentence (e.g.,
Founded in 1956, … ). A verbal phrase is a phrase that begins
with a verbal. The three types of verbals are participles
(past and present), gerunds, and infinitives. Explain each
type of verbal and verbal phrase using the examples
provided. Note that students will take a closer look at using
present and past participles in the Writing section.
A Identifying Verbal Phrases
Students are asked to identify the verbal phrase in each
sentence. Note that students should underline the entire
verbal phrase, not just the verbal itself.
• Have students work individually to complete the
exercise.
• Check answers as a class. Elicit what kind of verbal is
used in each sentence: gerund, past participle, present
participle, or infinitive.
B Analyzing
Students are asked to identify and answer questions
about verbal phrases. First students underline each verbal
phrase. Next, they answer questions about its role and
purpose in the sentence.
• Have students work individually.
• Have students form pairs to check answers. Then
discuss answers as a class.
ANSWER KEY
DEVELOPING READING SKILLS
A 1. I had a whole conversation in Spanish, surprised
that I was able to communicate at all.
2. Learning Hungarian was the most difficult thing I
did when I was an undergraduate.
3. To get familiar with Japanese pronunciation, I
watched a lot of Japanese TV shows.
4. Being unable to communicate with her teenaged
cousins, Zamora decided to improve her way of
speaking.
5. Determined to sound like a native speaker, I took
an online conversation class.
B 1. The first time I heard characters in a downpour
shouting their heads off with the phrase “The sky
is falling, the sky is falling!”;
The verbal phrase describes the characters.
2. Understanding the language and speaking it in
a natural way became integral to my being … ;
The main verb is became. The two verbal phrases
serve as the subject of the sentence.
3. To be accepted by everybody, I started paying
extreme attention to how I expressed myself and
to the words I chose.
The verbal phrase gives a reason.
L A N G U A G E A N D C U LT U R E 55
 Video
5
MIN
VIEWING: CULTURE SHOCK
4
(pages 130–131)
Overview of the Video
The video is a clip from a TV series about two men from
Kenya who visit the United States for the first time.
The men are both from traditional Kenyan societies.
They both live in villages and raise cattle. In the video,
they are given a tour of New York City by an American
man. On the streets of New York, the three men walk
together; and the guide explains apartment buildings,
ATM machines, and urban parks and introduces them to
hot dogs. The humorous reactions of the two Kenyans
highlight how different the way of life in the city is
compared with their own way of life back home. The
video is an excerpt from the National Geographic TV
series Warrior Road Trip.
Online search terms: Warrior Road Trip, Maasai, Samburu
BEFORE VIEWING
A ideas about the U.S. before they came, and this
Learning About the Topic
The paragraph provides context for the video by giving
background information about the TV series and the two
Kenyan men who appear in it.
• Have students read the paragraph and discuss their
ideas in pairs.
• Discuss as a class. Ask them to consider what they
might find surprising about the U.S. or another
developed country if they had lived their whole lives in
a rural village.
B Vocabulary in Context
This exercise explains to students some of the key
vocabulary items used in the video. Students use context
to determine the meanings of the expressions.
• Have students work on the exercise individually.
• Have the form pairs to check their answers.
• Discuss answers as a class. Elicit example sentences for
each of the expressions.
56 UNIT 6
ANSWER KEY
BEFORE VIEWING
A Answers will vary. Possible answers:
My guess is they notice cultural differences
around spending and waste between their
homes and the U.S. Probably the diverse culture
of the U.S. was something they noticed too.
B 1. graze like cows
2. stretch our legs
3. grab something
4. Chilling
WHILE VIEWING
A Understanding Main Ideas
Students are asked if any of the ideas they brainstormed
together in Learning about the Topic appeared in the
video.
• Have them complete the task while the video is
playing. Note that they should watch for any ideas they
talked about and also write down the other points that
the men in the video found surprising.
• Discuss their ideas as a class.
B share opinions about language learning.
Understanding Details
Students answer questions about details from the video.
• Have students read the questions and write down
any answers they recall from the first viewing before
playing the video a second time.
• Play the video again. Have students write their answers
while it is playing.
• Check answers as a class.
ANSWER KEY
WHILE VIEWING
A 1. Answers will vary. Actual things mentioned in the
video are: how people live on top of each other in
apartment buildings; ATM machines; how much
and often people are eating; hot dogs
B 1. apartment, first, second, third floor, ATM, voila, hot
dog
2. to explain how money is gained through trading
items in their homes. For example, they take a
goat to the market and trade it.
AFTER VIEWING
A
Reacting to the Video
Students are asked to draw on personal experiences, as
well as information from both the reading passage and
the video, to formulate their answers.
• Read the question aloud. Have students discuss their
ideas in pairs. For question 2, encourage them to go
back to the reading passage to recall information, if
necessary.
• If time permits, discuss the answer to question 2 as
a class, and ask students to name some differences
too. Draw a Venn diagram on the board, and add the
students’ ideas to it.
ANSWER KEY
AFTER VIEWING
A Answers will vary. Possible answers:
1. They are used to lots of space, which is why they
were surprised about the apartment buildings.
Also, probably they don’t consume as much as
Americans because they seemed surprised by
how much everyone was eating.
2. Like Daisy Zamora, the men probably had
changed during their visit. For example, they
didn’t seem very impressed by the hot dog! Also,
they seemed to enjoy picking up new terms from
their guide, just as Zamora enjoyed learning new
phrases.
3. I think they’d be surprised by the food in my
hometown, such as the spiciness of a lot of
Korean food. Maybe they would also be surprised
by beaches and fishing and even sunbathing,
since they don’t live near the ocean.
Ideas for … EXPANSION
Ask students to think of a movie, TV show, or book that
tells the story of a person who experiences another
culture for the first time. Ask them to make notes and
prepare a brief talk about it. Assign students to groups
to give their talks.
Writing
OVERVIEW
In this section, students apply what they have learned
in the unit to write an opinion essay about what they
believe is the best way to learn a foreign language.
The lesson starts by introducing useful vocabulary for
expressing an opinion before covering the use of verbal
phrases to add extra information to a sentence. Students
then review the concepts behind writing effective
introductions and conclusions before they are asked to
plan, draft, revise, and edit their final essays.
0
MIN
EXPLORING WRIT TEN ENGLISH
S
(pages 132–134)
A Vocabulary for Writing
Students are asked to indicate whether a phrase
expresses a personal opinion or a general one. Note that
the phrases will be useful to students in their essays for
the writing task.
• Have students work individually to complete the chart.
• Check answers as a class. If time permits, elicit example
sentences for each expression by asking students to
Language for Writing: Adding information
With Verbal Phrases
The Language for Writing box discusses present and past
participle verbal phrases in more detail. Students were
first introduced to these in the previous unit as a type
of initial phrase, although such verbal phrases can also
appear in the middle or at the end of a sentence. The
Language for Writing box and subsequent activities focus
on the differences in usage between present participle
and past participle verbal phrases. When going through
the examples in the box, draw students’ attention to the
fact that a past participle is usually passive in its meaning.
Highlight this by explaining how, in the example given,
the past participle verbal phrase “Published in 1973, …”
means “It was published in 1973.” Present participles, on
the other hand, are active in meaning.
B Language for Writing
Students are asked to choose between a present and a
past participle verbal phrase to complete each sentence.
• Have students complete the activity individually.
• Have them form pairs to compare answers.
• Check answers as a class.
L A N G U A G E A N D C U LT U R E 57
 C D
Language for Writing
Students are asked to combine two sentences using a
verbal phrase. Explain that there is more than one way to
combine each pair of sentences. Encourage students to
vary the placement of the verbal phrases in each of their
sentences. (beginning, middle, end)
• Have students complete the activity individually.
• Have them form pairs to compare answers.
• Discuss answers as a class. Elicit different ways to
combine the same sentences.
ANSWER KEY
EXPLORING WRITTEN ENGLISH
A Personal Opinion: As far as I’m concerned; In my
experience; Speaking for myself; Personally, I think
General Opinion: It is thought that; Some people
say that; … is generally considered to be … ; It is
Analyzing
Students are asked to identify the features of each part of
the example introduction and conclusion. Tell students
to use the tips in the Writing Skill box.
• Have students work on the exercise individually.
• Check answers as a class.
• If time permits, draw students’ attention to the hook
and final thought. Ask students to offer their opinions.
Are the hook and final thought effective? What other
possible ways could the author have written these two
parts?
ANSWER KEY
WRITING SKILL
D b, d, c, a, e
I
0M N
ANSWER KEY
WRITING TASK
A Answers will vary. Possible answers:
Attending a language school is good because
you can practice talking to people in a controlled
environment. There’s also a teacher who can
answer your questions. But it can be expensive if
you want regular classes.
B Answers will vary. Possible answers:
Introduction: background information about
language learning, how important it is in today’s
global society, etc.
Thesis Statement: I believe that the best way
to learn a foreign language is to live in a country
where that language is spoken. In doing so,
you become totally immersed in the language,
are exposed to authentic language use, and
REVISING PRAC TICE (page 136)
The Revising Practice box provides a model essay
similar to the one that students are writing. It has
some sections missing and a small number of errors.
Students complete an exercise to revise the model
essay that will also demonstrate how they can improve
their own drafts.
• Allow students time to analyze the draft and complete
the exercise.
• Check answers as a class. Ask students to identify each
change and explain how it makes the revised draft
stronger.
D Revised Draft
Students should apply the revision techniques used
in the Revising Practice box to their own drafts, where
applicable.
• Explain to students that they will be using the

accepted that; Most would agree that
LANGUAGE FOR WRITING
B 1. memorizing
2. Feeling
3. interrupted
4. Excited
C Answers will vary. Possible answers:
1. Relying solely on online self-study programs,
many students are missing out on opportunities
to interact with others.
2. Some language learners, defeated by increasingly
complex grammar, tend to drop out in their
second year.
3. Many language learners are able to learn quickly,
motivated by their teacher’s positive feedback.
4. I picked up Chinese really quickly, surprised by the
simplicity of the grammar.
Writing Skill: Writing Introductions and
Conclusions
The Writing Skill box provides a quick review of
introductions and conclusions. Students are reminded
that an introduction should begin with a hook that
catches the reader’s attention and lead up to the thesis
statement of the essay. The job of the conclusion is to
wrap up the essay, often by restating the thesis, or main
idea, as well as leaving the reader with something to
think about.
S
WRITING TASK (page 135)
A
Brainstorming
Read the Goal box aloud so students will be familiar
with the writing task before brainstorming. The aim is to
write an opinion essay about the best way to learn a new
language. Students are asked to consider the advantages
and disadvantages of each method listed.
• Have students work in pairs. Encourage them to use a
T-chart for listing the pros and cons of each point.
• Discuss their ideas as a class. Elicit advantages and
disadvantages for each method from pairs. Write
students’ ideas on the board.
B Planning
Have students decide which method they discussed in
exercise A is most effective and complete the outline for
their essays.
• Allow students time to complete their outlines
individually. Provide assistance as needed.
C First Draft
Have students write first drafts of their essays based on
their outlines.
• Allow students time to complete the task individually.
Provide assistance as needed. Refrain from error
correction at this point.
questions as a guide for checking and improving their
are motivated to learn because you need the drafts of essays.
language to survive. • Go over the checklist questions carefully to make sure
Body Paragraph 1 students understand them.
• Allow students time to revise their essays.
Topic Sentence: By living in a country where
another language is spoken, you become totally
immersed in the language.
EDITING PRAC TICE
Details: the language is all around you, for
The Editing Practice box trains students to spot and
example, on TV, on signs, on transport etc.,
constantly learning and practicing the language correct common errors related to verbal phrases. As
a class, go over the information in the box carefully
Body Paragraph 2
to make sure students understand what to look
Topic Sentence: By living in a foreign country, you
out for.
are exposed to authentic language use.
• Allow students time to complete the exercise
Details: If you take a language class or learn individually.
online, you don’t know if you are learning • Check answers as a class by asking students to read
authentic language that is useful in everyday life. their corrected sentences aloud and explain the
Body Paragraph 3 errors.
Topic Sentence: Living in a foreign country gives
you extra motivation to learn that country’s
language.
Details: learn out of necessity in order to make
friends, order things in shops, open a bank
account, etc.
Notes for conclusion: restate thesis, final
thought: example and quote from Daisy Zamora
“My true encounter with living English …
happened in the United States.”

58 UNIT 6 L A N G U A G E A N D C U LT U R E 59
 RESOURCES AND
7
MIN
0
ANSWER KEY
UNIT REVIEW

S
1
REVISING PRACTICE
For all questions in the unit review, allow students to

DEVELOPMENT
1. c, b, a work in pairs or groups. For question 4, refer students to
2. a. Exciting Excited … the Vocabulary Index at the back of the Student Book,
b. teaches teaching … and have them write definitions or example sentences
c. Fantasy novels are much more popular with for each vocabulary item. • Discuss the two questions as a class. For question 2,
• Allow students time to look back over the unit and ACADEMIC TR ACK encourage students to share more about their home
teenagers.
write their answers for questions 1 to 3 before they start History / Economics countries. Encourage students to also talk about how
EDITING PRACTICE their discussion. their countries have changed over the course of their
1. a; Taking classes every night, I learned a lot quickly. • For question 4, elicit example sentences or definitions ACADEMIC SKILLS lifetimes.
for each vocabulary item from the class. READING Annotating a text
2. b; You can take private lessons, to learn a new
ANSWER KEY
language. WRITING Writing an expository essay
ANSWER KEY
3. c; Living in a bilingual household, I learned Spanish GRAMMAR Referring to sources THINK AND DISCUSS
easily. UNIT REVIEW CRITICAL THINKING Identifying point of view Answers will vary. Possible answers:
4. c; To improve your pronunciation, you have to Answers will vary. Possible answers: 1. Having goods to export and sell to other countries
practice. 1. cartoons, movies, song lyrics, literature, her friends can contribute significantly to a country’s economic
UNIT OVERVIEW
5. a; Watching TV in English, I learned a lot of natural 2. restatement of thesis, summary of supporting development.
language. The theme of this unit is developing countries and their
points, final thought use of the resources available to them. Both the reading 2. I come from Saudi Arabia. My country has a lot of
3. To become more fluent, I practiced speaking and the video focus specifically on African countries. oil, so it is our biggest money-making resource.
Japanese with my friend. However, we are a desert country so we have to
• READING: Africa’s geography and history have had a import many things as well, such as items made of
E Final Draft 4. Answers will vary. large impact on the continent’s pace of development metal like cars and machinery.
Have students apply the skills taught in Editing Practice to up to now.
their own revised drafts and check for any other errors. • VIDEO: A new global program to identify unique food MIN
• Allow students time to edit their drafts. resources and products by country is helping to grow
0

• Walk around, and monitor students as they work.
the economy of developing countries like Cameroon.
Provide assistance as needed.
• Collect their work once they have completed it. • WRITING: Students draw on what they have read and
watched to write an essay that describes a region or
• For the next class, show anonymous examples of good
essays and common errors. country and explains how it has been affected by its
history and geography. The unit prepares them for
the writing task by introducing vocabulary for talking
about history and geography and by teaching them to
annotate a text. Students are then taught how to refer
to sources in a text before learning about the elements
of an expository essay. Finally, the unit takes students
through the steps of brainstorming and planning, and
shows them how to revise and edit their essays.
0
MIN
THINK AND DISCUSS (page 139)
S
EXPLORE THE THEME (pages 140–141)
The opening spread shows an economic map of the
world and explains more about development and
advancing economies.
• Allow time for students to study the spread and answer
the questions individually.
• Check answers as a class. Elicit the meaning of GNI as
defined on the page.
ANSWER KEY
EXPLORE THE THEME
A 1. The highest concentrations of low-income
people are in Africa and some parts of Asia. The
highest concentrations of high-income people

S
1
are in North America, Europe, and Asia.
The photo shows a Nigerian man on a construction site
2. The economies of most developing countries
looking at building plans.
rely on agriculture, as well as raw materials such
• Have students study the picture, title, and caption.
as oil, coal, and timber, which are exported or
Ask students what they think the words resources and
traded to developed countries. Most developed
development each refer to in the title. (In this case,
countries have a more diverse economy with
resources are not just referring to natural resources
many different sectors.
but any means by which a country supports its own
growth and economy. The term development refers to B crops, livestock, economic
the process of a country advancing and growing its
economy and infrastructure.)

60 UNIT 6 61
 Reading ANSWER KEY

PREPARING TO READ
B Discussion
Students are asked to compare the annotations they
2.2 Have students read the passage individually, or
play the audio and have students read along.
I
0M N
A 1. annual made in exercise A. OVERVIEW OF THE READING
4

PREPARING TO READ (page 142)
A 3.
Building Vocabulary
The paragraph describes some of the effects that solar-
powered devices have had on developing countries.
It contains six key vocabulary items that appear in the
reading passage. Students should use contextual clues
to deduce the meanings of the words and match the
correct form of each word to its definition.
• Have students work individually to read the paragraph
and complete the exercise.
• Check answers as a class. Elicit example sentences for
each vocabulary item.
B Building Vocabulary
Students use a dictionary to look up the meanings of the
vocabulary words and then complete the sentences.
• Have students work individually to complete the
exercise.
• Check answers as a class. Elicit example sentences for
each vocabulary item.
See Vocabulary Extension 7 on page 237 of the Student
Book for additional practice with collocations for the words
economy and distinct.
4
• Have them form pairs to compare their answers.
2. distinct Author Jared Diamond offers his argument as to
• Point out that students should have the same key
investment why Africa has developed at a slower rate than other
points highlighted but that other annotations may
4. revenue continents. Historically, Africa is considered the cradle of
differ.
humankind: it is the place where the human species first
5. prosper • Discuss answers as a class.
evolved before migrating around the world. But both this
6. thereby C Annotating history and its geography have, in many ways, worked
B 1. orientation against Africa. Although Africa is diverse geographically,
Students are asked to continue annotating the rest of the
few of the plants and animals native to the continent
2. associate reading passage.
lent themselves to domestication. As a result, Africa has
3. denied • Have students work individually to read and annotate
been slow to progress into an agrarian society from a
4. Evolutionary the passage. Give them more time than usual to read
society of hunters and gatherers. In addition, because
so they can annotate at their own pace.
5. Tensions of the long historical presence of humans and animals
6. minority on the continent, the microbes and diseases that have
ANSWER KEY
developed in Africa are extremely strong—and very
C Answers will vary. Possible answers:
DEVELOPING READING SKILLS damaging as a result.
1. To live well in this country, I think you need at
A Annotations will vary. Students should have The author, however, is positive about Africa’s prospects.
least $50,000 per year.
highlighted the following main ideas: Hope lies in the continent’s abundance of natural
2. I am from India. Most people associate my resources. If its health problems can be overcome,
country with its cuisine and Bollywood movies. In How did one continent come to embody such
extremes? (Paragraph A) there is no reason Africa cannot have a prosperous
recent decades, India has also become known for future. The passage is an adapted version of the
its tech companies. Geography and history go a long way toward article “The Shape of Africa” by Jared Diamond, which
providing the explanations. (Paragraph B) appeared in the September 2005 edition of National
Students should have highlighted the following Geographic Magazine.
5
MIN
DEVELOPING READING SKILLS supporting details: Online search terms: Jared Diamond, The Shape of Africa

C (page 143) … it has a thick tropical core lying between one

Using Vocabulary thin temperate zone in the north and another in
I
0M N
Students should practice using the new vocabulary items Reading Skill: Annotating a Text the south. That simple geographic reality explains a UNDERSTANDING THE READING

while answering the three questions.
• First, have students work alone to think about the
questions and write their ideas.
• Have students form pairs to discuss their answers
to the questions. Encourage them to use the target
vocabulary during their discussions. If necessary,
provide some prompts to help them. (1. To live well in
this country, I think you need at least … ; 2. Most people
would associate this country with … )
• Discuss their ideas as a class. Elicit example answers
from students.
The Reading Skill box provided some tips on how to take
more effective notes when reading. Annotating a text
helps a reader stay focused on the content and can help
identify the key points. The tips include highlighting
the main and supporting ideas, circling new words,
underlining parts that are difficult to understand, and
breaking down the text into separate sections.
A Annotating
Students are asked to start reading the first two
paragraphs of the reading passage and annotate them,
following the advice in the Reading Skill box.
• Have students work individually to read and annotate
the text. Allow enough time for them to complete the
exercise.
• Note that students will compare their answers in the
next exercise.
S
great deal about Africa today. (Paragraph B) (pages 150–152)
B Answers will vary. Possible answers:
A Understanding Main Ideas
You could draw arrows to connect main ideas
Students are asked to match each paragraph with its
with their supporting details.
main idea.
C Answers will vary.
• Have students work individually to complete the
activity.
• Encourage them to skim paragraphs B–H again to find
the answers, if necessary.
• Have students form pairs to check their answers.
B Understanding Main Ideas
Students are asked to complete the topic sentences
of paragraphs I–N in their own words. Review the
paraphrasing strategies that students learned about
in Unit 4 (using synonyms, changing parts of speech,
changing sentence structure). Encourage students to use
these paraphrasing techniques to express the ideas in
their own words.

62 UNIT 7 RESOURCES AND DEVELOPMENT 63

• Have students work individually to complete the
activity. Encourage them to skim the paragraphs before
they write the topic sentences.
• Have students form pairs to compare their answers.
Point out that they should have the same general idea
but that their sentences will be worded differently.
• Discuss answers as a class. Ask volunteers to share the
sentences they wrote.
C Critical Thinking: Understanding Chronology
Students are asked to put the history of early humans in
the correct order as explained in the reading passage.
Note that the information can be found in paragraphs C
and D.
• Have students work individually to complete the
exercise. Allow them enough time to go back and
reread the relevant paragraphs in the reading passage.
• Have them form pairs to compare answers.
D Critical Thinking: Guessing Meaning from
Context
The exercise contains words and phrases that appear in
the reading passage. Students first find the words and
phrases and underline them. Then, they use context to
guess their meaning. Lastly, they match each one with its
definition.
• Have students work in pairs to locate the words and
phrases in the passage and deduce their meanings.
• Ask them to then match each word or phrase with its
definition.
• Check answers as a class.
E Understanding Details
Students answer questions about supporting details from
the reading.
• Have students work individually to complete the
activity. Point out that students do not need to write
complete sentences. Encourage them to scan the
article to find the necessary information.
• Have students form pairs to discuss their answers.
• Check answers as a class. Elicit where students found
the relevant information in the reading passage.
F D 1.
Critical Thinking: Analyzing Point of View
The Critical Thinking box explains the importance of
being able to identify and understand a writer’s point of
view. The exercise asks students to decide how strongly
the author of the reading passage would agree with
each statement. Students are required to go back to the
reading passage and find key words and phrases (from
sentences written on the same topic as each statement)
that support their ratings for each.
64 UNIT 7
• Explain that students should read each statement and
then go back to the text to find and reread the relevant
section. Ask them to identify key words and phrases
that the author uses to communicate his point of view
on the topic. Then tell them to rate how strongly the
author would agree with the statement according
to the scale provided. Note that although students’
answers should be similar, the exact rating they allocate
to each statement will be subjective.
• Have students work individually to complete the
exercise. Allow students time to go back to the passage.
• Check answers as a class.
ANSWER KEY
UNDERSTANDING THE READING
A 1. H
2. C
3. F many of its governments and institutions, then
4. D it could take advantage of today’s globalized,
5. B technological world in much the same way that
6. E
E 1. The three “head starts” are: 1. The first
7. G
B Answers will vary. Possible answers:
1. Paragraph I: The long human presence in Africa
led to a spread of dangerous diseases.
2. Paragraph J: The richest countries in Africa lie in
the continent’s temperate zone.
3. Paragraph K: Africa has hope because of its
diversity and unity and its natural resources.
4. Paragraph L: Disease in Africa can be curbed
with better planning and investment in health
measures.
5. Paragraph M: If health is improved and corruption
is eradicated, Africa’s economy will benefit.
6. Paragraph N: Outside investment is still needed to
create a prosperous future for Africa that will be
of benefit to the whole world.
C c, d, b, a, f, e
d; Geography and history go a long way toward
providing the explanations. (Paragraph B)
2. e; In effect, Africans enjoyed not just one but
three huge head starts over humans on other
continents. (Paragraph D)
3. h; The problem is that only a tiny minority of
wild plants and animals lend themselves to
domestication, and those few are concentrated
in about half a dozen parts of the world.
(Paragraph F)
4. b; The continent has a well-deserved reputation F Answers will vary. Possible answers:
for having spawned some of our nastiest ones: 1. 4; probably (Explanation: Ironically, the long
malaria, yellow fever, East African sleeping human presence in Africa is probably the reason the
sickness, and AIDS. (Paragraph I) continent’s species of big animals survive today.)
5. c; In addition, nearly a third of the countries of 2. 1; absolutely not (Explanation: I’d answer,
mainland Africa (15 out of 47) are landlocked, and “Absolutely not.”)
the only African river navigable from the ocean
3. 5; struck by, far better (Explanation: On my own
for long distances inland is the Nile. (Paragraph J)
visits to Africa, I’ve been struck by how harmoniously
6. g; On my own visits to Africa, I’ve been struck by
ethnic groups live together in many countries—far
how harmoniously ethnic groups live together in better than they do in many other parts of the globe.)
many countries—far better than they do in many
4. 4; many of, abundant (Explanation: But many areas
other parts of the globe. (Paragraph K)
of Africa have an abundance of resources.)
7. a; Within the past half century, several formerly
5. 3; If … , (Explanation: If Africa is to head into a
poor countries in Asia recognized that tropical
bright future, outside investment will continue to be
diseases were a major drain on their economies.
needed, at least for a time.)
(Paragraph L)
8. f; If the continent can overcome its health
problems and the corruption that plagues
China and India are now doing. (Paragraph M)
protohumans originated in Africa.; 2. The first
Homo sapiens originated in Africa.; 3. The first
“behaviorally modern” humans originated in
Africa. (Paragraph C)
2. Agriculture meant that early humans could grow
food for themselves and didn’t have to rely only
on hunting and gathering. (Paragraph E)
3. Not many native plants and animals in Africa were
easy to domesticate. (Paragraph F)
4. The animal species in Africa have survived
because of the long human presence on the
continent. (Paragraph H)
5. Great apes and monkeys are genetically similar
to humans so diseases can easily be transferred.
(Paragraph I)
6. The countries in the temperate zones are
wealthier, while those that are landlocked have
struggling economies and often problems with
war. (Paragraph J)
7. He says Africa’s resources are abundant and give
it great potential. (Paragraph K)
8. Continue to invest in public health measures
to control disease, combat corruption, and use
technology to be part of the global economy.
(Paragraphs L and M)
RESOURCES AND DEVELOPMENT 65
 Video
MIN
5
VIEWING: HONEY AND PEPPER
4
(pages 153–154)
Overview of the Video
The economies of some developing countries are getting
a boost from a new label that identifies and protects
items unique to specific locations around the world.
The video features two such items from Cameroon:
Oku white honey and Penja pepper. After receiving the
Geographical Indication (G.I.) label, demand for these
items has increased greatly, which has led to an increase
in price as well as profits.
Online search terms: Geographical Indication, Oku white
honey; Penja pepper
BEFORE VIEWING
A Discussion
Students are asked to brainstorm a list of products that
are associated with specific regions of the world. Give
students one example (e.g., Parma ham) to make sure
they have the right idea.
• Have students work in pairs or groups to make their
lists.
• Discuss their lists as a class. Elicit one or two examples
of well-known products from each pair or group.
B playing.
Learning About the Topic
The paragraph prepares students for the video by
familiarizing them with the concept of Geographic
Indication labels.
• Have students read the paragraph and write answers to
the questions individually.
• Have them form pairs to check their answers.
• Ask students which of the items they talked about in
exercise A could have a G.I. label.
C • Play the video again. Have them complete the task
Vocabulary in Context
This exercise introduces students to some of the key
vocabulary used in the video. Students should use
context to determine the meanings of the words and
match each one to its definition.
• Have students work on the exercise individually.
• Have them form pairs to check their answers.
• Discuss answers as a class. Elicit example sentences for
each of the words.
66 UNIT 7
ANSWER KEY
BEFORE VIEWING
A Answers will vary. Possible answers:
I know that there are many types of coffee that
come from South America and parts of Africa.
Maple syrup comes from Canada. Many cheeses
come from specific locations, too, such as
cheddar cheese.
B Answers will vary. Possible answers:
1. The Geographic Indication label is awarded to
products that are unique to the location where
they are produced. They are a kind of mark of
authenticity.
2. In my country, some products that might have a
G.I. label include dates and nuts. A specific type
of date and also some nuts come from trees only
found in the region where I am from.
C 1. yield
2. aroma
3. notion
WHILE VIEWING
A Understanding Main Ideas
Students are asked to identify the main idea of the video.
• Have students read the question and answer options
silently before you play the video.
• Have them complete the task while the video is
• Check answers as a class.
B Understanding Details
Students complete a Venn diagram using the
information provided in the video.
• Have students read the list and look over the Venn
diagram. Ask them to write any answers they recall
from the first viewing before playing the video a
second time.
while it is playing.
• Check answers as a class.
ANSWER KEY
WHILE VIEWING
A c
B Oku White Honey: c
Penja Pepper: b, e
Both: a, d
AFTER VIEWING
A Reacting to the Video
Students are asked to formulate and express opinions
and ideas about the topic discussed in the video.
• Read the question aloud. Have students write down
their ideas individually before they form pairs to discuss
them.
• Discuss ideas as a class. Elicit opinions with reasons
from volunteers.
ANSWER KEY
AFTER VIEWING
A Answers will vary. Possible answer:
I think the price will increase, but the label
guarantees that the product is of high quality. If
consumers know the quality is good, they will be
willing to pay a higher price.
Ideas for … EXPANSION
Have students work individually or in pairs to learn
about one product from their home countries or
regions with a G.I. label. Have them make a poster
about the product and then use the poster to give a
presentation about it to the class. Tell them to explain
what the product is and why it is unique and share
any statistics they can find about the economic
contribution the product has helped to make.
Writing
OVERVIEW
The lesson starts by introducing useful vocabulary for
talking about geography and history. Then students
look at how to refer to sources within a piece of writing
before reviewing a number of methods that are useful
for researching and note-taking. In the Writing Task,
students apply these lessons by writing and revising an
expository essay about how a country or region has been
affected by its history and geography. Students begin by
using their research notes to choose three aspects of the
country or region they want to discuss before organizing
the details in an outline. Students then draft their essays,
improve their drafts, and correct common mistakes
related to the use of referring to sources.
MIN
0
EXPLORING WRIT TEN ENGLISH
S
(pages 155–158)
A
Vocabulary for Writing
The exercise contains nine words and expressions that
appear in the reading passage. Students first find the words
and underline them. Then, they use context to guess their
meaning. Lastly, they match each word with its definition.
• Have students work in pairs to locate the words in the
passage and deduce their meanings.
• Ask them to match each word to its definition.
• Check answers as a class. If time permits, elicit example
sentences for each vocabulary word.
B Noticing
Students are asked to choose words to replace the
reporting verb in each sentence.
• Have students complete the activity individually.
• Have them form pairs to compare their answers.
• Discuss answers as a class. Elicit words, and write
them on the board.
Language for Writing: Referring to Sources
The Language for Writing box provided information
about how to quote and paraphrase sources within a
piece of writing. Direct quotes should be used sparingly
and restricted to especially eloquent statements that
will have an impact on readers. When students are
paraphrasing, using a variety of reporting verbs will help
them avoid repetition.
RESOURCES AND DEVELOPMENT 67
 I
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C Writing Skill: Researching and Note-Taking ANSWER KEY

S
Language for Writing WRITING TASK (page 159)
The Writing Skill box builds on the annotating skills
Students answer the questions by writing sentences that WRITING SKILL
students learned in the Reading Skill section of this unit. A
quote or refer to the author of the reading passage.
The text in the box describes a number of best practices D Answers will vary. Possible answers: Planning
• Have students complete the activity individually. Have students use their research notes from the previous
related to researching and note-taking. Note that the tips 1. farming solutions in Africa; African agriculture
• Have them form pairs to compare their answers. exercise to plan their essay and complete the outline.
are focused on online research. It is just as important to production; issues with farming in Africa
• Check answers as a class. For questions 3 and 4, elicit • Allow students time to complete their outlines
avoid plagiarism with online sources as it is with print 2. African language; what languages are spoken in
multiple examples with different reporting verbs. individually. Provide assistance as needed.
sources. Africa?
ANSWER KEY D 3. international development in Africa; examples of B First Draft
Critical Thinking: Researching
successful financial aid to Africa Have students write first drafts of their essays based on
EXPLORING WRITTEN ENGLISH Students are asked to discuss their answers to the
research questions then decide what keywords to use for E The better version is option a. Option b their outlines.
A 1. native misinterprets the information in the original
an online search and what types of websites would give • Allow students time to complete the task individually.
2. undergo text by suggesting that slavery reduced the Provide assistance as needed. Refrain from error
them the best information. Tell students to use the tips in
3. span the Writing Skill box to help them. population by 50 percent. Option a is correct correction at this point.
4. shape • Have students complete the exercise in pairs or small because it suggests, as in the original text, that
groups. the slave trade restricted the growth of the African ANSWER KEY
5. concentrated
• Discuss answers as a class. Go over each question, and population.
6. temperate WRITING TASK
elicit terms from pairs or groups. Ask others to comment F Answers will vary.
7. tropical on why they think it is a good search term or not. A Answers will vary. Possible answers:
8. latitudes Thesis Statement:
E Critical Thinking: Note-taking
9. mainland Japan’s geography has helped contribute to
B 1. suggests, states; feels is not suitable as it is not a Students are asked to choose between two examples the country’s economy, brought the country
word used to give a direct quote; informs and tells of paraphrased research. The exercise highlights the international renown, and influenced the unique
do not fit grammatically—both words require a importance of ensuring that any notes taken should culture there today.
direct object accurately reflect the ideas in the original source. In the Body Paragraph 1
examples given, option b greatly distorts the information Topic Sentence: The many hot spring areas in
2. Answers will vary. Possible answers: explains, in the original paragraph.
remarks, observes, comments Japan, due to the country’s volcanoes, have
• Have students work on the exercise individually. helped fuel the economy through tourism.
LANGUAGE FOR WRITING • Have them form pairs to discuss their answers.
Details: over 100 active volcanoes; hot spring
• Check answers as a class. Elicit reasons why one version
C Answers will vary. Possible answers: towns throughout the country; local and foreign
is better than the other.
1. According to Diamond, “Entire species may have tourism; ryokan
been exterminated before they had time to learn F Applying Body Paragraph 2
to beware of hunters.” Students are asked to do some preliminary research for Topic Sentence: As an archipelago, Japan became
2. As Diamond says, “I’ve been struck by how their essays. Encourage students to follow the tips in the a country that heavily relied on fishing, and over
harmoniously ethnic groups live together in Writing Skill box to assist them with their research. the years the perfection of this trade has brought
many countries—far better than they do in many • Have students work individually to write answers to the Japanese international renown.
other parts of the globe.” questions. Allow students time to do research online to Details: Japanese cuisine is a cultural heritage;
3. Diamond argues that the health problems in find more information about the country they chose. sushi is loved worldwide; Tsukiji is considered the
Africa can be improved with proper planning and • Have students work with partners to share their best fish market in the world.
financial support. answers and help each other with any gaps in Body Paragraph 3
4. Diamond believes that investment in healthcare information. Topic Sentence: As a smaller, isolated island
and local development are the keys to helping country, Japan had to rely on trade with China
Africa. and Korea, which led to an exchange of ideas as
well that shaped the Japanese culture.
Details: language; Buddhism
Notes for conclusion: Japan’s geographical
makeup as an archipelago with many volcanoes
shaped its history extensively.

68 UNIT 7 RESOURCES AND DEVELOPMENT 69


REVISING PRAC TICE (page 160)
The Revising Practice box provides a model essay with
some sections missing and a small number of errors.
Students complete an exercise to revise the model essay,
which will also demonstrate how they can improve their
own drafts of essays.
• Allow students time to analyze the essay and complete
the exercise.
• Check answers as a class. Ask students to identify each
change and explain how it makes the revised draft
stronger.
C READING
Revised Draft
Students should apply the revision techniques used
in the Revising Practice box to their own drafts, where
applicable.
• Explain to students that they will be using the
questions as a guide for checking and improving their
drafts.
• Go over the checklist carefully to make sure students
understand them.
• Allow students time to revise their essays.
EDITING PRAC TICE
The Editing Practice box trains students to spot and correct
common paraphrasing errors. As a class, go over the
information in the box carefully to make sure students
understand what to look out for.
• Allow students time to complete the exercise
individually.
• Check answers as a class by asking students to read
their corrected sentences aloud and explain the errors.
ANSWER KEY
REVISING PRACTICE
1. b, c, a
2. a. According to the Public Utilities Board (PUB), …
b. Rogers claims / According to Rogers, “Every
country ….”
c. Has Having a rain forest climate, ….
EDITING PRACTICE
Answers will vary. Possible answers:
1. “To photograph,” says Susan Sontag, “is to confer
importance.”
2. According to Griffiths, photography has influenced
our notion of what is beautiful.
3. Diamond asks, “What’s the best case for Africa’s future?”
4. As Kolbert says that, “Probably the most obvious way
humans are altering the planet is by building cities.”
70 UNIT 7
D Final Draft
Have students apply the skills taught in Editing Practice to
their own revised drafts and check for any other errors.
• Allow students time to edit their drafts.
• Walk around, and monitor students as they work.
Provide assistance as needed.
• Collect their work once they have completed it.
• For the next class, show anonymous examples of good
essays and common errors.
0
MIN
UNIT REVIEW
S
1
For all questions in the unit review, allow students to
work in pairs or groups. For question 4, refer students to
the Vocabulary Index at the back of the Student Book,
and have them write definitions or example sentences
for each vocabulary item.
• Allow students time to look back over the unit and
write their answers for questions 1 to 3 before they start
their discussion.
• For question 4, elicit example sentences or definitions
for each vocabulary item from the class.
ANSWER KEY
UNIT REVIEW
1. Answers will vary. Possible answers: centers on
individual survival; families and communities make
their own clothes, housing, and household goods;
raise their own livestock and grow crops; economies
rely on agriculture and/or trading raw materials
2. Answers will vary. Possible answers: more funding
for local development; better healthcare
3. Answers will vary. Possible answers: According to
Diamond, “…”; As Diamond says, “…”; Diamond
says/explains/believes/argues that …
4. Answers will vary.
LIVING LONGER
ACADEMIC TR ACK
Health / Medicine
ACADEMIC SKILLS
Asking questions as you read
WRITING Writing an argumentative essay
GRAMMAR Explaining the significance of
evidence
CRITICAL THINKING Interpreting visual data
UNIT OVERVIEW
This unit explores the issue of longevity, focusing
especially on places and societies in which a
disproportionate number of people live healthy lives into
their 90s and beyond.
• READING: Researchers in Italy are learning more
about the factors that influence longevity in humans
by studying the lifestyles of individual societies and
genetics.
• VIDEO: A rural village in China, known for its relatively
large number of centenarians, is developing as a tourist
destination, but residents are not sure it is a wholly
positive thing.
• WRITING: Students draw on what they have read
and watched to write an argumentative research
paper about the benefits and drawbacks of an aging
society. The unit prepares them for the writing task by
introducing vocabulary for discussing longevity and by
teaching them to ask questions as they read. Students
then learn about planning an argumentative research
paper and are taught how to explain why a piece of
evidence is important. Finally, the unit takes students
through the steps of brainstorming and planning, and
shows them how to revise and edit their essays.
MIN
0
S
1
THINK AND DISCUSS (page 163)
The photo shows an older man on an exercise bike in
a gym.
• Have students study the picture, title, and caption. Ask
students what they think the unit is about.
• Discuss the two questions as a class. For question 1,
draw a concept map on the board, and add the healthy
8
habits that students mention. For question 2, elicit the
meaning of genes and other forms of the word, such as
genetic, genetics, and geneticist. Note that these words
occur frequently in the unit’s reading passage.
ANSWER KEY
THINK AND DISCUSS
Answers will vary. Possible answers:
1. I think exercising both your body and brain daily
contributes to good health.
2. In my opinion, genes play an important part, but I
think lifestyle has an even greater effect. I especially
think that what you eat is a key part of staying
healthy.
MIN
0
EXPLORE THE THEME
S
(pages 164–165)
The opening spread is an infographic with data about
the life spans of various animal species, including
humans. For questions 1 and 2, if necessary, review the
difference in meaning between animal and mammal.
For question 3, encourage students to consider any
similarities.
• Allow time for students to study the spread and answer
the questions individually.
• Check answers as a class. Ask students whether they
are familiar with any of the species with the longest life
spans. What do they know about them?
ANSWER KEY
EXPLORE THE THEME
A 1. The quahog clam has the longest known life
span, but the immortal jellyfish might live even
longer, since its life span is unknown.
2. the bowhead whale
3. Answers will vary. Possible answers: All of these
animals live underwater, so perhaps their lack of
contact with the human world keeps them alive
longer.
B life span, longevity, beyond
71
 MIN

Reading • Have students discuss their ideas in pairs or small DEVELOPING READING SKILLS
5
2.3 Have students read the passage individually, or

S
groups. Then have a class discussion, eliciting ideas (page 168) play the audio and have students read along.
from each group.
Reading Skill: Asking Questions as You Read
I
0M N
PREPARING TO READ E Skimming OVERVIEW OF THE READING
The Reading Skill box provides another way to help students
4

(pages 166–167)
A learned how to use a concept map to identify supporting
Building Vocabulary
The two paragraphs about dieting provide students
with some background information to help them better
understand one argument the author makes in the
reading passage. They contains seven key vocabulary
items that appear in the reading passage. Students
should use contextual clues to deduce the meanings of
the words or phrases and complete the sentences.
• Have students work individually.
• Check answers as a class. Elicit example sentences for
each vocabulary item.
• If time permits, ask students to share their impressions
of the paragraph’s content. Have they had any personal
experience that supports or refutes the information?
B Building Vocabulary
Students use a dictionary to look up the meanings of the
vocabulary words and then complete the sentences.
Students are asked to skim the passage to check which of The passage discusses a study being done on human
be engaged and active readers. Students have already
their answers for exercise D are mentioned in the reading. longevity in the Calabria region of Italy, a place that is
Consider setting a strict time limit to encourage students to renowned for the longevity of its residents and is home
details and draw connections while reading (Unit 3) and
skim rather than read the passage in detail. to a number of centenarians. The passage describes how
how to annotate a text while reading to note main points
• Allow students time to skim the passage quickly. researchers looked into the environmental and genetic
and unknown words (Unit 7). The idea of this exercise is
• Check answers as a class. factors that may have influenced the longevity of a group
similar in that it presents a method that helps students
• Revisit the questions after students have read the entire of elderly Calabrians. During their research, they identified
focus on the information presented in the reading passage.
passage. genes that the centenarians shared, which seem to have
A Analyzing made important contributions to their longevity. However,
the researchers note that genetics probably accounts
ANSWER KEY Students are asked to complete the chart as they read.
for only 25 percent of the factors influencing longevity.
After each section, students should stop reading and add
PREPARING TO READ Environment and lifestyle factors also play a huge part, and
notes to the relevant section of the chart.
chance also needs to be taken into account.
A 1. contradictory 5. reconstruct • Have students read paragraphs A–D only. Elicit ideas
from students about notes that could be added to the This in an adapted version of the article “On Beyond 100”
2. conversely 6. restrictions
chart, and write them on the board. by Stephen S. Hall, which appeared in the May 2013
3. gain insight 7. mechanism edition of National Geographic Magazine.
• Have students read the rest of the passage. After they
4. implication have read each section, make sure they add more notes Online search terms: Calabria, On Beyond 100
B 1. outcome to the chart.
• Discuss the passage as a class after students have
2. undermine I
0M N
UNDERSTANDING THE READING

• Have students work individually to complete the exercise.
• Check answers as a class. Elicit example sentences for
each vocabulary item.
See Vocabulary Extension 8 on page 233 of the Student Book
for additional practice with collocations for the word life
and words containing the prefix re-.
C Using Vocabulary
Students should practice using the new vocabulary items
while answering the three questions.
• First, have students work alone to read and think about
their answers to the questions.
• Have students form pairs to discuss their ideas.
Encourage them to use the target vocabulary during their
discussions. If necessary, provide some prompts to help
them. (1. Common dietary restrictions are … ; 2. The benefits
of longevity are … ; 3. I think the ratio must be about … ). For
question 3, if necessary, provide students with an example
of how to describe a ratio (e.g., 1 in 10).
• Check answers as a class. Elicit example answers from
students.
D Brainstorming
The activity serves as a warm-up for the reading passage.
Students work in pairs or small groups to share their
ideas and background knowledge about life expectancy.
• Allow students time to brainstorm ideas individually
before discussing them.
72 UNIT 8
3. outnumbers
4. intact
5. ratio
C Answers will vary. Possible answers:
1. These days, many people are allergic to gluten, or
prefer not to eat it. My friend is a vegan and doesn’t
eat any animal products at all, not even butter.
2. The benefits are that you can enjoy life for a
long time, visit many places, and learn many
things. The only disadvantage is that you may get
illnesses in old age.
3. I am from Japan, and not many people are
vegetarians in my country. I don’t know the ratio,
but I guess it might be something like 1 in 20.
D Answers will vary. Possible answers:
1. I think diet has a big effect on life expectancy,
and so do lifestyle choices such as smoking or
taking part in dangerous activities. Your genes
may play a part, too.
2. I think the most important factor is the genes a
person is born with.
E Answers will vary. Possible answers:
diet, genetics, environment, gender, medical care,
metabolism, stress, luck
finished reading it and adding notes to the chart. Elicit
examples of surprising information and questions
related to it from volunteers.
ANSWER KEY
DEVELOPING READING SKILLS
A Answers will vary. Possible answers:
Information That You Learned or That
Surprised You
A–D: no drinking, no smoking, no women; ate
mostly figs and beans
E–H: restricted diet does not lead to longevity
I–L: medical records in file cabinets going back a
hundred years!
M–P: genetics has a stronger effect on men!
Q–S: studies about mice and monkeys—answers
one of my questions
Questions That You Have About the Information
A–D: Why “no women”? Did he mean no stress
from marriage? Did he eat figs and beans
because they were available?
E–H: What studies showed this?
I–L: How did they find the medical records of the
people? Why is Francesco D’Amato the central
figure?
M–P: What other external factors affect women’s
longevity?
Q–S: What studies support the theory of diet
restriction? How many were there and how long
ago were they conducted?
S
(pages 175–177)
A Understanding Main Ideas
Students are asked to answer questions about the main
ideas of the passage.
• Have students work individually to complete the
activity. Encourage them to skim the passage again to
find the answers, if necessary.
• Have students form pairs to check their answers.
B
Understanding Details
Students are asked to answer questions about the
supporting details used in the passage. Students can
simply make notes about their ideas; however, the activity
also gives them the option of writing complete sentences
that paraphrase the information in the passage.
• Have students work individually to complete the
activity.
• Check answers as a class.
• Elicit where students found the relevant information in
the reading passage.
C Identifying Supporting Examples
Students complete a chart with notes about three topics
in the study described in the reading passage. Note that
some parts of the chart will be left blank.
• Have students work individually to add notes to the
chart. Remind students that complete sentences are
not required for this activity.
LIVING LONGER 73
• Have them form pairs to compare their answers.
• Check as a class. Elicit where in the reading each piece
of information was found.
D Critical Thinking: Guessing Meaning from
Context
The exercise contains words that appear in the reading
passage. Students first find the words in the reading
passage. Then, they use context to guess their meaning.
Lastly, they match each word with its definition.
• Have students work in pairs to locate the words in the
passage and deduce their meanings.
• Ask them to match the words to their definitions.
• Check answers as a class.
E include the fact that in Calabria, genetics benefits
Critical Thinking: Interpreting Visual Data
The Critical Thinking box gives advice on how to
interpret data presented visually in an article. Drawing
connections and links between sets of data can help
students understand the implications of the information
given. For this exercise, students are asked to interpret
the data in the infographic at the end of the reading
passage. Exercise E leads students through the basic
steps involved in interpreting the infographic. Exercise
F requires students to draw conclusions based on their
understanding of the data.
• Have students work individually to complete the
activity.
• Check answers as a class.
F digestion of certain green foods. (Paragraph N)
Critical Thinking: Interpreting Visual Data
Students identify the implications that can be drawn
from the data in the infographic.
• Have students work individually to complete the
activity.
• Check answers as a class. Ask students to use the data
to support and explain their answers.
G Critical Thinking: Personalizing
The section ends with a broad discussion in which
students draw on the information they have learned so
far in the unit to express their own thoughts about living
to 100 years of age.
• Have students work individually to write their ideas.
• Have students then discuss their ideas in pairs or small
groups. Tell students to support their opinions with
data from the infographic.
• If time permits, discuss their opinions as a class.
74 UNIT 8
ANSWER KEY
UNDERSTANDING THE READING
A 1. Calabria has an unusually high percentage
of nonagenarians and centenarians and
comprehensive demographic records dating
back to 1866. Calabria’s mountainous geography
creates isolated villages where many people still
live a traditional lifestyle. (Paragraphs A, I–J)
2. Scientists have learned that both genetics and
environment are important, but neither factor
entirely and sufficiently explains why some
people live so long. They look at other factors
such as chance. Specific things they’ve learned
males more than females, that people in their 90s
and beyond have genes that enhance digestion
and metabolism, and that restricting food intake
does not necessarily confer longevity. (Paragraphs
M–S)
B Answers will vary. Possible answers:
1. A centenarian’s siblings may have similar genes,
but their spouses wouldn’t, although they share
the same lifestyle. (Paragraph L)
2. They used official government records of births,
marriages, and deaths going back to 1866.
(Paragraphs I and L)
3. Some people have a gene that promotes the
Another gene makes metabolism more efficient.
(Paragraph O)
4. Recent research shows contradictory results with
caloric restrictions. Experiments on mice showed
mixed results. Experiments on monkeys showed
that caloric restriction did not lead to a longer life
span. (Paragraph R)
C Answers will vary. Possible answers:
Salvatore Caruso
Genetics: allele gene and protein affecting
metabolism
External Factors: lifestyle choices, for example,
doesn’t drink or smoke; hardly eats red meat, eats
mostly figs and beans
Chance: broken leg led to dismissal from army
Men, in general
Genetics: longevity is influenced by genetics
more in men than in women
External Factors: -
Chance: -
Women, in general
Genetics: longevity is not as influenced by
genetics
External Factors: diet and medical care
Chance: -
D 1. b; Caruso told the researchers he was in good
health, and his memory seemed prodigiously
intact. (Paragraph C)
2. c; … the centenarian said with an impish smile,
“No Bacco, no tabacco, no Venere—No drinking,
no smoking, no women.” (Paragraph C)
3. d; Although eating sparingly may have been
less a choice than an involuntary circumstance
of poverty in places like early 20th-century
Calabria, … (Paragraph G)
4. f; The office windows here offer stunning views
of snow-covered mountains to the north, but
to a population geneticist the truly breathtaking
sights are hidden inside the tall file cabinets
ringing the room, … (Paragraph I)
5. a; Despite its well-earned reputation for chaos
and disorganization, the Italian government
… ordered local officials to record the birth,
marriage, and death of every citizen in each
comune, or township. (Paragraph I)
6. e; Cross-checking the ledger entries against
meticulously detailed registry cards …
(Paragraph L)
7. h; … has reconstructed extensive family trees of
202 nonagenarians and centenarians in Calabria.
(Paragraph L)
8. g; But by teasing out details from family trees, the
Calabrian researchers discovered an intriguing
paradox … (Paragraph M)
E 1. Most: United States; Least: Mexico
2. United States, Mexico
3. Highest: Czech Republic and Japan
Lowest: Sweden, Switzerland, Mexico, U.S.
4. Longest: Japan
Shortest: Hungary
F 1. a
2. b
3. a
G Answers will vary. Possible answers:
Sure, I’d like to live as long as I like. By the time
I get to be 100, I hope medical technology will
make it not so unusual to be that old.
LIVING LONGER 75
 Video
5
MIN
VIEWING: LONGEVIT Y VILLAGE
4
(pages 178–179)
Overview of the Video
The video describes a rural area in China known for the
longevity of its population. Similar to the Calabria region
in Italy featured in the reading passage, Bama County is
a location where residents enjoy a longer-than-average
life span. As a result, the area is starting to attract tourists
seeking anti-aging remedies. This influx of tourism has
been good for the area’s economy but has also had a
negative impact on the local environment. One village
has decided to embrace the new trend by building an
eco-resort, but local residents are unsure about whether
this is a positive development.
Online search terms: Bama village, Bama County, Bama
eco-resort
BEFORE VIEWING
A
Learning About the Topic
Students are asked to interpret the data presented
in the graph. The data show the rising number of
centenarians in China as a whole.
• Have students work individually to look over the
graph and write their answers before discussing them.
Encourage them to use what they learned in the
Reading Skill box about making connections with data
to understand implications more clearly.
• Have students share their ideas in pairs. Then, if time
permits, discuss their ideas as a class.
B
Vocabulary in Context
This exercise introduces students to some of the key
vocabulary used in the video. Students use context to
determine the meanings of the words.
• Have students work on the exercise individually.
• Have them form pairs to check their answers.
• Discuss answers as a class. Elicit example sentences for
each of the words.
76 UNIT 8
ANSWER KEY
BEFORE VIEWING
A 1. Around 2070
2. Answers will vary. Possible answer:
The country’s population is rising, and perhaps
healthcare is also getting better.
3. Answers will vary. Possible answer:
It could cause problems because very elderly
people cannot work, so the country will have to
help pay for their medical care and living costs.
B 1. hereditary
2. paradox
3. influx
WHILE VIEWING
A Understanding Main Ideas
Students are asked to identify some of the main ideas
discussed in the video.
• Have students read the items silently before you play
the video.
• Have them complete the task while the video is
playing.
• Check answers as a class.
B stages of brainstorming, planning, writing a thesis
Understanding Details
Students are asked to write down details discussed in the
video.
• Read the question aloud. Have students write any
answers they recall from the first viewing before
playing the video a second time.
• Play the video again. Have them complete the task
while it is playing.
• Check answers as a class. Which point do students
think is contributing most to the longevity of the
people of Bama County?
ANSWER KEY
WHILE VIEWING
A a, b
B genetics, the unpolluted environment, the
carefree lifestyle, diet
AFTER VIEWING
A Reacting to the Video
Students are asked to share opinions about the new eco-
resort village discussed in the video.
• Have students first work individually to write down
their opinions and supporting examples or reasons.
• Have students discuss their opinions in pairs. Tell
them to support their opinions with examples. If time
permits, have pairs join together and ask them to make
a list of benefits and disadvantages together before
each member of the group shares his or her opinions.
B Critical Thinking: Synthesizing
Students draw on information from both the reading
passage and the video to formulate their answers.
• Read the question aloud. Have students discuss their
ideas in pairs. Encourage them to go back to the
reading passage to recall information, if necessary.
• Discuss answers as a class. Ask each pair to offer one
similarity. Then also elicit some differences in the two
groups of centenarians. Write them in a Venn diagram
on the board.
ANSWER KEY
AFTER VIEWING
Answers will vary. Possible answers:
A I don’t know. It looks like such a special place. I
think they should leave it alone. I know economic
development is an advantage for most places,
but if it causes pollution, what makes Bama
special will disappear.
B Both regions prefer vegetables to meat. Both live
in villages in the countryside, away from pollution
and the stress of city life.
Ideas for … EXPANSION
Ask students to research the life expectancy in a
country of their choice and find out how it compares
to life expectancy in other countries around the
world. Then have them do extra research to prepare a
brief presentation about the country, describing the
average life expectancy and explaining the key factors
behind the figure.
Writing
OVERVIEW
In this section, students plan and write an argumentative
research paper. The lesson starts by giving advice on how
to choose a suitable topic. Students then learn useful
vocabulary for explaining the significance of evidence
presented in a paper. In the Writing Task, students apply
these lessons by writing and revising an argumentative
essay about the extent they agree or disagree that
an aging population will cause problems for society.
Students begin by organizing arguments into a T-chart,
then they research the topic further and complete
an outline. Students then draft their essays, improve
their drafts, and correct common mistakes related to
explaining the significance of evidence.
MIN
0
EXPLORING WRIT TEN ENGLISH
S
(pages 180–182)
Writing Skill: Planning an Argumentative
Research Paper
The Writing Skill box highlights some of the differences
between a research paper and an essay. Research papers
express an opinion and require supporting evidence,
such as data and statistics, as well as quotes from experts
and/or studies. Students still go through the typical
statement, and gathering support; but they also research
the subject in more depth and find sources to support
their argument.
A Critical Thinking: Evaluating
Students are asked to analyze a list of topics and identify
the three options that would work for an argumentative
essay. The key point here is that a suitable topic expresses
an opinion, not simply a fact.
• Have students work on the exercise individually. Tell
students to use the information in the Writing Skill box
to assist them.
• Have them form pairs to check their answers.
• Check answers as a class.
B Critical Thinking: Evaluating
Students are next asked to analyze a list of evidence to
support one of the thesis statements from exercise A.
• Have students work on the exercise individually. Tell
students to use the information in the Writing Skill box
to assist them.
• Check answers as a class.
LIVING LONGER 77
 I
0M N
C Language for Writing: Explaining the

S
Critical Thinking: Evaluating WRITING TASK (page 183) B Answers will vary. Possible answer:
Significance of Evidence
Students are asked to brainstorm some questions for Introduction: Improvement of medical
Explain to students that it is often not enough to simply A
additional information.
cite evidence when writing an argumentative essay;
Brainstorming treatment and awareness about better health is
• Have students work on the exercise individually. Tell Read the Goal box aloud so students will be familiar helping humans live longer, even to 100; it looks
they must also explain its significance. The Language
students to use the information in the Writing Skill box with the writing task before brainstorming. The aim is like the trend will continue.
for Writing box introduces useful language for doing
to assist them. to write an argumentative research paper on whether Thesis Statement: Governments should
just this. Go over each expression in the box, and read
• Have them form pairs to check their answers. governments should invest in helping people live to over continue to invest in research to help us live to
through the example paragraph as a class. Highlight
• Check answers as a class. 100 years of age. Students brainstorm for the unit’s essay over 100. Investments in healthcare benefit us
the fact that, in this context, the word undermine is an
D antonym of support. If a piece of evidence undermines an by first completing the T-chart with their own ideas. They all, and a healthier elderly population can make a
Noticing
argument, it does not support it; it makes it weaker. then research the topic further and add to their notes. huge contribution to the country’s workforce and
The purpose of the activity is to draw students’ attention • Allow students time to work individually and write their society as a whole.
to language features that will be described in detail in E Applying ideas. Body Paragraph 1
the subsequent Language for Writing box. Students are • Have them discuss their ideas in pairs.
Students are asked to write sentences that explain the Topic Sentence: Investments in longevity are
asked to complete sentences from the unit’s reading
significance of research using the language structures B essentially investments in healthcare and benefit
passage that describe the implications of the research it
introduced in the Language for Writing box.
Planning
presents. First, students should complete the sentences. us all.
• Have students work individually to complete the Have students use their ideas from the previous exercise
Second, they should go back to the reading passage to to make notes and complete the outline. Details: data showing how investments in
activity. Allow time for them to carefully read over the healthcare correlate with increased life expectancy;
check their answers. • Allow students time to complete their outlines
evidence provided before they write their sentences. it doesn’t make any sense to stop investing in
• Have students work individually to complete the individually. Provide assistance as needed. Remind
• Have them form pairs to compare their answers. healthcare; use example of cancer—it makes no
exercise. students that any evidence cited should directly
• Check answers as a class. Elicit example sentences. sense to stop trying to find a cure because of its
• Have students check their answers in the reading support the thesis statement.
passage. Encourage them to scan the passage to find impact on a more elderly society
ANSWER KEY C
the relevant sentences. First Draft Body Paragraph 2
• Check answers as a class. LANGUAGE FOR WRITING Have students write first drafts of their papers based on Topic Sentence: A healthier elderly population
E Answers will vary. Possible answers: their outlines. can continue to contribute to society.
ANSWER KEY
• Allow students time to complete the task individually. Details: cite rising retirement ages around
1. This demonstrates that secondhand smoke is
EXPLORING WRITTEN ENGLISH Provide assistance as needed. Refrain from error the world; as more money is invested in the
having devastating effects on the well-being of
WRITING SKILL correction at this point. healthcare of the elderly, more people will be
children.
A 2, 3, 5 2. This indicates that secondhand smoke is a serious able to continue working into their 70s.
B 3, 4, 7 threat. ANSWER KEY Body Paragraph 3
C Answers will vary. Possible answers: 3. The implication of this is that they will likely also WRITING TASK Topic Sentence: Elderly people contribute a huge
Research on the effects of secondhand smoke; become parents who smoke in front of their amount to society.
A Answers will vary. Possible answers:
Number of countries where smoking in public is children, keeping the vicious cycle going. Details: The idea that elderly people are simply a
Arguments that support this point of view:
banned; Survey on smoking habits of adults with burden on society doesn’t make sense. Give data
children Mainly economic reasons: Elderly people require about voting figures etc. to show contribution to
financial support for living costs, which will society.
D Answers will vary. Possible answers: mean an increase in taxes for others. They also
1. suggested Concluding paragraph: healthcare investment
cannot contribute to a country’s workforce. A
benefits us all; healthier elderly people will be
2. undermined larger elderly population would require a large
able to continue to work longer; the elderly
3. hint workforce of caregivers, and this would reduce
contribute hugely to society.
the workforce available for other sectors.
4. implication
Arguments against this point of view:
5. indicates
The elderly contribute a huge amount to society.
A healthier elderly population will be more
physically active and able to contribute to the
workforce. Investments in healthcare help us all.

78 UNIT 8 LIVING LONGER 79


REVISING PRAC TICE (page 184)
The Revising Practice box provides a model essay that
has some sections missing and a small number of errors.
Students complete an exercise to revise the model essay
that will also demonstrate how they can improve their
own drafts.
• Allow students time to analyze the essay and complete
the exercise.
• Check answers as a class. Ask students to identify each
change and explain how it makes the revised draft
stronger.
D Revised Draft
Students should apply the revision techniques used
in the Revising Practice box to their own drafts, where
applicable.
• Explain to students that they will be using the
questions as a guide for checking and improving their
drafts of essays.
• Go over the questions carefully to make sure students
understand them.
• Allow students time to revise their essays.
ANSWER KEY
REVISING PRACTICE
b, c, a, f, d, e
E Final Draft
Have students return to their own revised drafts and
check for any other errors.
• Allow students time to edit their final drafts.
• Walk around, and monitor students as they work.
Provide assistance as needed.
• Collect their work once they have completed it.
• For the next class, show anonymous examples of good
essays and common errors.
80 UNIT 8
MIN
0
UNIT REVIEW
S
1
For all questions in the unit review, allow students to
work in pairs or groups. For question 4, refer students to
the Vocabulary Index at the back of the Student Book,
TRUTH AND DECEPTION
and have them write definitions or example sentences
for each vocabulary item.
• Allow students time to look back over the unit and ACADEMIC TR ACK
write their answers for questions 1 to 3 before they start Psychology
their discussion.
• For question 4, elicit example sentences or definitions ACADEMIC SKILLS
for each vocabulary item from the class. READING Understanding a research summary
WRITING Writing a research summary
ANSWER KEY
GRAMMAR Introducing results and describing
UNIT REVIEW data
Answers will vary. Possible answers: CRITICAL THINKING Evaluating research
1. genetics, lifestyle, diet, environment
2. genetics, stress, lifestyle etc.
UNIT OVERVIEW
3. The research shows that … ; This supports/
undermines the idea that … ; The implication of this The theme of this unit is lying—specifically, why we lie
is … and why we believe others’ lies. Students learn about
a range of research that is being carried out to answer
4. Answers will vary.
these questions and consider the conclusions that have
been drawn thus far.
• READING: Studies indicate that lying and also gullibility
are fundamental parts of human nature. One researcher
also suggests that showing the ability to lie is a key part
of a child’s cognitive development.
• VIDEO: Two young girls participate in an experiment
designed to test the ability to lie in children of
different ages.
• WRITING: Students draw on what they have read and
watched to write a summary of a famous research
study. The unit prepares them for the writing task by
introducing vocabulary to talk about research. The unit
also explains how to introduce research and describe
data, in addition to explaining the steps of summarizing
research. Finally, the unit takes students through the
steps of brainstorming and planning, and shows them
how to revise and edit their essays.
MIN
0
S
1
THINK AND DISCUSS (page 187)
The photo shows an insect, the Malaysian orchid mantis,
which has evolved over millions of years to resemble
the flowers on which it lives. When hunting, the orchid
mantis positions itself near the flowers of a plant. Once
in position, it sways slowly from side to side until a fly—
believing the mantis is a flower—lands on or around it.
The mantis seizes the fly and eats it.
9
• Have students study the picture, title, and caption.
• Discuss the photo as a class. Elicit or explain the word
camouflage. Ask students how the insect’s appearance
is likely to help its survival. (The mantis can catch prey that
believe it is a flower, and it can hide from its own predators.)
• Discuss the two questions as a class. For question 2,
ask students to support their answers with examples of
personal experiences.
ANSWER KEY
THINK AND DISCUSS
Answers will vary. Possible answers:
1. I guess it’s okay to lie to protect someone. Also, small
lies that just make life easier probably aren’t so bad.
For example, if a coworker asks me how my morning
is going, it’s easy to say “fine,” even if I’m having a
hard day.
2. I don’t like lying, but I guess I do it sometimes. Lying
makes me feel guilty. I don’t feel good if I’ve found
out that someone has lied to me. I usually can’t trust
that person as easily after that.
0
MIN
S
EXPLORE THE THEME (pages 188–189)
The opening spread describes three examples of famous
lies from history and also provides an infographic with
statistics showing the main reasons people lie. Students
are asked to synthesize the information about the
famous lies with the information in the infographic.
• Allow time for students to study the spread and answer
the questions individually.
• Check answers as a class. For question 1, ask students
to give examples of lies for each of these situations.
ANSWER KEY
EXPLORE THE THEME
A 1. The most common lies are ones that cover up a
personal transgression.
2. Richard Nixon: personal transgression / personal
advantage (to protect oneself ); P. T. Barnum:
economic advantage (to promote one’s business);
The Chicago White Sox: economic advantage (to
gain financial benefits)
B cover up, mislead, innocence
81

Reading
I
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PREPARING TO READ
4
(pages 190–191)
A Building Vocabulary
The sentences in the box relate to the unit topic of lying
and deception. They contain six key vocabulary items
that appear in the reading passage. Students should use
contextual clues to deduce the meanings of the words
and match the correct form of the word to its definition.
• Have students work individually to complete the
exercise.
• Check answers as a class. Elicit example sentences for
each vocabulary item. Draw students’ attention to the
fact that deceptive is the adjective form of the noun
used in the unit title: deception.
B Building Vocabulary
Students use a dictionary to look up the meanings of the
vocabulary words and then complete the definitions.
• Have students work individually to complete the
exercise.
• Check answers as a class. Elicit example sentences for
each vocabulary item.
See Vocabulary Extension 9 on page 239 of the Student Book
for additional practice with forming nouns with -ance and
-ence and using different word forms of the noun deceit.
C Using Vocabulary
Students should practice using the new vocabulary items
while answering the three questions.
• First, have students work alone to read and think about
their answers to the questions.
• Have students form pairs to discuss their ideas.
Encourage them to use the target vocabulary during their
discussions. If necessary, provide some prompts to help
them. Have them share and discuss their answers in pairs.
• Check answers as a class. Elicit example answers from
students.
D Identifying Supporting Ideas
Brainstorming
The activity serves as a warm-up for the reading passage.
Students work individually to brainstorm before
discussing their ideas in small groups. Encourage students
to think of more specific types of lies than those discussed
in Explore the Theme. For example, people often lie about
their age, their salary, and their feelings.
• Allow students time to write their ideas individually.
Encourage them to use personal experience to come
up with specific examples of lies.
82 UNIT 9
• Have students discuss their ideas in groups. Tell the
groups that each member should share one example
until everyone has contributed.
• If time permits, initiate a class discussion, and elicit
examples from each group. Ask students to connect
their examples to the reasons given in the infographic
in Explore the Theme.
E Skimming
Students are asked to skim the reading passage to see
which of the lies they discussed in exercise D are mentioned.
• Give students a strict time limit to make sure they skim
the passage and don’t read it in detail just yet. Have
them work individually to answer the question.
• Revisit this question after students have read the entire
passage.
ANSWER KEY
PREPARING TO READ
A 1. deceptive
2. prominent
3. impostor
4. emergence
5. capacity
6. automatically
B 1. deceitful
2. thrive
3. prone to
4. gullible
5. systematically
6. fundamental
C Answers will vary. Possible answers:
1. Maybe. For example, lawyers often have to
manipulate the truth and carefully choose their
words when arguing for their clients. Some
people might see this as lying.
2. I always watch someone’s body language when
I think he or she is lying. For example, someone
who is being deceitful might fidget or not look
me directly in the eye when speaking.
3. I think children are very gullible, but this is part of
their charm. Of course, we become less gullible as
we learn more and our brains develop. But I think
after that, it depends on our personalities.
D Answers will vary. Possible answers:
feelings, work, money/finances, accomplishments
E Answers will vary. Possible answers:
excuses, our image, affairs, our achievements
2.4 Have students read the passage individually, or
play the audio and have students read along.
OVERVIEW OF THE READING
The passage introduces research that has been done on
lies and deception among humans and discusses the
conclusions various scientists have reached. Most agree
that humans are deceitful by nature and that the ability
to lie evolved not long after the emergence of language.
One study by psychologist Bella De Paulo showed that,
on average, people tell two small lies every day. Another
psychologist, Kang Lee, has studied the development of
lying in children and concluded that learning to tell lies
is a key part of a child’s cognitive development. But as
much as we’re wired to lie, we’re also wired to believe
lies. Most people are naturally gullible, as exemplified by
the amazing story of Frank Abagnale, Jr., who got away
with a series of incredible lies that were made famous
in the movie Catch Me If You Can. Researchers have also
learned that in the current age of social media, many
people are prone to believe lies, even when they are
clearly contradicted by evidence. This is especially likely
to happen if the lie fits in with the individual’s pre-
existing view of the world.
The passage is an adapted version of the article with the
same title, “Why We Lie,” by Yudhijit Bhattacharjee, which
appeared in National Geographic Magazine in July 2017.
Online search terms: Bella De Paulo, Kang Lee, Robert
Feldman, George Lakoff, Why We Lie, Yudhijit Bhattacharjee
I
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UNDERSTANDING THE READING
S
(pages 196–197)
A quote in paragraph O.
Understanding Main Ideas
Students are asked to identify the four topics discussed in
the article.
• Have students work individually to complete the
activity. Allow them to skim the passage again to find
the answers, if necessary.
• Have students form pairs to check their answers.
B of a few examples.
Students are asked to complete summaries about the
information in the article by adding supporting details.
Allow students to paraphrase ideas where necessary.
Therefore, answers for this activity are likely to vary.
• Have students work individually to complete the activity.
• Check answers as a class.
• Elicit where students found the relevant information in
the reading passage.
C
Identifying Meaning from Context
The exercise contains words and phrases that appear in
the reading passage. Students first find the words and
phrases and underline them. Then, they use context to
guess their meaning. Lastly, they match each one with its
definition.
• Have students work in pairs to locate the words and
phrases in the passage and deduce their meanings.
• Ask them to then match each word or phrase to its
definition.
• Check answers as a class. Elicit an example sentence for
each vocabulary item.
D Critical Thinking: Evaluating Research
The Critical Thinking box introduces some tips for asking
questions to recognize any limitations in a piece of
research. Critical readers will think about possible issues
with a study, such as how many participants were found
and whether they were representative of the correct
population, and will ask themselves whether the results
look reliable and were correctly interpreted. For this
exercise, students are asked to go back to sections of the
reading to evaluate the research being discussed.
• Have students work individually to answer the
questions. Allow enough time for them to go back to
the reading to find examples.
• Discuss as a class. What issues did students come up
with, if any?
E Critical Thinking: Interpreting
Students are asked to discuss the meaning of the final
• Have students form pairs to discuss their ideas.
• Discuss as a class.
F
Critical Thinking: Relating
Students are asked to think of a news story that they
heard or read that turned out to be false. If students are
frequent users of social media, they are likely to know
• Have students work individually to write their answers.
• Have students discuss their answers in pairs. Ask them
to give a short presentation to their partners about the
news story using the notes they made.
• Discuss answers as a class. Ask volunteers to share the
new stories they talked about and their ideas about the
problems these stories may have caused.
TRUTH AND DECEPTION 83

ANSWER KEY
UNDERSTANDING THE READING
A a, b, c, f
B 1. lie (Paragraph C)
2. one week (Paragraph C)
3. one or two (Paragraph C)
4. harmless (Paragraph C)
5. serious/big (Paragraph C)
6. language (Paragraph D)
7. (physical) force (Paragraph D)
8. believe/trust (Paragraph M)
9. expect (Paragraph N)
10. pleasing/comforting (Paragraph N)
11. false/untrue/contradicted by evidence (Paragraph O)
12. world view/beliefs/prejudices (Paragraph O)
C 1. unjust; Many are criminals who spin lies and
weave deceptive tales to gain unjust rewards.
(Paragraph A)
2. reassuring; However, Kang Lee, a psychologist at
the University of Toronto, sees the emergence of
the behavior in toddlers as a reassuring sign that
their cognitive growth is on track. (Paragraph F)
3. manipulate; The ability to manipulate others
without using physical force may have helped us
compete for resources— … (Paragraph D)
4. twist; Technology has opened up a new frontier
for deceit, adding a 21st-century twist to the
age-old conflict between our lying and trusting
selves. (Paragraph P)
5. get duped; “We get so much from believing, and
there’s relatively little harm when we occasionally
get duped,” says Tim Levine, a psychologist at the
University of Alabama. (Paragraph L)
6. on track; However, Kang Lee, a psychologist at
the University of Toronto, sees the emergence of
the behavior in toddlers as a reassuring sign that
their cognitive growth is on track. (Note this is the
same sentence that contains the word reassuring
for item 2.) (Paragraph F)
84 UNIT 9
D
Answers will vary. Possible answers:
1. Well, since the study is based on the premise
that people lie, there’s a good chance that these
people are also lying about how much they lie—
perhaps to make themselves look better.
2. I think they were most likely to record harmless
lies, not serious ones.
3. There are experts who can detect a lie by
watching a person’s body language. Maybe they
could participate in an experiment, for example, a
pretend job interview. They can detect how many
lies a person tells during the course of a one-hour
interview.
E Lakoff is referring to information people learn
that goes against their pre-existing beliefs or
prejudices.
F 1. I saw a story announcing that a famous actor had
been killed.
2. I was suspicious because a friend shared the story
on Facebook, but this was not reported on other
news websites.
3. Stories like these can be upsetting for the people
involved. It also makes it difficult to distinguish
between what is real and what is fake.
MIN
5
DEVELOPING READING ANSWER KEY
4
S
SKILLS (page 198)
DEVELOPING READING SKILLS
Reading Skill: Understanding a Research A 1. method
Summary 2. purpose
The Reading Skill box explains the structure commonly
3. conclusion
used when a research study is summarized. A writer
should explain the research—including its purpose, 4. results
method, and results—and then offer a conclusion about B Purpose: To study lying in children (Paragraph G)
the significance of those results. Go over the meaning of Method: They ask kids to guess the identity of
each of these points as explained in the box. Note that hidden toys, based only on an audio clue. For the
students will be using these steps themselves for the first few toys, the clue is obvious—a bark for a
writing task in the Writing section. dog, a meow for a cat—and the children answer
easily. Then they play a sound that has nothing to
A Understanding a Research Summary
do with the toy. “So you play Beethoven, but the
Students are asked to identify what part of a research toy’s a car,” Lee explains. The experimenter leaves
study is being described by each section. If time permits, the room pretending to take a phone call—a lie
allow students to search for more information on “The for the sake of science—and asks the child not to
Matrix Experiments” online. Discuss the extra information peek at the toy. Returning, the experimenter asks
they find. the child for the answer, then follows up with the
• Have them work individually to complete the exercise. question: “Did you peek?” (Paragraph G)
• Check answers as a class. Result: The percentage of children who peek and
B then lie about it depends on their age. (Paragraph H)
Understanding a Research Summary
C Answers will vary. Possible answer:
Students are asked to go back to the reading passage to
identify and label each part of Kang Lee’s research study. The results suggest that as children get older,
Note that students should just identify the purpose, they develop cognitively and in turn become
better liars.
method, and results. Students will write their own
concluding sentence in exercise C.
• Have students work individually.
• Have them form pairs to check their answers. Then
discuss answers as a class.
C Understanding a Research Summary
Students use their answers from exercise B to write a
concluding statement to describe the significance of the
results of Lee’s study.
• Have students work individually.
• Have them form pairs to check their answers. Then
discuss answers as a class. Elicit example sentences.
TRUTH AND DECEPTION 85
 Video
MIN
5
VIEWING: LEARNING TO LIE
4
(pages 199–200)
Overview of the Video
The video shows two participants in the deception
experiment conducted by Kang Lee’s team, which was
described in the reading passage. The purpose of the
research is to find out whether there is any relationship
between a child’s age and the types of lies he or she tells.
The video shows two different experiments. The first
experiment is designed to test a child’s ability to tell a
white lie. The child is given an uninteresting prize and must
decide how to respond when asked whether he or she likes
it. The second experiment is designed to test a child’s ability
to lie to cover up a transgression. After the child cheats on
a quiz, the child is given the chance to be honest about
the transgression or to try to cover it up. Kang Lee explains
in the video that a child’s ability to lie is actually a sign that
cognitive development is progressing normally.
Online search terms: Kang Lee, deception study
BEFORE VIEWING
A Discussion
Students are asked to discuss and brainstorm some
situations in which children are likely to tell lies.
Encourage students to think of their own childhood
experiences.
• Have students work in pairs to brainstorm a list of ideas.
Tell students to use what they have learned in the unit
so far, including the infographics in the opening spread
and the reading passage.
• Discuss as a class.
B Learning About the Topic
The paragraph prepares students for the video by
familiarizing them further with the research carried out
by Kang Lee. The information also describes “theory of
mind”—the ability a person has to recognize that other
people’s knowledge of a situation may differ from his or
her own.
• Have students read the paragraph and discuss it in
pairs. Question 2 asks students to refer back to the
reading passage.
• Discuss the text as a class. Ask students if their answers
to the discussion question in exercise A have changed
at all after reading the paragraph.
86 UNIT 9
C Vocabulary in Context
This exercise introduces students to some of the key
vocabulary items used in the video. Students use context
to determine the meanings of the words.
• Have students work on the exercise individually.
• Have them form pairs to check their answers.
• Discuss answers as a class. Elicit example sentences for
each of the words.
ANSWER KEY
BEFORE VIEWING
A Answers will vary. Possible answers:
I think children mainly tell lies to protect
themselves so they won’t get in trouble. They
might also tell lies to get something.
B 1. They have to be able to recognize circumstances
in which a lie will be believed. Also they need
to be able to control their facial expressions and
body language.
2. Answers will vary. Possible answers: Lee feels that
it’s a sign of the child’s cognitive development.
C 1. condone
2. transgression
3. milestone
WHILE VIEWING
A Understanding Purpose
Students are asked to complete two questions about the
purpose of each of the experiments shown in the video.
• Have them complete the task while the video is playing.
• Check answers as a class.
B Understanding a Sequence
Students complete notes about the different stages
involved in each experiment. Note that the exact wording
students use to describe each step is likely to vary. Tell
students that there are five or six steps for each experiment.
• Have students look at the chart and think about
possible answers before they watch the video again.
• Play the video again. Have them complete the notes
while it is playing.
• Check answers as a class.
ANSWER KEY
WHILE VIEWING
ANSWER KEY
AFTER VIEWING
A 1. tell white lies A Answers will vary. Possible answer:
2. cover up a transgression I think maybe it depends on the lie, but for the
B Answers will vary. Possible answers: most part, parents should recognize that lying is a
natural part of cognitive development. However,
Experiment One—Method:
parents also must teach their children about ethics
- Researcher asks child series of questions. and moral behavior, so perhaps a child telling a lie
- Researcher gives child a prize. could be an opportunity to discuss that.
- Researcher pretends to be busy while child B Answers will vary. Possible answer:
opens the prize. White lies protect the feelings of other people. If
- Researcher comes back to table and asks, “Do we stopped lying to protect others’ feelings, we’d
you like your prize?” probably end up offending each other.
- Child either lies or tells the truth.
Experiment Two—Method: Ideas for … EXPANSION
- Researcher plays card game with child. Have a class debate about whether parents should
- Researcher tells child that if next answer is right, discipline a child who lies. Divide the class into two
she will get a prize. groups, for and against, or let them choose a side
- Researcher pretends to get a phone call and based on their personal position. Give groups time to
leaves room. Tells child not to look at the cards. brainstorm their arguments. Tell them to use data and
- Child either looks or doesn’t look at the cards statistics from the unit to support their arguments.
while waiting. Then have a class debate, with members on each side
presenting their arguments and support.
- Researcher comes back and asks if child looked
at the cards.
- Child either lies or tells the truth.
AFTER VIEWING
A Reacting to the Video
Students are asked to apply the content of the video
to a real-life situation. Note that students are asked to
consider the significance of the results and how they can
be applied in real life.
• Read the question aloud. Have students discuss their
ideas in pairs.
• Discuss ideas as a class. Ask volunteers to share their
ideas. Tell them to use information from the video or
reading passage to support their ideas.
B Critical Thinking: Interpreting
Students are asked to explain the meaning of a quote
from the video.
• Read the quote aloud. Have students discuss their ideas
in pairs.
• Discuss ideas as a class. Ask volunteers to share their ideas.
TRUTH AND DECEPTION 87

Writing
OVERVIEW
In this section, students plan and write a summary of a
famous research study. The lesson starts by introducing
useful language for explaining results and describing data
before going over the steps involved in summarizing a
research study. In the Writing Task, students apply these
lessons by writing and revising a research summary of
a famous study. Students begin by researching some of
the experiments listed, choosing one to summarize, and
completing an outline. Students then draft their essays,
improve their drafts, and correct common mistakes
related to introducing results and describing data.
0
MIN
EXPLORING WRIT TEN
3
ENGLISH (pages 201–202)
A Noticing
The aim of exercise A is to get students to notice the
different language that can be used to present statistics.
Students are given four sentences and are asked to consider
other ways the same quantities could be expressed.
• Have students work in pairs. Ask them to come up with
at least one alternative way to explain each statistic.
• Check answers as a class.
Language for Writing: Introducing Results
and Describing Data
The Language for Writing box introduces different ways
of describing statistical data. Remind students that using
a variety of sentence structures in their writing will make
their writing more interesting and less repetitive. The box
also includes a list of expressions that can be used when
results are introduced.
B Introducing Results and Describing Data
Students are asked to go back to the infographic in the
reading passage and complete sentences to describe the
data it shows.
• Have students complete the activity individually. Tell
students to use the information in the Language for
Writing box to help them.
• Check answers as a class.
C Introducing Results and Describing Data
Students are asked to write two additional sentences
about the data described in the infographic.
• Have students complete the activity individually. Allow
time for them to go back to the infographic, if necessary.
• Discuss answers as a class.
88 UNIT 9
I
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ANSWER KEY
S
WRITING TASK (page 203) Results: The children in the blue-eyed group
EXPLORING WRITTEN ENGLISH begin to discriminate against their brown-eyed
A Researching classmates based on these new rules. Some
A Answers will vary. Possible answers:
fights and arguments break out. The brown-eyed
1. more than half / the majority of Read the Goal box aloud so students will be familiar with
children lose motivation and don’t perform well
the writing task before researching. The aim is to write a
2. three out of ten / approximately a third in their studies.
summary of a famous study. In exercise A, students are
3. five out of ten / half given a list of six famous studies. Ask students to briefly Conclusion: Discrimination has a very negative
4. eight out of ten / 80 percent research each study and choose the one that most impact on those experiencing it; and the anger,
interests them. Then students should do more research depression, and lack of motivation that result
LANGUAGE FOR WRITING from being treated unfairly make it a struggle for
on that study, taking notes and gathering as much
B 1. approximately a third information and data as they can. those trying to overcome the discrimination.
2. Half • Have students work individually. Allow them time to
3. More than two-fifths research online. Alternatively, consider putting students
in groups of six. Have each student choose one study REVISING PRAC TICE (page 204)
4. Less than a third
to briefly research before sharing his or her findings The Revising Practice box provides a model research
C Answers will vary. Possible answers: with the group. summary essay with some sections missing and a small
One in ten of those aged 60 to 77 told more than number of errors. Students complete an exercise to
B Planning
five lies in a day. revise the model essay, which will also demonstrate how
Approximately one-quarter of those aged 13 to Have students use their ideas from the previous exercise they can improve their own drafts.
17 told no lies in a day. to make notes and complete the outline. • Allow students time to analyze the essay and complete
• Allow students time to complete their outlines the exercise.
Writing Skill: Summarizing Research individually. Provide assistance as needed. • Check answers as a class. Ask students to identify each
change and explain how it makes the revised draft
The Writing Skill box explains the steps that should be C First Draft
stronger.
followed when research is summarized. This skill builds Have students write first drafts of their essays based on
on the reading skill that students learned earlier in the D Revised Draft
their outlines.
unit. The same points of a study are covered: purpose, • Allow students time to complete the task individually. Students should apply the revision techniques used
method, results, conclusion. Each point is reviewed again Provide assistance as needed. Refrain from error in the Revising Practice box to their own drafts, where
in the box. correction at this point. applicable.
D Summarizing Research • Explain to students that they will be using the
questions as a guide for checking and improving their
Students are asked to read notes from a research ANSWER KEY
drafts of essays.
summary and identify which part of the experiment • Go over the questions carefully to make sure students
WRITING TASK
it refers to. Tell students to use the tips in the Writing understand them.
Skill box. B Answers will vary. Possible answers:
• Allow students time to revise their summaries.
• Have students work on the exercise individually. Study: A Class Divided
• Check answers as a class. Purpose of Study: to demonstrate how racism
ANSWER KEY
affects people EDITING PRAC TICE
Method: A class of schoolchildren are separated The Editing Practice box trains students to spot and
WRITING SKILL into two groups based on eye color: blue and correct common errors with words and phrases for
D 1. a brown. The children in the blue-eyed group describing data. As a class, go over the information in the
2. c, g are given extra privileges, such as more time at box carefully to make sure students understand what to
recess and water fountain access, and are also look out for.
3. d, b, f
repeatedly told that they are better and smarter. • Allow students time to complete the exercise
4. e Those in the brown-eyed group have their individually.
regular privileges taken away and are constantly • Check answers as a class by asking students to read
told that they are not as good as the children in their corrected sentences aloud and explain the errors.
the blue-eyed group.
TRUTH AND DECEPTION 89
 10
MIN
0
ANSWER KEY UNIT REVIEW

S
1
IMAGINING THE FUTURE
REVISING PRACTICE
For all questions in the unit review, allow students to
1. c, a, b work in pairs or groups. For question 4, refer students to
2. a. It was found that as teenagers, the participants … the Vocabulary Index at the back of the Student Book,
b. about 33 percent approximately one-third and have them write definitions or example sentences
for each vocabulary item. reality and to offer their vision of this new reality. Would
EDITING PRACTICE • Allow students time to look back over the unit and ACADEMIC TR ACK they want to go if they had the chance?
Answers will vary. Possible answers: note their answers for questions 1 to 3 before they start Interdisciplinary
1. A third of the participants was were able to delay their discussion. ANSWER KEY
gratification. • For question 4, elicit example sentences or definitions ACADEMIC SKILLS
for each vocabulary item from the class. THINK AND DISCUSS
2. The majority of the research were was carried out in READING Identifying literary elements
Answers will vary. Possible answers:
South America. ANSWER KEY WRITING Writing an analytical essay
1. As the world population continues to rise and more
3. Around two-thirds of the participants weren’t able GRAMMAR Using a variety of sentence types
UNIT REVIEW people move to cities, I think instead of building up,
to wait for the two marshmallows. CRITICAL THINKING Reading literature critically
1. Answers will vary. Possible answers: for financial gain, we’re going to have to start digging down. I think we’re
4. Less Fewer than one hundred children took part in going to be living in underground apartment buildings.
for personal advantage, to cover up mistakes, to
the study.
avoid doing something, to be polite, etc. UNIT OVERVIEW 2. Living on another planet would be strange. It would
2. According to the reading passage, people may be weird to see the Earth as just another star in the sky.
E Final Draft With a specific focus on the planet Mars, this unit
believe something that is contradicted by evidence introduces students to both scientific and fictional
Have students apply the skills taught in Editing Practice to if it fits in with their world view. MIN
perspectives on what life in the future might be like. 0
their own revised drafts and check for any other errors.

• Allow students time to edit their drafts.
• Walk around, and monitor students as they work.
Provide assistance as needed.
• Collect their work once they have completed it.
• For the next class, show anonymous examples of good
essays and common errors.
3. Purpose, Method, Results, Conclusion
• READING: A narrative essay by science fiction author
4. Answers will vary. Ray Bradbury and excerpts from two famous science
fiction novels highlight the longstanding human
obsession with the planet Mars.
• VIDEO: Viewers take a trip to Mars and witness its
spectacular geological features.
• WRITING: Students draw on what they have read and
watched to write a literary analysis of a work of fiction. The
unit prepares them for the writing task by introducing
vocabulary to talk about fiction, as well explaining literary
elements. Students then learn the steps for writing an
analysis of literature before reviewing how to write a
variety of sentence types. Finally, the unit takes students
through the steps of brainstorming and planning, and
shows them how to revise and edit their essays.
MIN
0
S
EXPLORE THE THEME (pages 208–209)
The opening spread takes a look at the current efforts
being made to prepare humans not only to visit Mars but
to set up bases to live there.
• Allow time for students to study the spread and answer
the questions individually.
• Check answers as a class. For question 2, write students’
ideas on the board.
ANSWER KEY
EXPLORE THE THEME
A 1. The challenges mentioned are finding
somewhere to live, how to survive working
outside, and how to get around the planet.
2. I think it will be very lonely for the first people
there. Plus, if the initial group of people don’t get
along, they are going to have a lot of problems

S
1
THINK AND DISCUSS (page 207)
The picture shows an architect’s vision of the city of
London in the future. The image was developed as part of
“Megatropolis,” a project in which various architects and
artists shared their vision for the future of London. The
image shows a number of “sky gardens” elevated above
the crowded city streets. The title and questions help
prepare students for the subject matter covered in the unit.
• Have students study the picture, title, and caption.
• Discuss the image as a class. Ask students why they
think the artist has imagined “sky gardens” in this way.
• Discuss the two questions as a class. For question 2, ask
students to imagine that leaving Earth has become a
working together.
B settle, base, touch down
Ideas for … EXPANSION
Have students work in small groups to find any updated
information about humans’ plan to go to Mars. Have
any new developments, inventions, or discoveries
happened? What is the most recent news about Mars
that might affect our plans to settle there? Ask each
group to find some current information by researching
online. Then have each group report to the class.

90 UNIT 9 91
 Reading E Skimming
Students are asked to skim the passage to guess the
2.5 Have students read the passage individually, or
play the audio and have students read along.
ANSWER KEY

DEVELOPING READING SKILLS

main ideas. A 1. d
I
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PREPARING TO READ • Allow students time to skim the title, passage content, OVERVIEW OF THE READING
2.
4

b
(pages 210–211) pictures, and captions. Give students a strict time limit The passage is broken up into three sections. The first is
to encourage them to skim rather than read the article a narrative essay by science fiction writer Ray Bradbury, 3. e
A Building Vocabulary in detail. 4. a
explaining his lifelong obsession with Mars. The two
The paragraph is about the power of science fiction • Have them work individually to answer the questions. sections that follow are excerpts from famous science 5. c
in helping us to imagine the future. It contains six key • Have students check their guesses as they read the fiction novels. The first is from Bradbury’s The Martian B Title: Harry Potter and the Sorcerer’s Stone
vocabulary items that appear in the reading passage. entire passage. Chronicles (1950), and the second is from the novel The
Main Character: a young boy
Students should use contextual clues to deduce the War of the Worlds (1898) by H. G. Wells. Bradbury’s story
ANSWER KEY Setting: England (both the country and a magical
meanings of the words and match the correct form of is about a colony of humans on Mars and how they deal
each word to its definition. with their self-imposed isolation as problems start to arise version of it)
PREPARING TO READ
• Have students work individually to complete the on their home planet, Earth. In contrast, Wells’ novel is Point of View: narrator
A 1. alien
exercise. about Martians attempting to set up a colony on Earth Theme(s): friendship, discovering strength within you
2. protagonist and the war that ensues as humans fight back.
• Check answers as a class. Elicit example sentences for
3. ruthless Plot: A young boy finds out he’s really a wizard
each vocabulary item. Online search terms: Ray Bradbury, The Martian Chronicles, and learns all about the wizarding world when
4. Destiny War of the Worlds, H. G. Wells
B Building Vocabulary he goes off to a magical boarding school. With
5. glimpse the help of some new friends, he finds himself up
Students use a dictionary to look up the meanings of the 6. sequel 5
MIN
DEVELOPING READING SKILLS against one of the greatest and most evil wizards
vocabulary words and then complete the sentences.

S
B 1. flee (page 218) of all time. And he must learn how to protect
• Have students work individually to complete the exercise.
2. stunned himself and his friends.
• Check answers as a class. Elicit example sentences for
each vocabulary item. 3. intellectual Reading Skill: Identifying Literary Elements
4. inferior The Reading Skill box explains some of the key elements
See Vocabulary Extension 10 on page 240 of the Student I
0M N
Book for additional practice with expressions with words for 5. unimaginable
of a piece of literature: plot, characters, setting, point of UNDERSTANDING THE READING

describing literature and phrasal verbs with the preposition
down.
C Answers will vary. Possible answers:
C Using Vocabulary
Students should practice using the new vocabulary items
while answering the two questions.
• First, have students work alone to think about the
questions and write their ideas.
• Put students in pairs to discuss their answers to
the questions. Encourage them to use the target
vocabulary during their discussions. If necessary,
provide some prompts to help them.
• Check answers as a class. Elicit example answers from
students.
D Brainstorming
D Answers will vary. Possible answers:
This activity serves as a warmup to the reading passage.
• Allow students time to work individually and write their
ideas.
• Have students discuss their ideas in pairs first. Then
have a class discussion, eliciting ideas from each pair.
E 1.
6. literally
1. Yes, I do. Our improving technology is helping
us find more and more exoplanets that have the
possibility for life. Perhaps we will encounter an
intelligent life form and be able to communicate
with it.
2. I think we need to be very worried about the
destiny of our planet. I think that human activity
is causing climate change which is rapidly altering
the world we know. In 1,000 years, the planet
may be very different because of warming
temperatures. I don’t know if the human species
will survive climate change, even if the planet does.
1. Space exploration is a great topic to write about.
There are still so many unknowns.
2. Humans might move to another planet out of
necessity, if our own planet becomes uninhabitable.
3. I think if aliens do exist, they must be just as
curious about us as we are about them. So
maybe they want to come to see our planet, our
societies, and our cultures.
b exercise B to write a paragraph describing the famous
2. a
S
view, and theme. (pages 219–221)
A Analyzing A
Understanding Main Ideas
Students are asked to identify the literary elements of Students are asked to answer questions about the main
Bradbury’s The Martian Chronicles. ideas of the first section of the reading passage.
• Have students work individually to complete the • Have students work individually to complete the
exercise. Note that students do not have to go back to activity. Encourage them to skim the passage again to
the reading to find the sentences. find the answers, if necessary.
• Have them form pairs to compare their answers. • Have students form pairs to check their answers.
• Check answers as a class. If time allows, complete the
B
same exercise for The War of the Worlds. Understanding Details
B Students are asked to answer questions about the
Applying
supporting ideas expressed in the first section of the
Students are asked to complete the chart by identifying reading passage.
each element of a famous story or movie they know. • Have students work individually to complete the
• Have students work individually to complete the chart. activity. Encourage students to scan the passage to find
Tell students to choose a story that their classmates are details.
likely to know. • Check answers as a class.
• Have students then work in pairs or small groups. Tell • Elicit where students found the relevant information in
them to read each of the elements to their partners the reading passage.
without revealing the title. Explain that partners should
C
try to guess the title. Understanding Main Ideas
• Ask volunteers to read their information to the class. Students are asked to distinguish between the main
Allow students to guess the titles. ideas of the two literary excerpts in the reading passage.
• If time allows, have students use their notes from Although the two passages have a similar theme, there
are key differences in their descriptions of Mars and the
story that they chose. Martians who live there.

92 U N I T 10 IMAGINING THE FUTURE 93

• Have students work individually to complete the
activity. Encourage them to skim the passage again to
find the answers, if necessary.
• Check answers as a class.
D Critical Thinking: Guessing Meaning from
Context
The exercise contains phrases that appear in the reading
passage. Students first find the phrases in the reading
passage. Then, they use context to guess their meaning.
Lastly, they match each phrase with its definition.
• Have students work in pairs to locate the phrases in the
passage and deduce their meanings.
• Ask them to match each phrase with its definition.
• Check answers as a class.
E Critical Thinking: Reading Literature
Critically
The Critical Thinking box explains the difference between
reading for pleasure and reading critically when it comes
to fiction. A critical reader of fiction considers how the
characters develop, what themes are explored, and the
language that the author uses. Go over the questions in
the box. Consider applying them to a popular story or
movie with which all students will be familiar. For the
exercise, students are asked to think critically about the
two fiction excerpts in the reading passage.
• Allow students time to return to the passage to reread
the excerpts, if necessary.
• Discuss answers as a class.
F 1. John Carter is the character in the books that he
Critical Thinking: Interpreting Figurative
Language
The exercise focuses on the use of figurative language.
Note that in academic writing, when a greater emphasis
is placed on communicating ideas clearly, such language
is rarely used. In literature, however, figurative language is
commonplace. Remind students that figurative language
refers to an expression that has a meaning that differs
from the specific words being used. Because it is not
literal, figurative language requires us to think about its
meaning. Examples of figurative language are metaphors
and similes. If time allows, elicit examples of each.
94 U N I T 10
• Have students work individually to write down their
thoughts and answers.
• Have students discuss their answers in pairs. Did they
come to the same conclusion about the meaning of
each expression? If not, ask them to go back to the
reading and discuss the expressions further.
• Check answers as a class. Ask students to comment
on which expressions were easy to understand, which
were not, and why.
G Critical Thinking: Making Inferences
Students are asked to consider what they read in the
passage and draw conclusions about each of the authors
and their messages.
• Have students write down their answers individually.
• Have them share their answers in pairs or small groups.
• If time permits, discuss answers as a class.
ANSWER KEY
UNDERSTANDING THE READING
A 1. Bradbury liked to read books by Edgar Rice
Burroughs about Martians. Since he couldn’t
afford to buy all the books, he started writing his
own. (Paragraphs B and C)
2. Answers will vary. Possible answer: He means that
we’re going to colonize Mars and live there. Those
humans will be Martians instead of Earthlings.
B Answers will vary. Possible answers:
read as a child. He was a space explorer, a pioneer
who went to Mars. (Paragraph B)
2. He wrote sequels to the books he read when he
was young because he couldn’t afford to buy
more books. (Paragraphs C)
3. He was invited to be at a laboratory when the
first images of Mars came back from the Viking
1 lander. He was able to meet space and rocket
scientists there, and he began to believe even
more in the possibility of humans getting to Mars.
C 1. M
2. W
3. B
4. B
D 1. d; Along the way to growing up, I read Edgar Rice F 1. He was living on a road named after a scientist
Burroughs and loved his Martian books, … who took pictures of Mars. These pictures were
2. a; In the final scene the protagonist, Cabal, and part of the beginning of his fascination with Mars.
his friend Passworthy watch the first moon rocket (Paragraph A)
disappear into the heavens … 2. He means that it makes you forget the emotional
3. b; On my last night in New York, I got a break. pain you have about being so far away from your
home. (Excerpt from The Martian Chronicles)
4. c; At last, I realized it was none other than Werner
von Braun … 3. It refers to the light flickering from the Morse
code machine delivering messages from far-off
5. e; “… At long last, WE ARE MARTIANS!”
Earth. (Excerpt from The Martian Chronicles)
E THE MARTIAN CHRONICLES
4. It refers to the planet Earth, which for the
1. concern, homesickness, longing (Explanation: Martians was their hope for survival. (Excerpt from
They are concerned about their family and friends The War of the Worlds)
on Earth. They decide to go back to help.)
G Answers will vary. Possible answers:
2. They were on Mars, wondering about life on
1. He was fascinated by Mars. The planet was a
Earth, instead of being on Earth wondering about
life on Mars.
major focus of his creative mind, which is why he
chose to write about it.
3. They decide to go back to Earth. We know this
2. Perhaps he was trying to show us that even if
because the luggage store runs out of stock.
we completely escape our circumstances, they
(Explanation: By dawn the luggage was gone from
will still live inside of us, in our emotions, and
his shelves.)
influence our decisions. So we can’t escape our
THE WAR OF THE WORLDS problems.
1. to explain how closely the aliens have studied
3. He believes that the human race has been
humans
destructive and ruthless at times.
2. to show how humans are seen by the Martians as
being inferior
3. to colonize the planet because their own planet
is dying
4. He feels that humans have acted just as
destructively over the course of history on their
own planet.
IMAGINING THE FUTURE 95
 Video
MIN
5
VIEWING: MISSION: MARS
4
(pages 222–223)
Overview of the Video
The video takes viewers on a trip to Mars and introduces
us to some of its most remarkable features. First, we visit
the planet’s gigantic canyon system, the Valles Marineris.
It is 2,500 miles long, and it would have been formed by
a force of water equal to 2,000 Amazon Rivers. Next we
learn that Mars is also home to the solar system’s largest
volcano, Olympus Mons. Scientists think that geological
formations are so big on Mars because its gravity is lower,
which means things can grow upward without having to
support as much weight.
Online search terms: Mars, Valles Marineris, Olympus Mons
BEFORE VIEWING
A Discussion
Students are asked to imagine what Mars looks like
before they watch the video.
• Have students work individually to write their ideas.
• Have students form pairs to share their ideas. Then
discuss ideas as a class.
B Learning About the Topic
The opening paragraph prepares students for the video
by giving them some background information about
Mars.
• Have students read the paragraph and answer the
questions individually. Students have already discussed
the challenges of living on Mars in Explore the Theme.
For this activity, have students focus specifically on
the challenges mentioned in the paragraph: What
challenges does low gravity pose? What challenges do
the huge geological features pose? etc.
• Have students form pairs to check their answers.
C Vocabulary in Context
This exercise explains to students some of the key
vocabulary items used in the video. Students can use a
dictionary to help.
• Have students work on the exercise individually.
• Have them form pairs to check their answers.
• Discuss answers as a class. Elicit example sentences for
each of the words.
96 U N I T 10
ANSWER KEY
BEFORE VIEWING
A Answers will vary. Possible answers:
My image of Mars is of a large red desert. But
actually I have no idea what the surface of Mars
is really like. However, I do know that if I stood on
it, I would look up and see Earth in the sky, which
would be pretty exciting.
B Answers will vary. Possible answers:
1. the cold climate, the gravity difference compared
with Earth, the wind storms
2. The lower gravity might make certain sports
easier. It might also be easier to fly.
C 1. fissure
2. colossal
3. astounding
WHILE VIEWING
A Understanding Main Ideas
Students are asked to identify the purpose of the video.
• Have students read the items silently before you play
the video.
• Have them complete the task while the video is
playing.
• Check answers as a class.
B Understanding Details
Students answer questions related to the information
provided in the video.
• Have students read the questions and write any
answers they recall from the first viewing before
playing the video a second time.
• Play the video again. Have them complete the task
while it is playing.
• Check answers as a class.
ANSWER KEY
WHILE VIEWING
A c
B 1. It’s 2,500 miles long, and six miles deep.
2. The Grand Canyon is much smaller than the
Valles Marineris; a small side part of this canyon
on Mars could swallow the Grand Canyon.
3. It’s three times higher than Mount Everest.
4. the mystery about how it was formed
AFTER VIEWING
A Reacting to the Video
Students apply the information in the video to their own
lives to answer a question about an imaginary situation.
If necessary, review the grammatical structures necessary
for discussing such a hypothetical situation. (If an alien
were visiting Earth, I would … )
• Read the scenario aloud. Have students work
individually to write down their ideas.
• Have students discuss their ideas in pairs. Encourage
them to provide reasons and give examples as they
explain the location choices for their tours.
• If time permits, discuss ideas as a class.
ANSWER KEY
AFTER VIEWING
A Answers will vary. Possible answers:
I think I would show them a place similar to their
planet first. For example, if the aliens are from a
dry, hot planet, I’d take them to the Sahara Desert.
If it’s similar to their planet, they might appreciate
its beauty and also feel at home. If the aliens are
from a cold planet, I’d take them to Antarctica.
Ideas for … EXPANSION
Have students work in small groups to make a travel
brochure for aliens visiting Earth. Ask students to
combine their answers from exercise A in After Viewing
to make up the content of the tour. Tell students to
first review their ideas with their groups. Ask group
members to make suggestions to improve each
other’s ideas. Then have them work together to make
a brochure advertising a tour that stops at each of
their chosen locations. Display the brochures around
the classroom for everyone to see.
Writing
OVERVIEW
In this section, students write an analysis of a work of fiction.
The lesson starts by explaining the types of arguments that
a literary analysis might include. Students then practice
using a variety of sentence types to add interest to their
writing. In the Writing Task, students apply these lessons
by writing and revising an analysis of a piece of literature.
Students begin by brainstorming arguments they could
make for their chosen piece of fiction before organizing
their notes in an outline. Students then draft their essays,
improve their drafts, and correct common mistakes related
to using compound and complex sentences.
0
MIN
EXPLORING WRIT TEN ENGLISH
S
(pages 224–226)
Writing Skill: Writing an Analysis of Literature
The Writing Skill box explains how to write a literary
analysis. Students should choose one aspect to focus
on and formulate an argument in relation to it. Often,
such an argument relates to the identification of a
theme that appears throughout the work. Go over the
examples of strong and weak thesis statements that are
presented in the box. Point out that the stronger thesis
statement connects the story to a bigger issue. The body
paragraphs should focus on points that support the
thesis. Quotes and examples from the story should be
used as supporting details.
A Critical Thinking: Evaluating
Students choose two topics that would make effective
arguments in a literary analysis of The Martian Chronicles.
As with other thesis statements, the thesis statement in a
literary analysis must give an opinion rather than simply
state a fact.
• Have students work on the exercise individually.
• Have them form pairs to check their answers.
• Discuss answers as a class. Go over each incorrect
option, and discuss why it is or is not a possible topic
for analysis.
B Critical Thinking: Evaluating
As a follow-up to exercise A, students choose three
topics that would make effective positions to argue in a
literary analysis of The War of the Worlds.
• Have students work on the exercise individually.
• Have them form pairs to check their answers.
• Discuss answers as a class. Go over each incorrect option,
and discuss why it is or is not a possible topic for analysis.
IMAGINING THE FUTURE 97

C E
Noticing
Students are asked to break down sentences from the
narrative essay “My Mars.” Note that this exercise is to be
done before they read the content of the Language for
Writing box. Review what is meant by a dependent clause
and an independent clause. (An independent clause is a
group of words with a subject and a verb that expresses
a complete thought. For example, I went shopping. A
dependent clause also contains a subject and a verb, but
it does not express a complete thought. For example,
the dependent clause before I arrived home needs more
information to make the thought complete. Sentences
often combine dependent and independent clauses, e.g.,
I went shopping before I arrived home.)
• Have students work individually to complete the
exercise.
• Check answers as a class.
ANSWER KEY
EXPLORING WRITTEN ENGLISH
WRITING SKILL
A a, c
B a, c, d
C 1. b (The independent clause is I got a break. Note
that the phrase On my last night in New York is not
a clause because it does not contain a subject
and a verb.)
2. c (Both clauses make sense as individual
statements.)
3. a (The independent clause is It was named for the
great astronomer Percival Lowell. The dependent
clause is who took fantastic photographs of the
planet.)
Language for Writing: Using a Variety
of Sentence Types
The Language for Writing box reviews different kinds
of sentence types: simple, compound, and complex.
A simple sentence has one independent clause with a
subject and a verb. A compound sentence is made up
of two independent clauses linked by a coordinating
conjunction. A complex sentence has one independent
clause and one or more dependent clauses. Remind
students that dependent clauses cannot stand on their
own because they do not express complete thoughts.
D Analyzing
Students are asked to identify whether a sentence is
simple, compound, or complex.
• Have students complete the activity individually.
• Check answers as a class.
98 U N I T 10
Applying
Students are asked to rewrite a paragraph of simple
sentences by combing them into compound and
complex sentences. Note that there are many ways in
which the sentences can be combined.
• Have students complete the activity individually.
• Have them form pairs to compare their answers.
• Check answers as a class. Elicit examples to highlight
the various ways in which the paragraph could be
rewritten.
F know well and note details about the plot, setting,
Applying
Students are asked to go back to read the original
paragraph in Unit 8 and compare their ideas.
• Have students complete the activity individually.
• Have them form pairs to compare answers.
• Discuss answers as a class.
ANSWER KEY
LANGUAGE FOR WRITING
D 1. CD (It contains two independent clauses joined
by a conjunction.)
2. CX (It contains one independent clause and one
dependent clause.)
3. CX (It contains one independent clause and one
dependent clause.)
4. S (There is only one independent clause.)
5. CX (It contains one independent clause and one
dependent clause.)
E Answers will vary. Possible answers:
It was a crisp January morning in Calabria—
mainland Italy’s southernmost region. Snow
topped the distant Aspromonte mountains,
and oranges were ripening in the nearby trees.
Giuseppe Passarino guided his silver minivan
up a curving road that climbed through fruit
and olive groves into the hinterlands of Calabria.
Passarino, who is a geneticist at the University
of Calabria, chatted with his colleague Maurizio
Berardelli. They were headed for the small village
of Molochio because it had the distinction of
numbering four centenarians—and four 99-year-
olds—among its 2,000 inhabitants.
I
0M N
S
WRITING TASK (page 227)
A Brainstorming
Read the Goal box aloud so students will be familiar
with the writing task before brainstorming. The aim is to
choose a novel or short story on which a literary analysis
could be based. Students brainstorm for the unit’s essay
by first deciding what their argument could be and
noting their ideas.
• Tell students to choose a novel or short story they
characters, point of view, and theme of the book.
• Point out that the goal is to decide on the argument or
thesis to be used in an essay as they gather notes and
recall information about the story.
• Have them discuss their ideas in pairs.
B Body Paragraph 1
Planning
Have students use their ideas from the previous exercise
to make notes and complete the outline.
• Allow students time to complete their outlines
individually. Provide assistance as needed.
C First Draft
Have students write first drafts of their essays based on
their outlines.
• Allow students time to complete the task individually.
Provide assistance as needed. Refrain from error
correction at this point.
ANSWER KEY
WRITING TASK
A Answers will vary. Possible answers:
The Martian Chronicles: The actions and feelings
of the people in The Martian Chronicles are similar
to the actions and feelings of people in real
life in several ways; Many events in The Martian
Chronicles are similar to events that occur in real
life.
B Answers will vary. Possible answers:
Introductory paragraph: review of plot
Thesis Statement: In The Martian Chronicles, Ray
Bradbury shows us that when we try to escape
from our problems, we don’t suddenly have
perfect and happy lives.
Topic Sentence: The first problem that moving to
Mars causes for the migrants is a disease called
“The Loneliness.”
Evidence and significance of evidence: alienation
experienced by being so far away; “Lonely Ones”;
nothing familiar
Body Paragraph 2
Topic Sentence: Another problem that the
migrants experience is the ugliness of their own
invasion of Mars.
Evidence and significance of evidence: settlers
destroy Mars’ natural resources, they recreate the
ugly parts of Earth like neon signs; they bring
their problems with them because they need to
be surrounded by familiar things
Body Paragraph 3
Topic Sentence: In “November 2005: THE
WATCHERS,” the migrants learn that they really
can’t escape their own problems or their own
lives.
Evidence and significance of evidence: when war
breaks out on Earth, they are reminded of it again
and feel great concern for their planet; message
COME HOME is repeated; they go back to face the
problems that they escaped
Concluding paragraph: no matter where you
go, you bring your problems with you
IMAGINING THE FUTURE 99