Pathways 3 LS Teacher Resources

Pathways
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Listening, Speaking, and Critical Thinking
Foundations Level
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SAMPLE COPY, NOT FOR DISTRIBUTION
3
Pathways
Listening, Speaking, and Critical Thinking
S e co n d
Edition
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Teacher’s Guide
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Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Pathways Teacher’s Guide 3, © 2019 National Geographic Learning, a Cengage Learning Company
Listening, Speaking, and Critical Thinking,
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
Second Edition
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Table of Contents
Teaching with Pathways �� iv
Speaking Assessment Rubric �� x
Using the Teacher’s Guide �� xi
Pacing Guide �� xii
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Unit 1 The Science of Shopping...................................................................................................................1
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Unit 2 Mother Nature.......................................................................................................................................12
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Unit 3 On the Move...........................................................................................................................................22
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Unit 4 Our Changing Planet.........................................................................................................................32
Unit 5 Making a Living, Making a Difference.....................................................................................43
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Unit 6 Design with Purpose.........................................................................................................................55
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Unit 7 Inspired to Protect...............................................................................................................................66

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Unit 8 Traditional and Modern Medicine ............................................................................................77

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Unit 9 Uncovering the Past...........................................................................................................................89

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Unit 10 Emotions and Personality ..............................................................................................................99

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Audio Scripts �� 111

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Video Scripts �� 137

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SAMPLE COPY, NOT FOR DISTRIBUTION iii

Teaching with Pathways
In Pathways Listening, Speaking, and Critical Thinking, Second Edition, real-world content from National Geographic
provides a context for meaningful language acquisition. Each unit’s authentic, relevant, and high-interest content is
designed to motivate both students and teachers alike. Students will learn essential vocabulary, review important
grammatical structures, and practice listening and speaking skills that will allow them to succeed in academic settings.
Each unit of Pathways Listening, Speaking, and Critical Thinking features:

• Academic Skills objectives listed at the start of each unit.
• Explore the Theme pages that introduce the unit theme while developing visual literacy skills.
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• Target vocabulary presented in interesting and varied contexts.
• Extensive audio program including lectures, interviews, conversations, podcasts, and pronunciation models that
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expose students to different genres and speakers.
• Skills boxes that instruct students on key vocabulary, listening, note-taking, speaking, pronunciation, grammar, and
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presentation skills.
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• A Critical Thinking focus in every unit, in addition to activities that practice a variety of critical thinking skills.
• Lesson and Final Tasks that get students to synthesize language, skills, and content, and to apply this knowledge to
topics of interest to them.
•
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A Reflection section that encourages students to reflect on what they have learned.
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The Pathways series is flexible and designed to be used in a wide variety of language-learning programs, from high
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schools and community colleges, to private language institutes and intensive English programs. A Pacing Guide for
implementing the program in various teaching situations is provided on page xii. In addition to the student book,
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the Pathways series offers an Online Workbook where students can get extra listening practice with additional audio,
watch the National Geographic videos, and work on 20 additional activities per unit that reinforce the skills introduced
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in the book.
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Teaching Academic Literacy

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In addition to teaching essential listening and speaking skills, the Pathways series promotes other aspects of academic
literacy that will help students succeed in an academic setting, such as:
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• visual literacy
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• critical thinking
• collaboration skills
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• presentation skills
• digital literacy
Students build essential academic literacy skills while encountering fascinating stories about real people and places
around the world. The use of informative, relevant, and authoritative content from National Geographic builds global
and cultural awareness, and develops learners’ understanding of important 21st century issues that affect us all. While
these skills are components of academic literacy, they will also serve students in their work lives as well.
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Increasing Visual Literacy
Photographs, maps, charts, and graphs can all convey enormous amounts of information, and it is essential for students
to be able to make sense of them. Pathways uses high quality visuals to help students develop the ability to interpret
and discuss visual information.
STIMULATING INFOGRAPHICS help explain complex CHARTS AND GRAPHS present numerical information
processes. visually.
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MAPS show locations and geographical features, and GRAPHIC ORGANIZERS show the relationships between
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illustrate historical facts and current trends. ideas.

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Adapted from “Interconnectivity,” National Geographic Maps, 2014

T e a c h i n g w i t h Pat h way s v
Using Videos
Pathways uses videos from National Geographic’s award-winning film collection. They present a unique and visually
dynamic perspective on the unit theme.
Teaching Video-Viewing Skills

Videos differ from listening passages in important ways. Because students are processing more than just words, extra
layers of meaning need to be understood, such as:
• information about the video’s setting;
• signs and captions identifying people or places;
• maps and diagrams explaining information and processes;
• nonverbal communication such as facial expressions, gestures, and body language;
• music and sound effects.
All Pathways videos come with the option to use English subtitles, and with full English transcripts that can be found at
the end of this teacher’s guide.
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The Video Section
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Each unit features activities for students to do before, while, and after watching the video.
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BEFORE VIEWING
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This section provides background knowledge and stimulates interest in the topic. Activities include:
• pre-teaching vocabulary from the video;
• providing background information about the topic;
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• predicting video content using images and captions.
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WHILE VIEWING
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As they watch the video, students complete activities such as:

• checking their predictions;
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• identifying main ideas;

• watching and listening for details;
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• inferring opinions and attitudes.

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AFTER VIEWING
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Students check comprehension and relate the video to other aspects of the unit and their own lives by completing
activities such as:
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• analyzing the sequence of events in the video;

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• applying the ideas in the videos to their communities;

• synthesizing information from the video and information from the listening passage.
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T e a c h i n g w i t h Pat h way s
Building Critical Thinking Skills
Students today are expected to do more than just learn and memorize information. The ability to think critically about
a topic—to analyze, apply, and evaluate ideas—is increasingly essential in an academic setting. Pathways actively
fosters critical thinking while students complete listening and speaking activities.
Critical Thinking and Language

Critical thinking requires a deep processing of language, which aids in language acquisition. Articulating complex
responses requires creative thought and word associations, which lead to better comprehension and retention of
target language.
These are some of the critical thinking skills covered in Pathways:

• Analyzing a passage in close detail in order to identify key points, similarities, and differences.
• Applying information to a different context e.g., applying possible solutions to problems.
• Evaluating how relevant, important, or useful something is. This involves, for example, looking carefully at the
sources of information, or the reasons the speaker provides for or against something.
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• Inferring what a speaker is saying indirectly, or implicitly, rather than directly, or explicitly.
• Synthesizing appropriate information and ideas from more than one source to make a judgment, summary, or
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conclusion based on the evidence.
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• Reflecting on ideas and information in a text in order to relate them to your own personal experience and
viewpoints, and to form your own opinion.
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While each unit contains several opportunities for critical thinking, there is also a Critical Thinking Focus in every unit:
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Preparing for Standardized Tests

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Pathways is designed to provide practice for standardized exams, such as IELTS and TOEFL. Many activities practice or
focus on key exam skills needed for test success. In the student book you will find an index of activities that are similar
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to common question types found in these tests.

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T e a c h i n g w i t h Pat h way s vii
Frequently Asked Questions
How are the Student Book units organized?
Foundations includes eight units, while levels 1-4 each include 10 units.
Each unit consists of seven main sections:
Vocabulary A, Listening A, Speaking A, Video, Vocabulary B, Listening B, and Speaking B
The unit opens with an introduction to the unit theme. The listening passages and videos that follow, together with
their corresponding exercises, then build towards a final speaking task that synthesizes the skills, topics, and language
presented in the unit.
Will my students be able to handle the themes in the book?

The content and language are graded so that students can come into the series with little or no background
information.
Each unit starts with a Think and Discuss page. This consists of a compelling photograph and questions designed to
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spark students’ curiosity about the theme. The Explore the Theme spread further engages students and taps into their
critical thinking with a thought-provoking angle on the theme presented through photos, text, and infographics.
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As students progress through a unit, exercises and activities further add to students’ knowledge of the theme. So, by
the time students get to the final speaking task, they have enough language and information to speak with confidence
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about the topic.
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How are Listenings A and B related?
The two listenings offer different perspectives on the unit theme. They consist of contrasting listening types, for
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example, one might be a lecture by a university professor, and the other a conversation among students. The variety of
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listening passages is designed to mirror the range that learners will encounter in academic and real-world settings.
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How does the series build vocabulary skills?

Each listening passage contains ten high-frequency vocabulary items (eight in Foundations). These are introduced in
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the Vocabulary sections, which focus on developing students’ ability to use contextual clues to determine meaning.
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Target words are then reinforced and recycled throughout the series.
How are listening and speaking integrated in the series?

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All of the sections and exercises in each unit are thematically linked. Listenings A and B and their corresponding
activities present and reinforce ideas, vocabulary, and grammar that students will use in their Speaking activities.
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For example, students may learn to listen for problems and solutions in the Listening section, and then role-play a
conversation in which they analyze problems and offer solutions in the final speaking task. Or students may hear
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about explorers in a listening passage, and then be asked to talk about a place they would like to explore.
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T e a c h i n g w i t h Pat h way s
How does Pathways develop listening and speaking skills?
Each unit of Pathways Listening, Speaking, and Critical Thinking contains two listening sections. The language in the
listening passages represents realistic situations, yet the language is controlled for level, and students may listen to
each passage more than once. This guided listening gives students the chance to practice listening and note-taking
skills and to develop the confidence and fluency they’ll need before they are immersed in an academic setting.
Each Listening section contains three parts:

• Before Listening activities provide background information and explicit instruction in listening skills.
• While Listening activities give students practice in listening for main ideas and details, and in making inferences.
• After Listening activities are designed to reinforce listening skills by allowing students to discuss and react to the
listening passage.
Every section of Pathways Listening, Speaking, and Critical Thinking provides opportunities for classroom speaking and
discussion, often in pairs or in small groups. Frequent classroom discussions and interactions prepare students to
participate in class and succeed in an academic setting. In the Speaking sections, striking images and brief stories about
real people and places often provide the content for engaging interactions. Speaking activities are designed with a
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scaffolded approach. They progress from controlled and guided activities to more open and communicative activities.
Early confidence-building motivates students to attempt activities that increase in difficulty, taking them to their
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ultimate goal—participation in authentic speaking activities such as classroom presentations, formal discussions, and
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debates.
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The Speaking sections contain:
• Clear and succinct grammar boxes which give students a single language structure to concentrate on. The grammar
points lend themselves to discussion of the unit theme and can be recycled throughout the unit.
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• A Presentation Skill box at points where students give presentations, so they provide immediate practice of skills
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needed for planning and delivering successful oral presentations.
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• An Everyday Language box that provides tips and expressions to help students develop the language they will need
for class work and in their day-to-day exchanges.
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• A Speaking Task. The Lesson Task and Final Task are consolidating speaking activities. They often involve
collaboration with a partner or a group as well as an oral presentation of results or ideas.
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The MyELT online workbook provides additional guided listening and speaking tasks that build on the skills and
language learners have developed in the Student Book unit.
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How does the Listening, Speaking, and Critical Thinking strand align with the Reading, Writing, and
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Critical Thinking strand?

The content in each unit is related to the content in the corresponding strand. For example, in level 1, Unit 3, “The
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Marketing Machine,” students learn about business and marketing in the Listening and Speaking strand, and about
the same academic track in “Why We Buy” in level 1, Unit 3 of the Reading and Writing strand. Language has also been
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controlled and recycled so that students meet similar structures and vocabulary across the two strands.
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T e a c h i n g w i t h Pat h way s ix
Speaking Assessment Rubric
Rating General Description Pronunciation & Fluency Vocabulary Topic Development
4 The student speaks The student’s pronunciation is The student’s vocabulary is The student’s content
smoothly and effectively, similar to a native speaker’s. sophisticated and similar to a reflects a deep
similar to a native speaker. S/he speaks clearly and native speaker’s. understanding of the topic.
articulately with little or no
hesitation.
3 The student can express The student’s pronunciation is The student’s vocabulary The student’s content
him/herself with relative clear, with few errors. S/he is enhances his or her response is relevant to the topic
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ease and fluency and very able to respond to the prompt to the prompt. and shows a good
few errors. with relative ease. understanding.
2 The student is generally The student is inconsistent in The student’s vocabulary The student’s content
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able to make him/herself his or her pronunciation. The relates to the topic, but is has some relevance to
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understood, with some student demonstrates some basic and with a few errors. the topic, but is not well
hesitation and errors. fluency and is able to put developed.
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together simple sentences.
1 The student’s response is The student struggles to The student’s vocabulary is The student’s content is
very limited in content &/or pronounce words and has limited to high frequency minimally relevant to the
coherence.
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difficulty putting words words. topic or prompt.
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together to form a sentence.
0 The student does not respond, or the response is unrelated to the prompt.
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Using the Teacher’s Guide
Each unit of this Teacher’s Guide contains:
• A list of the academic skills covered in the unit.
• An overview of the unit theme, the listening passages, the video, and the Final Task.
• Suggestions for online search terms for additional information about topics in the unit.
• Teaching notes for each exercise.
• Answer keys.
Other features include:
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Recommended Time Frames
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Look for the small clock icon with recommended times for completing various tasks. While the recommended total
time required for each unit is about six class hours, this will of course vary depending on your particular teaching
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situation. Likewise, the time allocated for specific sections should be used more as a guide than as a rule. Refer to the
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Pacing Guide on the following page for a more detailed breakdown.
Ideas for…EXPANSION
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These boxes contain suggestions for extra classroom activities that can be used when students need additional
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support, have a high level of interest in the topic, or when there is an opportunity to explore a different aspect
of the unit theme.
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Ideas for…PRESENTING THE SKILL

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These boxes provide a variety of ways to introduce the skill being taught as well as practical suggestions for quick
activities to put the skill in use.
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Ideas for…CHECKING COMPREHENSION

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These boxes offer additional suggestions for assessing students’ comprehension during class and provide exercises to
check for understanding.
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Ideas for…MULTI-LEVEL CLASSES

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These boxes provide techniques for use in mixed-ability classrooms, where learner diversity can benefit everyone
in the class.
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TIPS
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These supplementary teaching tips are general suggestions to facilitate classroom management, such as asking
student volunteers to record answers on the board as you lead a discussion.
In addition, this teacher’s guide also contains Audio Scripts and Video Scripts which can be found at the back of this
book. Use these for a more detailed study of the audio and video content. The scripts, for example, can be provided to
students for additional comprehension practice before or after they listen to the passage or view the video. Note that
the scripts for the video slide shows are the same as for the corresponding audio tracks, and so can be found in the
audio scripts section.
SAMPLE COPY, NOT FOR DISTRIBUTION xi

Pacing Guide
One unit of Pathways Listening, Speaking, and Critical Thinking typically requires six hours to complete. A Pathways unit
can be adapted to shorter class durations by setting aside some activities as homework, or to longer class durations
by using follow-up questions and expansion activities from the Teacher’s Guide, and/or activities from the Online
Workbook:
Total course length: 45 hours Total course length: 45 hours Total course length: 60 hours Total course length: 60 hours
– 60-minute class: 1 unit in – 90-minute class: 1 unit in – 60-minute class: 1 unit in – 90-minute class: 1 unit in
4.5 classes 3 classes 6 classes 4 classes
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– Spend 4.5 hours per unit – Spend 4.5 hours per unit – Spend 6 hours per unit – Spend 6 hours per unit
Most activities will be done in Most activities will be done in There is enough time to complete There is enough time to complete
class and some will be set for class and some will be set for the entire student book in class. the entire student book in class.
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homework: homework: To make time for expansion To make time for expansion
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– The Vocabulary activities can – The Vocabulary activities can activities: activities:
be assigned as homework and be assigned as homework and – Some Vocabulary activities can – Some Vocabulary activities can
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reviewed in class. reviewed in class. be assigned as homework and be assigned as homework and
– The Video can be assigned as – The Video can be assigned as reviewed in class. reviewed in class.
homework and reviewed in homework and reviewed in – Some Videos can be assigned – Some Videos can be assigned
class. class.
cas homework and reviewed in as homework and reviewed in
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– Listening A or B can be assigned – Listening A or B can be assigned class. class.
as homework and reviewed in as homework and reviewed in – Listening A or B can be assigned – Listening A or B can be assigned
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class. class. as homework and reviewed in as homework and reviewed in

class. class.
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Class 1: Class 1: Class 1: Class 1:

Think and Discuss Think and Discuss Think and Discuss Think and Discuss
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Explore the Theme Explore the Theme Explore the Theme Explore the Theme
A: Vocabulary (review) A: Vocabulary A: Vocabulary A: Vocabulary
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A: Listening (review) A: Listening A: Listening

Class 2:
Class 2: Class 2: A: Listening Class 2:
A: Speaking A: Speaking A: Speaking (begin) A: Speaking
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Lesson Task Lesson Task

Class 3: Class 3:
Video (review)
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Lesson Task A: Speaking (finish) Class 3:

Video (review) Class 3: Lesson Task Video
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B: Vocabulary (review) B: Vocabulary

Class 4: Class 4:
B: Listening (review) B: Listening (begin)
Video
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B: Vocabulary (review) B: Speaking

B: Listening B: Vocabulary (begin) Class 4:
Final Task
B: Speaking (begin) B: Listening (finish)
Class 5: B: Speaking
First Half of Class 5: B: Vocabulary (finish) Final Task
B: Speaking (finish) B: Listening
Final Task Class 6:
B: Speaking
Final Task
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The Science of Shopping 1
IN
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ACADEMIC TR ACK
S
2
UNIT OPENER
Behavioral Science
THINK AND DISCUSS (page 1)
ACADEMIC SKILLS Direct students’ attention to the photo, title, and caption.
LISTENING Recognizing a Speaker’s Attitude Ask leading questions, such as:
Reviewing Your Notes • Where is this woman? (maybe in a mall in Shanghai,
SPEAKING Quoting Statistics China)
• What is she doing? (looking at a window display of
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Question Intonation
expensive jewelry)
CRITICAL THINKING Recognizing Pros and Cons • How is she feeling? (in awe of the jewelry, like she wants
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what she sees)
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UNIT OVERVIEW Have students discuss the questions in pairs. Ask
volunteers to share whether they enjoy window
Sales experts use observation and up-to-date
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shopping.
information to advise stores on how to attract
customers and alter their buying behaviors. By
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understanding consumer psychology and providing
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an appealing environment, companies both create and THINK AND DISCUSS (page 1)
satisfy consumer needs.
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1. Answers will vary.

• LISTENING A An Interview about Consumer
2. Possible answers: The title suggests that there is
Behavior: An environmental psychologist discusses
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a science to shopping behavior. The unit may be

factors that alter how people behave when shopping.
about the psychology of shopping.
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• VIDEO The Decoy Effect: This video presents an

experiment that illustrates how our decision-making
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changes when a decoy is thrown into the mix. EXPLORE THE THEME (pages 2–3)
• LISTENING B A Lecture about Gender and Read the title aloud. Ask students to cover the timeline
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Shopping: A professor discusses with her class the and direct their attention to the photos. Ask leading
findings from a study called “Men Buy, Women Shop.” questions for each photo, such as: When was the photo
taken? Who are these people? What are they doing?Have
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For the final task, students draw on what they have

students look at the timeline. Ask them questions to
learned in the unit to give a presentation to persuade
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check their understanding of how a timeline organizes

someone to buy or invest in their idea in the form of a
information, such as:
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60-second “elevator pitch.”

• What type of information is on a timeline? (key events or
For additional information about the topics in this milestones)
unit, here are some suggestions for online search • How does it organize this information? (Events are
terms: China’s jewelry markets; Sears Roebuck and arranged in the order they happened over a time period.)
Company; farmers’ markets; the decoy effect; loyalty
Have volunteers take turns reading the years and key
programs; Men Buy, Women Shop; smartphone industry;
events on the timeline aloud for the class. Have students
elevator pitch.
discuss the questions in small groups. Ask volunteers to
share their ideas with the class.
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TIP Teach students to ask and answer detailed questions
by modeling the 5W and 1H activity throughout the Lesson A
unit. Help them respond to visuals or check their
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understanding of a text, listening, or video by asking 0M
S
3
information questions that start with Who, What, Where, VOCABULARY
When, Why, and How. As the unit progresses, write “5W
(page 4)
A
& 1H” on the board, and have students write their own
information questions about the content to exchange Have students discuss the questions in small groups.
and answer in pairs. Have volunteers share their answers with the class.
Ideas for … EXPANSION Ideas for … EXPANSION

Have pairs of students discuss the following questions Have students look up local farmers’ markets in the
for each shopping method listed in the timeline. area where they live. Make a class list on the board.
Ask students to visit one of the markets and report
1. What are the unique characteristics of the shopping
back to the class about their experience.
method? What types of items are sold here?
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2. What might be the advantages or disadvantages of B (page 4)
1.2
buying items in this way?
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Have students complete the exercise individually.
3. Have you ever bought items from this kind of store? Remind them to use the parts of speech given to help
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Was it a positive or negative experience? Why? them match each word with its definition. Review
answers as a class.
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ANSWER KEY
C (page 5)
1.3
EXPLORE THE THEME (page 2)
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Have students complete the exercise individually and
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1. Answers will vary. then form pairs to compare answers. Call on students to
2. Possible answers: Positive changes may be that read the completed sentences aloud for the class.
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shopping is more convenient, it is easier to pay for TIP As you go over the answers in exercise C, have
things with a credit card, there are more choices, students identify the context clues in each sentence that
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and you can buy things from all over the world. helped them choose the correct answers.
Negative changes may be that it is too easy to
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spend money with credit cards, there are too many D (page 5)
choices, and people buy too many things. Arrange students in same-level small groups. Have
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3. Possible answers: It seems likely that online them read all the questions aloud and then choose
shopping will continue to be popular and that five to discuss. Remind them to draw on their personal
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companies will try to make it as easy as possible experiences to answer the questions.
for customers to get the goods they want quickly.
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If Amazon’s new store is successful, other retailers Ideas for … MULTI-LEVEL CLASSES
will probably copy that idea. However, there is also
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Groups of higher-level students may discuss all

a chance that some stores will go back to more 10 questions in exercise D.
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traditional methods of shopping in which customers

are given excellent service by well-trained sales
ANSWER KEY
people.
VOCABULARY
A (page 4)
1. Possible answers: Advantages: fresh produce; good
prices; personal service; pleasant atmosphere.
Disadvantages: selection may be limited; exposed
to weather; shoppers have to carry own purchases;
may not be able to use credit card.
2 UNIT 1 SAMPLE COPY, NOT FOR DISTRIBUTION

stores influence their customers’ behavior? (place goods
B (page 4)
in areas where shoppers aren’t likely to be bumped, use our
1. complex 6. bargain emotions to make us buy things) What factors might cause
2. commercial 7. retail shoppers to take certain actions? (the amount of space,
3. addictive 8. assume the price of an item, the number of other shoppers, even the
time of day) Write their ideas on the board.
4. consumer 9. alter
5. purchase 10. bump D 1.5 Listening for Details (pages 6–7)
After listening, ask students to refer to their notes
C (page 5)
to complete the exercise individually. Have them
1. retail 6. bargain form pairs to compare answers, and then review the
2. altered 7. consumers answers as a class. Ask volunteers to correct the wrong
3. assumed 8. addictive statements. (Sentences 3, 5, and 6 are incorrect.)
4. bumped 9. commercial Possible answers:
5. purchase 10. complex 3. The speaker never mentions which items are most
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popular online.
D (page 5) Answers will vary.
5. The speaker says shopping can be addictive but
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doesn’t say it is more addictive than anything else.
6. Stores sell items designed to make us look or feel better,
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MIN
5
LISTENING: An Interview which may or may not lead to positive emotions.
4
about Consumer Behavior
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TIP When no specific instructions for note taking are
provided, ask students to write down key words and
BEFORE LISTENING
to use abbreviations and symbols when appropriate.
A (page 6) cWalk around the class, monitoring their work to make
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sure they are not writing down complete sentences or
To help students brainstorm, encourage them to create
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including too much information.

a role-play of two friends spending the day at the mall.
After pairs share their ideas in a group, ask a volunteer
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from each group to share the group’s ideas with the Ideas for … EXPANSION
class. Create a class list of things consumers do before, Ask students: Does shopping behavior vary depending
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during, and after shopping on the board for reference. on the culture? Have pairs of students consider
key issues in the interview from the perspective of
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consumers living in different countries. Ask leading

WHILE LISTENING questions, such as: How might the issue of personal
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space vary for consumers in different countries? In

B 1.4 Critical Thinking: Predicting (page 6) which cultures is it common to provide discounts or
negotiate prices? Encourage them to draw on their
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Play the audio of the first part of the interview. Ask

students to just listen and not write anything down. personal experiences.
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Afterward, have volunteers share which of their

predictions were correct and which were not. Call on
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students to explain what an environmental psychologist

does in their own words. Ideas for … PRESENTING THE LISTENING SKILL:
Recognizing a Speaker’s Attitude
TIP Tell students that words may have several different
meanings. The word environment, for example, can refer 1.6 Review the information in the box. Ask
to the natural world or the conditions in which a person, several volunteers to read each example aloud with
animal, or plant lives or operates. Remind them to pay the appropriate intonation according to the attitude
attention to context clues to understand which meaning listed. To increase understanding, write the following
is being used in a given context. situations on the board:
1. You are on a crowded train and need to exit at the
C 1.5 Listening for Main Ideas (page 6) next stop. What do you say?
Review answers as a class. Ask students what details they 2. You were invited to a turkey dinner, but you don’t
remember about each main idea. Ask: How do some eat meat. What do you say?

T h e S c i e n c e o f S h o p p in g 3
3. A friend invites you to go to a concert, but you don’t During: try on or try out item; ask questions of
like the band. What do you say? salesperson; compare with other similar items;
Ask students to form pairs and choose one of the examine for quality; purchase item
situations on the board. Have them write three After: check purchase at home; make sure it fits or
responses to express their attitude in that situation: a works; write a review; return an item
direct response, an indirect response, and a response B (page 6)
expressing a certain attitude with rising or falling
Environmental psychologists study two things: how
intonation.
people behave in different situations and why they
Have pairs role-play the situation they chose and three behave in those ways.
responses for the class. When they have finished, have
C (page 6)
the class guess which response was direct, which
was indirect, and which expressed attitude with a. h
ow some stores try to influence their customers’
intonation. behavior
c. w
hat factors might cause shoppers to take certain
actions
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E 1.7 (page 7)
Play the audio, pausing after each excerpt to give D (pages 6–7)
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students time to guess the answer. Review answers as 1. P Consumers generally behave in complex ways
a class. Ask volunteers what context clues helped them when shopping.
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guess the correct answers. 2. P For shoppers, being bumped is sometimes bad
but sometimes OK.
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4. P Buying items at bargain prices can improve a
AFTER LISTENING person’s mood.
c 7. P Shopping when feeling bad can lead to
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Ideas for … PRESENTING THE NOTE-TAKING SKILL:
Reviewing Your Notes increased spending.
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Review the information in the box. Ask students: Do 8. P A number of different factors can affect how
you typically review your notes? Why or why not? How shoppers behave.
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does reviewing your notes help you improve your E (page 7)

English? What are other benefits of reviewing your a. 2 ; b. 4; c. 3; d. 1
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notes?
F (page 7) Possible answers: Main ideas:
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consumer behavior is complex; personal space

F (page 7) depends on prices of items and numbers of
Have students complete the exercise individually. shoppers; bargains can improve mood; stores use
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Suggest that they circle possible main ideas in their notes our emotions to change behavior; guest offered
before making their list at the bottom of the page. Have various tips about when you shop in stores and
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them compare their notes in small groups and give each shopping online
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other feedback on organization and content. G (page 7) Answers will vary.

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G (page 7)
Have them discuss the topics in small groups.
Encourage them to give specific examples from their
personal experience to explain their feelings and
attitudes.
ANSWER KEY
LISTENING
A (page 6) Possible answers:
Before: make a list; research a product online;
compare prices; decide where to shop

MIN
5
A (page 8)
4
S
SPEAKING
Ask students to underline the verbs in each question and
Ideas for … PRESENTING GRAMMAR FOR identify the verb forms used. After each one, ask students
SPEAKING: Real and Unreal Conditionals whether they should respond in the present real
conditional, the future real conditional, or the present
Explain to students that conditionals describe the
unreal conditional and why. Possible answers:
result of something that might happen (in the present
or future) or that might have happened but didn’t (in 1. Present real conditional because it’s asking about
the past). Copy the following chart on the board: something that is generally true.
2. Future real conditional because it’s possible that I will
Type of present future real present
have free time next weekend.
conditional real unreal
3. Present unreal conditional because I can’t go anywhere
Describes always or real or not true
on vacation, but I can imagine it.
something generally possible but can be
that is: true with results imagined 4. Present unreal conditional because I’m not having a
in the special celebration now, but I might one day.
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future Have students discuss their answers in small groups.
Examples If I buy If the price If the Encourage them to ask follow-up questions to keep the
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something drops, I will price were conversation going.
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on sale, I buy it. cheaper,
feel happy. I would Ideas for … MULTI-LEVEL CLASSES
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purchase it. Arrange students in same-level groups for
If I had exercise A. Give lower-level students time to write
money, down their answers before they discuss them with
I would c their groups.
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buy a new
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laptop. B Critical Thinking: Analyzing (page 8)

Ask students questions to check their understanding
Conditionals typically have an if clause (condition) and
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of what the chart is about. Have students discuss

a main clause (result that follows). As you review the
questions 1 and 2 in pairs. Encourage them to include
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information in the box, underline the verbs and write

activities that are not listed in the chart in the book.
their tense above them (present, future, simple past,
Then ask them to stand up and walk around to discuss
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would + verb).
question 3 with other students in the class. On the
board, create a chart showing the most popular ideas in
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the class.
Ideas for … EXPANSION
Have students complete two short activities to
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practice real and unreal conditionals. Ideas for … PRESENTING PRONUNCIATION:

Question Intonation
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1. Write on the board:

1.8 Review the information in the book. If
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1. If I study English, . . .
necessary, remind students that content words are
2. I do well on tests if . . . words that carry meaning, such as nouns, main verbs,
3. If you work hard, . . . adjectives, and adverbs. Play the audio, and ask the
4. I’ll . . . if I win a million dollars. students to repeat the questions. Encourage them to
exaggerate the intonation.
Ask students to complete the sentences with the real
conditional. Have them share their sentences in pairs.
2. Say, “I wish my family lived closer.” Write on the board: C (page 9)
If my family lived closer, I would see my cousins more Have students write three questions in the left column
often. Then ask students to make a wish list of at of the chart. Walk around the class, monitoring their
least three items and write sentences with the unreal work to make sure they are using both real and unreal
conditional about what would happen if their wishes conditionals and marking the intonation in each
came true. Have them share their sentences in pairs. question. Have students follow steps 2 and 3.

TIP If students are having trouble thinking of questions
3. Pro: convenient; enjoyable; Con: expensive; you
for exercise C, do step 1 together as a class. Ask students
may eat more in a restaurant
what questions about money or spending habits they
have for their classmates, and write their ideas on the 4. Pro: see something new; experience different
board. Students can choose three questions from those culture; Con: expensive, language barrier
on the board to write in their chart. E (page 10) Possible answers:
D (page 10) How to Change Pros Cons

Shoppers’
Review the information in the Critical Thinking and
Behavior
Everyday Language boxes about recognizing and
discussing pros and cons. Give students time to write Train sales A friendly The clerks’
down pros and cons for each situation. Then have them clerks to smile atmosphere in friendliness
complete the exercise in pairs. more to put the store would could be
shoppers in a encourage perceived as
E Critical Thinking: Recognizing Pros better mood. shoppers to artificial or
and Cons (page 10) return. forced.
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Read the actions aloud for the class. Make sure students Bake fresh Customers will Baking bread
understand them before beginning the exercise. After bread in a buy more food in-store may
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students have worked in groups, have them share their supermarket when hungry. not be as
ideas and take a class vote on the best way to change practical or
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to make
shoppers’ behavior. shoppers profitable as
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hungry. getting bread
from outside
Ideas for … EXPANSION sources.
Have students add two more actions to change
c
Post “limit 2 Customers may Customers
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shoppers’ behavior to the chart in exercise F. Ask them
per customer” be more likely to who want
to list the pros and cons of each and then share their
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signs to buy the item if it to buy more

ideas with their group.
suggest items seems like such than two
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are in limited a great deal that items cannot

supply. the quantity is do so.
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ANSWER KEY limited.

SPEAKING Move the Shoppers see Shoppers
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A (page 8) Answers will vary but should include the registers so the whole store, may b ecome
following conditionals. shoppers and may be annoyed with
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must walk reminded to the confusing

1. If I need to buy clothes, I usually go …
through the buy items they layout of the
2. If I have some free time next weekend, I …
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whole store to might otherwise store.

3. If I were planning my perfect vacation, I would pay. miss.
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go … Put chairs This is more Seeing a long

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4. If I wanted to have a special celebration, I would outside the accommodating line of people
go to … fitting rooms to people who waiting
B (page 8) Answers will vary. so people can are elderly, outside
sit while they pregnant, etc. of fitting
C (page 9) Answers will vary.
wait. rooms may
D (page 10) discourage
1. Pro: easy, convenient; Con: may spend more than shoppers
you should from trying on
2. Pro: fun; friends can help you decide; Con: friends and buying
may persuade you to buy something you don’t clothes.
need or want

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

Have students discuss the questions in small groups and
then share their ideas with the class.
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WHILE VIEWING
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C 1.1 Understanding Main Ideas (page 13)

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Give students time to review the definitions before they

watch the video. Review answers as a class.
D 1.1 Understanding Details (page 13)

Give students time to review the notes before they watch
the video. As they watch again, remind them to write
down just one word or number in each blank. To review,
have two volunteers take turns reading the details in the
notes aloud for the class.

AFTER VIEWING
E (page 13)
Lesson B
Have students repeat the exercise several times to 0
MIN
S
increase fluency. Keep time, and challenge volunteers to VOCABULARY
summarize the video in one minute in front of the class.
A 1.9 Meaning from Context (page 14)
F Critical Thinking: Reflecting (page 13) Play the audio. Pause after each conversation,
Have students form pairs and discuss the questions. Lead and give students time to complete each definition
a class brainstorming session on additional ways that with one of the answers in the box. Have them
companies get their customers to spend more money. complete the exercise individually and then form
pairs to compare answers. Invite volunteers to
role-play the conversations, and then review the
Have students write down examples of the decoy answers as a class.
effect they notice in their daily routines (e.g., drink
sizes at cafés or convenience stores). After a few days, B Personalizing (page 15)
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ask them to share their examples with the class. The discussion provides students with an opportunity
to recycle the target vocabulary words and to practice
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ANSWER KEY giving reasons. Give them time to discuss the questions
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VIDEO in pairs, and then have volunteers share their ideas with
the class.
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A (page 12)
1. irresistible 5. influence Ideas for … PRESENTING THE VOCABULARY SKILL:
2. concession stand 6. out of line
c Participial Adjectives
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3. rip off 7. decoy Review general information about participial
4. head over 8. appealing adjectives. Have volunteers read the examples
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B (page 12) Answers will vary. aloud for the class. Check their understanding of the
difference between the verb and adjective -ed and
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C (page 13) -ing forms. On the board, write the following:

b
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1. She was relaxed. a. simple past verb

D (page 13)
2. She was relaxing. b. p
ast participial
1. 3; 2. money; 3. medium / med.; 4. 7; 5. value /
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3. It was a relaxing evening. adjective

bargain
4. She relaxed. c. past progressive verb
E (page 13)
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d. present participial
Possible answer: This video showed two experiments to adjective
illustrate the decoy effect in a movie theater. In the first
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experiment, customers had a choice between a small Ask pairs of students to match the letter that describes
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and a large popcorn, and they chose the small. They the underlined word for each number. (Answers: 1. b;
felt that the large was a lot of money. In the second 2. c; 3. d; 4. a) Review answers as a class.
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experiment, customers could choose between a small,

medium, and large. They chose the large because it C(page 15)
seemed like a good value when compared with the size
and price of the medium. The medium size acted as a Have students work individually to choose the best
decoy and focused attention on the large. word to complete each question. Review the
answers as a class. After students have interviewed
F (page 13) each other, ask for volunteers to report what they
1. Answers will vary. learned.
3. Possible answer: Businesses offer special sales and
discounts; they create an atmosphere in the store
that makes customers feel welcome; sometimes
they have excellent customer service.

MIN
5
LISTENING: A Lecture about
S
Gender and Shopping
Have students write down the past and present
participial adjectives for four additional verbs. For BEFORE LISTENING
example:
1. (v) inspire: inspired, inspiring A Critical Thinking: Making Inferences (page 16)
2. (v) annoy: annoyed, annoying Have students discuss the questions in pairs. Have
3. (v) embarrass: embarrassed, embarrassing volunteers share their ideas with the class. Ask students:
Do you identify with the behavior shown in the image?
4. (v) surprise: surprised, surprising Why or why not?
As a class, write four questions similar to those in
exercise C, such as: Which type of music do you find
more (inspired/inspiring): classical or jazz? Finally, have WHILE LISTENING
them choose the correct participial adjective to
complete each question, and take turns interviewing B 1.10 1.2 Listening for Main Ideas
each other. (page 16)
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Ask students to take notes on a separate piece of paper
ANSWER KEY as they listen to the lecture. Have them refer to their
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notes to complete the exercise individually and then
VOCABULARY
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form pairs to compare answers.
A (page 14)
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1. identifying as either male or female C 1.11 Listening for Details (page 17)
2. a necessary but boring task Have students take notes on a separate piece of paper as
they listen to the lecture. Suggest that they organize their
3. to do things with other people
c notes in a T-chart and title the two columns “men” and
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4. to do something such as an experiment
“women.” Have them complete the exercise individually
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5. information discovered through research and then form pairs to compare answers.
6. support and commitment
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7. an important task
AFTER LISTENING
8. causing somebody to be upset
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9. not currently available to buy D Critical Thinking: Reflecting (page 17)

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10. as much as is necessary Ask students to work with different partners than they
B (page 15) did for previous exercises. Encourage them to draw on
their personal experiences to answer the questions. Have
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volunteers share their answers to question 2 with the
2. Answers will vary. class. Write their ideas on the board.
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3. Possible answers: gardening, cooking, practicing TIP Arrange students in same-sex pairs for exercise D.
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music, shopping After discussing the questions, have each pair of students
C (page 15) join another pair of the opposite sex. Have them
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1. frustrated; 2. exciting; 3. boring; 4. relaxed; compare their answers to question 2 to evaluate how
5. interested their ideas are the same or different.

The study “Men Buy, Women Shop” was conducted
in late 2007. Tell students to imagine the study being
conducted this year and reflect on how it might be
the same or different. Ask leading questions, such as:
1. In your opinion, would the study’s focus on gender
difference still be relevant? Why or why not?
2. How might advances in online shopping affect the
findings about consumer behavior and store loyalty?

MIN
0
E Critical Thinking: Synthesizing (page 17)
S
SPEAKING
Arrange students in pairs or small groups that share
a defining characteristic, such as gender, age, or Ideas for … PRESENTING THE SPEAKING SKILL:
nationality. Ask them to write down the name of a Quoting Statistics
group of people who are different from them. Have
them list things stores do that tend to upset or annoy Review the introduction in the box. Explain why
this other group. Have them discuss how these quoting statistics is an important skill to develop. Elicit
changes might affect their own group. Then have a examples from students about when they should use
spokesperson from each group present their group’s statistics (formal or academic contexts such as reports,
ideas to the class. presentations, proposals, essays, etc.). Review the
explanations in the box. Remind students that there
are some variations in the way numbers are said in
ANSWER KEY English.
LIstening Give the example of the number 620,000, and say it
A (page 16) with and without the word and: six hundred twenty
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thousand; six hundred and twenty thousand. Ask
1. Possible answers: It seems humorous, although
volunteers to read the examples aloud for the class.
it is presented as if it is the actual path that
Remind them that numerical data is often represented
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shoppers took through a mall. It does clearly
in abbreviations or symbols. Elicit ideas from the
make the point that women like to browse while
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students about alternative ways to present the
men like to go in and make a purchase.
statistics in the box. Write their ideas on the board.
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2. The title probably means that men go to stores (Possible answers: 30 percent = 30%; three in ten = 3:10;
to buy things, while women go to stores to three times as much = 3x; tripled = x3; 220 million =
browse and look at items, and maybe to buy
something. c220 mil) For each example, have students work in pairs
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to present the numerical data in a visual way, such
B (page 16) as in a graph, chart, infographic, or map. Encourage
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1. c ; 2. b; 3. a them to be creative. Have pairs present their visual

representations in small groups.
C (page 17)
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Check Men for 1, 2, and 4.

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Check Women for 3 and 5. A 1.12 (page 18)

D (page 17) Read the title of the chart aloud for the class. Have
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1. Answers will vary. students complete the exercise in small groups, and then
review answers as a class.
2. Possible answers: Men may be more goal
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oriented. Men may not care as much about B Personalizing (page 18)
clothing or fashion. Men may be less interested Have each student share personal experiences with a
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in the social aspects of shopping than women. partner. Take a class survey on how many students have
Women may be more influenced about what
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experienced each situation.

others think and may want to make more careful
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choices. Women may enjoy the process of

shopping (touching things, looking at things, Ideas for … EXPANSION
imagining owning things). Give students time to further analyze the statistics in
E (page 17) Answers will vary. exercise A. Ask them leading questions, such as: Why
do you think the percentage of consumers who had
poor service is so high? How do shoppers typically
share their bad experiences? In which countries do
you think people spend more or less time grocery
shopping? Why do you think the majority of people
love a bargain? How often do you think other people
around the world research products online before
buying them?

C(page 19) solve one of those problems. Explain the difference
between benefits (positive results for the user) and
Have students work with different partners than they
features (what the app can do), and give some
had for exercise B. Ask them to take turns interviewing
examples.
each other. Remind them to use rising intonation on the
stressed syllable of the last content word in each yes/no
Ideas for … MULTI-LEVEL CLASSES
question. Encourage them to ask follow-up questions to
keep the conversation going. Lower-level students could brainstorm and present
the app in pairs. In this case, make sure each student
D Quoting Statistics (page 19) presents for an equal amount of time. Higher-level
Write the following chart on the board: students could brainstorm an app in pairs but present
individually.
Total number of students:
Question 1 Yes: No:
Question 2 Yes: No: Ideas for … PRESENTING THE PRESENTATION
SKILL: Asking Rhetorical Questions
Question 3 Yes: No:
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Review the information in the box. Explain that a
Question 4 Yes: No: rhetorical question is asked not for the answer, but
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Write the total number of students in the first row of the for the effect. Review the explanations, and read
chart. Ask two volunteers to come up to the board. Have the examples aloud for the class. Exaggerate the
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one volunteer ask each question in exercise C aloud. intonation and pauses after the questions.
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Have the other count and write the total number of
students that respond yes or no to each question in the B (page 20)
chart. As a class, calculate the answers to complete each Have students make brief outlines of their elevator
statement.
c pitches. Monitor their work, and have students note the
hi
TIP If students need help calculating percentages, sources of their statistics. Have students practice their
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answer question 1 together as a class. Divide the total elevator pitches in pairs.
number of students who responded yes from the total
Presenting (page 20)
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number of students in the class, then move the decimal C

over two decimal places to the right. For example, if the Aim to leave 2 to 3 minutes for follow-up questions after
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total number of students who responded yes is 8 and the each student’s presentation. Take a class vote on which
total number of students in the class is 22, the equation is app would be most useful for shopping. Have volunteers
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8 ÷ 22 = 0.363, and the final percentage is 36%. give reasons to support their opinions.
ANSWER KEY ANSWER KEY

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SPEAKING FINAL TASK

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A (page 18) A–C (pages 19–20) A

nswers will vary.
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1. 80%; 2. 20; 3. 46%; 4. 68%; 5. 60%

B ( page 18) Answers will vary. REFLECTION
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C (page 19) Answers will vary. • Have students answer questions 1 and 2 on their own.
D (page 19) Answers will vary. • Have them discuss their answers in pairs or small
groups.
• Ask students to discuss similarities and differences in
their answers for questions 1 and 2.
MIN
5
FINAL TASK: Giving a • For question 3, have students compare answers and
S
3
Persuasive Presentation then write the words about which they are still unsure
on the board. Lead a class review of the challenging
A Brainstorming (page 19) words, and re-teach terms as necessary.
Read the assignment in the box aloud. Then have
students work in pairs to design a smartphone app to

2 Mother Nature
MIN
0
S
ACADEMIC TR ACK UNIT OPENER
Biology
LISTENING L istening for Content Words Ask leading questions, such as:
Noting Who Says What • What animal is this? (a two-toed sloth)
• Where are they? (at the Aviarios Sloth Sanctuary in Costa
SPEAKING Making Suggestions
Rica)
Syllable Stress before Suffixes
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Have students form pairs and discuss the questions.
CRITICAL THINKING Deciding on Criteria Ask volunteers to share whom they believe should be
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responsible for protecting endangered species and why.
(Possible answers include local or national government,
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UNIT OVERVIEW
non-profit organizations, ordinary citizens.)
Plants, animals, and insects face a number of challenges
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that threaten their existence on this planet. In response, Ideas for … EXPANSION
they have evolved special features and tricks to compete
Further explore the unit topic by having each student
for survival. This unit discusses these inherent abilities and
c discuss the following questions with a partner.
hi
presents how humans are also helping to conserve the
natural world and wildlife. 1. What are the aspects of nature that make it feminine
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in English and other languages?

• LISTENING A A Panel about a Film Contest:
A moderator and two panelists discuss why “The 2. In English, time is seen as male and given the name
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Penguins of Possession Island” should win best “Father Time.” Does the word for time have a gender
documentary. in your language? What is it?
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3. What are aspects of time that make it masculine in

• VIDEO Turtles under Threat: The Kemp’s ridley sea
English?
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turtle is the smallest species of sea turtle in the world.

One of the major threats to its existence is incidental
capture during fishing operations. This video discusses ANSWER KEY
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how the Turtle Excluder Device, or TED, improves its THINK AND DISCUSS (page 21)
chances for survival.
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1. Possible answers: cute, interesting, funny, unusual,

• LISTENING B A Conversation on Campus: Two with long fur, with a big nose, with strong arms and
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students discuss how epiphytes, organisms that grow legs, and so on.
on the surface of plants, survive in tropical areas.
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learned in the unit to create and present a short proposal
for a 10-minute nature documentary. EXPLORE THE THEME (pages 21–22)
For additional information about the topics in this unit, Read the title aloud. Direct students’ attention to the
here are some suggestions for online search terms: Sloth photos, and have them cover the captions. Ask students:
Sanctuary Costa Rica, kangaroo birth, pollination, King What animals or insects do you see in the photos? What
penguin, Bertie Gregory, artificial cloning in animals, giant is the first thing that gets your attention about each
panda, Kemp’s ridley sea turtle, Epidendrum Orchid, air of these photos? What do you think you will learn? In
plants. groups of three, have students take turns reading the
captions aloud and then discussing the questions.
12 SAMPLE COPY, NOT FOR DISTRIBUTION

Ask students to close their books. Keep track of time,
Lesson A
and give them 1 minute to write down everything 0
MIN
S
they remember about bees, kangaroos, and bears. VOCABULARY
After 1 minute, ask them to put their pencils down.
Have them open their books and check their A 1.13 Meaning from Context (page 24)
information. Take a class poll on how many pieces of Ask students what they already know about penguins
correct information students remembered. Repeat the and the Antarctic and what they would like to learn.
activity to increase understanding. Write their ideas on the board. Play the audio.
ANSWER KEY Ideas for … CHECKING COMPREHENSION

Ask students follow-up questions to check for
understanding. For example:
1. Possible answer: Bees carry pollen from flower to
T: Reproduction can be challenging for penguins.
flower.
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What is one challenge penguins face?
2. Possible answers: Animals protect their young by
S: Keeping the eggs warm.
keeping them in a nest or other special place, by
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keeping them close by, or by carrying them. T: OK, why is that hard?
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3. Possible answers: Animals that have short life S: Their environment is really cold.
cycles are flies, mosquitos, mice, butterflies, and T: That’s right. But the oceans are actually warming up.
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dragonflies. Animals that have long life cycles are Why is that a problem?
humans, whales, elephants, tortoises, and koi (carp). S: It means that there will be less food nearby for
c penguins to feed their chicks.
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Have students research another Antarctic animal (e.g.,
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seal, whale, albatross, sea bird) and take notes on any

challenges it is facing and why. Have them report their
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findings in pairs or small groups.

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B(page 25)
Have students complete the exercise individually and then
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review answers as a class. Ask volunteers to identify the

context clues that helped them complete the exercise.
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C(page 25)
Have students complete the exercise in pairs. Review
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answers as a class. Ask volunteers to turn each false

statement into a true statement.
D(page 25)
then from pairs to compare answers. Ask volunteers
to explain why the words in questions 2, 4, and 5
changed forms.
E Critical Thinking: Evaluating (page 25)

Encourage students to use the new vocabulary in their
discussion. Remind them to give reasons to support
their opinions.
SAMPLE COPY, NOT FOR DISTRIBUTION M o t h e r N at u r e 13

the answer as a class. Ask volunteers why the other two
answers were incorrect.
Have pairs of students choose a question from
exercise D to debate. After 5 minutes, ask students to Ideas for … PRESENTING THE NOTE-TAKING SKILL:
switch roles and debate the opposite perspective. Noting Who Says What
Review the information in the box. Remind students
ANSWER KEY of the importance of taking clear and organized notes.
Elicit any additional examples of abbreviations that
VOCABULARY
could help distinguish speakers in their notes. Write
B (page 25) their ideas on the board for reference.
1. responsibility 6. challenge
2. extinction 7. factor C 1.14 Note Taking (page 27)
3. territory 8. threaten Have students take notes on a separate piece of paper
4. predators 9. struggle and use the abbreviations A for Abdul, M for Martha, and
5. colonies 10. reproduce S for Shannon to identify who says what. After listening,
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C (page 25) have students refer to their notes to complete the
exercise individually. Review answers as a class.
1. T
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2. T Ideas for … MULTI-LEVEL CLASSES
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3. F (Colony, territory, and factor are all countable Before going over answers with the class, pair
higher-level students with lower-level students to
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nouns. Their plural forms are colonies, territories,
and factors.) compare answers. This gives the higher-level students
4. F (Threat is the noun form of threaten.) a chance to explain their answers and serve as peer
5. T c
tutors, and it gives lower-level students additional
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attention and help.
D (page 25)
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1. struggle; 2. responsible; 3. factor; 4. challenges /

threats / struggles; 5. threatens / challenges
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Tell students there will be a panel discussion to

E (page 25) Answers will vary.
determine the best city in the world to live in. Lead a
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class brainstorming session about criteria to consider

5
MIN when making this decision (e.g., public safety, affordable
LISTENING: A Panel about
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4
housing, healthy markets). Write students’ ideas on the

a Film Contest board. As a class, choose just three criteria. Invite three
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volunteers to come to the front and be the panelists.

BEFORE LISTENING You will be the moderator. Give the panelists a few
minutes to write down their opinions about the best
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A Critical Thinking: Evaluating (page 26) city to live in based on the three criteria on the board.
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Explain to students that a documentary is a kind of Ask the rest of the class to take out a separate piece
film. Have pairs of students discuss the questions. of paper for note taking. Write the first initial of each
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Have volunteers share their ideas with the class. Ask panelist’s name on the board. Point out to the class
follow-up questions, such as: What is the purpose of a that these are the abbreviations they should use in
documentary? (to record some aspect of reality, primarily their notes. Lead the panel, calling on each panelist to
for educational or historical purposes) give his or her opinion about the topic. Keep track of
time, and end the panel after about 5 minutes. Have
students form pairs to compare their notes.
WHILE LISTENING
B 1.14 1.3 Listening for Main Ideas AFTER LISTENING
(page 26)
Have students read the statements before listening. D Personalizing (page 27)
Remind them to listen to determine who the speaker is Have students discuss the questions in small groups. Ask
and the main idea of what he or she is saying. Review volunteers to share their answers with the class. Remind
14 U N I T 2 SAMPLE COPY, NOT FOR DISTRIBUTION

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

D–F (page 27) Answers will vary. program, or playing a game. Ask them to list the steps
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of the process and insert transition words and phrases

MIN
between the steps. Have them draw a flowchart to
5
visually represent the process and present it in pairs or
4
SPEAKING
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small groups.
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Ideas for … PRESENTING THE PRONUNCIATION D Critical Thinking: Evaluating (page 29)
SKILL: Syllable Stress Before Suffixes
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Have students discuss the questions in small groups.

Review the information in the box. It is
1.15 Then review answers as a class. Take a class vote to see
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important for students to notice that the syllable stress what species most groups would like to bring back.
can change when a suffix is added and recognize that
the changes follow a pattern. Remind students that
stressing a syllable means saying it slightly higher, Ideas for … PRESENTING GRAMMAR FOR
louder, and longer. Play the audio, and ask students to SPEAKING: Adjective Clauses
repeat the words, exaggerating the syllable stress. Write these two sentences on the board:
1. I have a hardworking mother.
A (page 28)
1.16
2. I have a mother who works hard.
Have students complete the exercise individually. Then
Ask students:
play the audio again, and have students repeat the
words. T: What is the adjective in the first sentence?
S1: Hardworking.

ANSWER KEY
T: What words describe or modify the noun in the
second sentence? SPEAKING
S2: Who works hard. A (page 28)
Point out to students that the adjective in the first 1. academic 4. complexity
sentence comes before the noun and consists of one
2. reproduction 5. frustration
word, while the words in the second sentence follow
the noun. Tell them the second sentence has an 3. responsibility 6. interaction
adjective clause. As you review the information B (page 28)
in the box, point to different parts of the sentence—
such as nouns, relative pronouns, subjects and Suffix: –ic Suffix: –ity Suffix: –tion
objects of the clause—and ask follow-up questions to automatic capacity construction
check students’ understanding, such as: What is t his? domestic community information
What noun is it modifying? Is this a subject dynamic flexibility motivation
or object of a clause? Is this a subject relative pronoun
or an object relative pronoun? How do you know? specific priority reaction
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genetic electricity extinction
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E (page 30) C (pages 28–29)
1. A body cell is removed from an adult animal.
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First, ask students to review the sentences and underline
the noun being modified in the first sentence of each 2. Scientists remove the nucleus from that cell.
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question. (Answers: 1. large colonies; 2. predators; 4. Chemicals or electricity make the egg divide.
3. cloning; 4. a cell; 5. Ken Burns; 6. important events). 6. The resulting baby is a clone of the first animal.
Then have them complete the exercise in pairs. Have
volunteers share their ideas with the class. cD (page 29)
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2. Possible answers: Criteria might include benefits

to human health and survival, benefit to the
Ask students to bring in or show a photo of someone
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environment.
they know or something from their house. In small
E (page 30)
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groups, have them take turns holding up their photos

as the other group members guess who or what it is 1. King penguins live in large colonies that/which
may contain 100,000 birds.
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and describe it using an adjective clause. For example,

if the photo is of a young woman sitting on a beach, 2. These penguins have many predators which/that
a student might say: The woman is Marco’s sister who include birds and seals.
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is on vacation in Florida. After all group members have 3. Cloning is a technique that/which allows
provided their guesses aloud, the owner of the photo scientists to produce copies of animals.
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should give the answer using an adjective clause: She 4. To clone, scientists use a cell which/that has been
is actually my cousin who lives in Hawaii.
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taken from an adult animal.

5. Ken Burns is a filmmaker who is best known for
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F Critical Thinking: Evaluating (page 30) his history documentaries.

Have students discuss the question in small groups. Have 6. Many of his films are about important events
volunteers share their ideas with the class. that/which changed history.
TIP If students are having trouble thinking of criteria for 7. I went to the documentary film festival that/
either category in small groups, complete the exercise which you told me about. / I went to the
as a class. Lead a class brainstorming session, and invite documentary film festival you told me about.
volunteers to write their ideas on the board. F (page 30) P ossible answers:
Criteria for best documentary: an important, relevant
topic, an interesting story, clear facts and support, a
mix of interviews and narration, good camerawork
Criteria for best director: good story-telling; excellent
photography; good cast; good editing

5
MIN LESSON TASK: Discussing
Video
S
3
Conservation and
MIN
Extinction 5
S
Turtles under Threat
Ideas for … EXPANSION Overview of the Video
Read the title aloud. Have students look at the photo The Kemp’s ridley sea turtle is the smallest species of
on page 31 and cover the caption. Ask students to sea turtle in the world. One of the major threats to its
explain what the message of this photo is and how it existence is incidental capture during fishing operations.
might help them understand the Lesson Task theme. This video discusses how the Turtle Excluder Device, or
TED, improves its chances for survival.
TIP Make sure students know the meanings of species
conservation and extinction. Conservation is the BEFORE VIEWING
preservation, protection, or restoration of the natural
environment and wildlife. Extinction is the state in which a A (page 32)
species, family, or larger group has no more living members. Direct students’ attention to the video title, map, and
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photo. Ask them whether they are familiar with Costa
A (page 31)
Rica. Have volunteers share their knowledge with the
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Review the information in the Everyday Language box class. Ask students what they think the term low-tech
about asking for repetition. Arrange students in mixed- means (using or requiring less advanced technological
ar
level groups. Have them discuss what factors can lead to equipment) and how it’s different from the term high-
the extinction of species.
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tech (using or requiring highly advanced technological
TIP Assign group roles so that everyone participates. The equipment). After they have discussed the questions, ask
group leader keeps the conversations on track. The time volunteers to share their ideas with the class.
keeper keeps track of the time (no more than 20 minutes for
c
hi
exercises A–C). The recorder takes notes on the discussion in B(page 32)
exercises B and C. The reporter uses the recorder’s notes to Have students complete the exercise individually and
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report back to the whole class in exercise D. then form pairs to compare answers.
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B Critical Thinking: Ranking (page 31) WHILE VIEWING

Remind students that they need to be able to provide
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reasons to support their group rankings. Take a class C 1.4 Understanding Main Ideas (page 33)
survey to compare results. Have students complete the exercise individually. Review
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answers as a class.
C Presenting (page 31)
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Approve each group’s plant or animal species before

Ideas for … CHECKING FOR COMPREHENSION
they move on. For number 3, ask groups to include a
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minimum of three ways humans can help. Have pairs of students discuss why the Turtle Excluder
Device is considered a low-tech solution.
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D (page 31)
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Remind the presenter to use adjective clauses in his

or her presentation. Encourage audience members to
ask for repetition using the expressions in the Everyday Have pairs of students make a flowchart that shows
Language box. the step-by-step process of how a Turtle Excluder
Device works. Play the video again, if necessary. Have
ANSWER KEY pairs compare their flowcharts in small groups.
LESSON TASK
D 1.4 Note Taking (page 33)
A (page 31)
Read the titles in the T-chart aloud. Have pairs of students
Possible factors that can lead to extinction may share any advantages or disadvantages they remember from
include disease, hunting, loss of habitat, climate the video. Have students complete the chart individually and
change, and more natural predators. then form pairs to compare answers. Draw the chart on the
B–D (page 31) Answers will vary. board, and ask volunteers to write in their answers.

AFTER VIEWING
E Critical Thinking: Synthesizing (page 33)
Lesson B
MIN
Have students complete the steps in small groups. 0
S
Then have each group join with another to share their VOCABULARY
questions and concerns.
Ideas for … EXPANSION Play the audio. Ask students to read along as they listen
to the interview.
In groups of three, have students role-play a panel
discussing the legal requirement for U.S. shrimp
fishermen to use the Turtle Excluder Device (TED).
Assign roles: a marine biologist, a marine enforcement Ask students comprehension questions to check for
officer, and a shrimp fisherman. Give students time understanding, such as the following:
to write notes on why they believe the TED should or 1. What are some different ways orchids attract
should not continue to be legally required. Have them insects? (with sweet liquid and strong smells; by
ng
discuss their opinions with their groups. Invite groups resembling their favorite food or a place to make
to role-play their panel discussion in front of the class. a home)
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2. What is pollen? (a substance that contains DNA)
3. What happens once the insects visit the orchids?
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ANSWER KEY
(They get covered in pollen.)
VIDEO
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4. What happens after they leave? (They transfer
A (page 32) Possible answers: the DNA to other orchids, and reproduction
1. fishing, ocean transportation, tourism takes place.)
2. predators, climate change, pollution c
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B (page 32) Ideas for … PRESENTING THE VOCABULARY SKILL:
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1. species – that can reproduce with one another Using Context Clues
2. population – that are members of that species Review the information in the box aloud. Ask a
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3. Marine – that live in the sea volunteer to read the example aloud, and point out
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the context clues for the word scent. Ask students

4. biologists – who study life and living organisms
what parts of speech are often context clues
5. exclude – that they neither want nor need
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(adjectives).
6. device – that has a special function
C (page 33) B(page 35)
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1. a; 2. b; 3. a; 4. b Have students complete the exercise in pairs. Review

the answers as a class. Ask volunteers to explain what
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D (page 33) Possible answers:

context clues helped them identify the correct part of
Disadvantage(s) to Advantage(s) to
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speech.
Fishermen Fishermen
(according to some
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(according to
fishermen) biologists) C (page 35)
holes in net lead to loss nets exclude anything Have students complete the exercise individually and
of large part of catch large / fisherman can then form pairs to compare answers. Ask them to only
fish for longer / catch use a dictionary to check their answers, not to help them
more shrimp complete the exercise. Then call on students to share
their definitions. Ask them what context clues helped
E (page 33)
them define each word.
1. Possible answers: How much does it cost? Will
they use more fuel to drag it in the ocean? What
other fish might get trapped? Is it easy to repair if
it breaks? Will it get caught on things underwater?

ANSWER KEY A 1.20 (page 36)
VOCABULARY Have students complete the exercise individually. Play

the audio. Ask students to check their answers.
B (page 35)
Nouns – organism / substance / method / shelter
Verbs – specializes / manufacture / consume / WHILE LISTENING
transfer / resemble
B 1.21 Listening for Main Ideas (page 37)
Adjective – primary
Give students time to read the questions and answer
C (page 35)
choices before listening to the whole conversation. After
Possible answers: listening, review answers as a class.
1. focus on and become an expert in a specific subject TIP Remind students to listen to the entire conversation
2. look similar to somebody or something before marking their final answers.
3. way of doing something
4. eat or use up something
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Ask follow-up questions to elicit further details about
5. individual living thing, such as a plant or animal the conversation from students. For example:
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6. first, greatest, or most important T: Who are the two speakers?
7. type of material that can be seen or touched
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S1: Students.
8. make or produce something T: That’s right, but how do you know they are students?
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9. protection, especially from danger or bad weather S2: They are both in the same class.
10. move something from one place to another T: What are they studying?
c
hi
MIN
C 1.22 Listening for Details (page 37)
5
LISTENING: A Conversation
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4
Play the audio, and have students complete the exercise

on Campus individually. Review answers as a class. Have volunteers
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share how they would correct the false statements.

BEFORE LISTENING (Possible answers: 2. Elena says, “I’m sorry? Epi- what?”
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showing that she doesn’t know a lot about epiphytes. 7.

Ideas for … PRESENTING THE LISTENING SKILL: Professor Darrow actually specializes in orchids.)
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Listening for Content Words

1.19 Write the following on the board:
AFTER LISTENING
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1. ____ me ____ is ____, a ____ who ____ in the ____

of ____. D Critical Thinking: Reflecting (page 37)
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2. Joining ____ today ____ Dr. Sam Darrow, ____ Have students discuss the questions in small groups.
botanist ____ specializes ____ study ____ orchids.
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Lead a class discussion about talking to strangers. Ask

Ask the class which sentence makes more sense volunteers to share their answers to questions 1–3. Ask:
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and why. (Sentence 2 makes more sense because it Are there cultural differences in talking to strangers?
gives more information.) Tell them that sentence 1 What are they? What are some strategies to use if you
contains only function words and sentence 2 contains have to talk to a stranger? Write students’ ideas on the
only content words. Ask students which parts of board.
speech are typically content words (nouns, main verbs,
adjectives, adverbs) and which parts of speech are
ANSWER KEY
known as function words (auxiliary verbs, pronouns,
articles, prepositions). Point out that content words LISTENING
carry meaning; function words have a grammatical A (page 36) Possible answers:
function. Review the information in the box. Play the
Leo: Excuse me? Sorry to bother you, but do you
audio. Read the example again, exaggerating the
know the way to the conservatory greenhouse? This
stress on the content words. Have students repeat the
map isn’t helping me much.
sentences.

Elena: Yeah, the map isn’t great and the campus B (page 39)
does resemble a maze, doesn’t it? Anyway, you’re Brainstorm interview questions with the class. Write
in luck. I’m actually on my way to the conservatory students’ ideas on the board for reference. Then have
greenhouse right now. We can walk together. them interview at least three different classmates.
B (page 37) TIP Some students might not feel comfortable talking
1. c 2. b 3. b about their personal problems, especially those relating
to money, relationships, or diet. In this case, remind them
C (page 37)
before the interview that they can make up answers or
1. T; 2. F; 3. NG; 4. T; 5. T; 6. NG; 7. F talk about a friend or family member instead if they prefer.
D (page 37)
C (page 39)
2. Answers will vary. Ask students to find a classmate they didn’t interview
in exercise B. In pairs, have them take turns sharing the
3. Possible answers: You might need to talk to a stranger challenges and best suggestions they were given. Lead
if you are lost and need directions, or if your cell a class review, calling on each pair of students to present
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phone dies and you need to borrow a phone. Some their ideas.
strategies might include asking the person if they
have a minute and briefly explaining your situation.
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4. Answers will vary. For additional practice with the Speaking Skill, making
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5. Possible answers: It’s important to study how plants suggestions, ask students to write a question or problem
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survive in a variety of conditions because these they are curious about on an index card. If necessary,
days we have a lot of extreme weather such as provide some examples (I can’t fall asleep at night. What
droughts and hurricanes. We can learn how plants should I do?) Ask them to write general, not specific,
adapt to different conditions, what sort of climate
cquestions. Tell them this is an anonymous activity, and
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is ideal, new areas where they can be grown, and they should not write their names on the cards. Collect
how they might adapt to climate change. the cards, and make sure each question or problem is
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appropriate for use in class. Redistribute them, giving

MIN
each student one new card. Ask students to form groups
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0
3
SPEAKING and read the questions or problems aloud to each other.

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Then have them create a list of suggestions in response

A Brainstorming (page 38) to the question or problem and write them on the back
of the card. After sufficient time, collect the cards, and
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Ask students to review the map in pairs and add one

more common challenge that students face. Ask them have a volunteer read the suggestions to the class.
to brainstorm at least two possible solutions for each.
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Have each pair of students join another pair of students ANSWER KEY
to form a group of four. Ask them to take turns sharing
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SPEAKING
their possible solutions. Lead a class review, and ask
volunteers to share their group’s solutions for each A (page 38) Possible answers:
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challenge. 1. Not enough money: Get a part-time job; get a

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student loan
Ideas for … PRESENTING THE SPEAKING SKILL: 2. Limited time to study: Follow a study plan; spend
Making Suggestions less time on social media
Review the information in the box. Read the examples 3. Relationship problems: Ask for advice from others;
aloud. Ask students which of the expressions they see a counselor
have used or are familiar with. Discuss ideas about 4. An unhealthy diet: Eat healthier food; get advice
when to make a suggestion more or less strong. Have from a doctor
pairs of students complete the expressions by giving
10 suggestions for how to study English. For example: 5. Additional challenge: Not enough sleep: Set a
Why don’t you go to a language school? You should make regular bed time; don’t use electronic devices late
flashcards to study new vocabulary. Maybe you could set at night
aside 30 minutes every night to listen to a podcast in English. B (page 39) Answers will vary.
Have volunteers share their suggestions with the class. C (page 39) Answers will vary.

MIN
5
FINAL TASK: Creating and C (page 40)
S
3
Presenting a Proposal Give students time to practice their presentations all the
TIP Explain that many university students write proposals way through. Make sure the time keeper keeps time.
to obtain grants to help fund research. Provide information
about grants and how they work. Consider bringing in a D Presenting (page 40)
few grant applications to show students how important Have each group present on their documentary
grants are in academic study and how detailed plans need proposal. Aim to leave time for follow-up questions and
to be in order to obtain funding. suggestions after each group’s presentation.
A Brainstorming (page 39) E (page 40)
Read the assignment in the box aloud. Arrange students Lead a class discussion about the proposals. Have volunteers
in mixed-level groups. Have them decide on key criteria. share what they liked about each one and why. Have the
Then have students brainstorm answers to the questions. class vote for the best three documentary ideas.
B Organizing Information (page 39) ANSWER KEY
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Give students time to answer the questions and organize
their proposals. Monitor students’ work, asking questions FINAL TASK
to make sure they are on track. For example: Which A–E (pages 39–40) A
nswers will vary.
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information will you present first? Who is presenting
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which information? What visuals are you using? Do you
REFLECTION
need to write on the board?
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• Have students answer questions 1 and 2 on their own.
• Have them discuss their answers in pairs or small groups.
Ideas for … PRESENTING THE PRESENTATION • Ask students to discuss similarities and differences in their
SKILL: Presenting with Others
c answers for questions 1 and 2.
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Review the information in the box. Read the examples • For question 3, have students compare answers and then
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aloud. Elicit additional examples from the class. Write write the words about which they are still unsure on the
students’ ideas on the board. Have each group choose board. Lead a class review of the challenging words, and
a time keeper. Ask the groups to write an introduction re-teach terms as necessary.
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to their presentation that lets the audience know who

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will say what and when. Have each group member

write out his or her transitions using the examples in
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the box as models.

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3 MIN
On the Move
0
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Sociology
LISTENING Listening for the Order of Events Ask leading questions, such as:
• Where was this photo taken? (Melbourne, Australia)
Noting Contrasting Ideas
• What do you see in the photo? (cafés, shops, adults from
SPEAKING Expressing Probability around the world)
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Linking • How would you describe this place? (narrow pedestrian
CRITICAL THINKING Categorizing Information street, or alley; crowded with people, many different types
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of restaurants)
Have students discuss the questions in pairs. Ask
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UNIT OVERVIEW
volunteers to share multicultural areas with which they
Migration has been a feature of human societies for are familiar.
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centuries. This unit discusses the social, economic,
political, and environmental reasons people decide to Ideas for … EXPANSION
leave their home for another one and the impact this
c Have pairs or small groups of students discuss what
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movement has on our environment and the global
they think of when they hear the expression “on the
economy.
move.”
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• LISTENING A A Lecture about Migration: A professor

lectures about different types of migration and the
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TIP The topic of migration may be sensitive for some

factors that compel people to leave their homes.
students. If they don’t feel comfortable discussing their
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• VIDEO What Ellis Island Means Today: Ellis Island, the personal experiences, encourage them talk about more
U.S. gateway to immigration, was recently reopened general topics or suggest that they write about their
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to visitors. Even for those born in the U.S., a visit there experiences rather than discuss them.
today can be emotional and nostalgic.
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• LISTENING B A Study Group Discussion: Three ANSWER KEY

students discuss their presentation assignment about
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human migration from Earth to another planet.

1. Possible answers: They might have moved there to
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be with family, to find a new job, to go to school,

learned in the unit to give a 5-minute presentation about
or to have a better lifestyle. They may have been
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their viewpoint on the colonization of Mars.

attracted by work opportunities or the climate.
For additional information about the topics in this
unit, here are some suggestions for online search
terms: Migration in Romania; Moldova migration;
East Africa drought; United States unemployment rate; EXPLORE THE THEME (pages 42–43)
Hundertwasserhaus; The Peace Bridge, Calgary; Ellis Island; Read the title aloud. Point out the map key titled
Mars trilogy, Kim Stanley Robinson; Mars; SpaceX. “Gateway city populations.” Check students’
understanding of the map key by asking general
questions, such as:
• What kind of information do we learn from the circle
size? (size of metro area’s population)

• What does the size of a circle mean? (A smaller circle
means a smaller population; a larger circle means a larger Lesson A
population.)
MIN
• Why are some of the circles in color and others aren’t? 0
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(Circles that provide information about gateway cities are VOCABULARY
in color.)
Have students discuss the questions in small groups. Ideas for … PRESENTING THE VOCABULARY SKILL:
Review answers as a class. Address any additional Noticing Clues to Meaning
questions students have about the human migration Review the information in the box. Read the examples
map. Ask volunteers to explain the meaning of gateway aloud, and ask students follow-up questions to check
city in their own words. for understanding. For example: Which of the words
in example 1 is the synonym? What is the definition in
Ideas for … EXPANSION example 2? Which is the explanation in example 3? How
In small groups, have students choose one of do you know?
the gateway cities on the map and write a list of
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characteristics that make it a “gateway city.” Have each
group present their findings to the class. Lead a class
Remind students that they are listening for just one
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discussion about how to identify a gateway city. List
students’ ideas on the board. word from the excerpt to complete each definition. Play
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the audio, and have students complete the exercise
individually. Play the audio again, and pause after each
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ANSWER KEY excerpt to give students time to check their answers.
EXPLORE THE THEME (page 42) B (page 44)

1. The arrows show where people migrated from and c First, have students identify and write down the part of
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to. The circles show the total number of foreign- speech for each word in blue in exercise A. Explain that
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born people, in millions, and the proportion of the they should change the part of speech for the words in
total population. exercise A to help them choose the correct answer in
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2. New York at 5.4 million and Los Angeles at exercise B. Review answers as a class.
4.4 million TIP The terms emigration, immigration, and migration are
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3. Toronto has the highest proportion, with almost half often confusing for students. Write them on the board,
of its population being foreign born. The other city and ask students to recall from the lecture the differences
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is Sydney, Australia, although other cities are similar in meanings of these words. If necessary, review their
proportion. explanations again. Say that emigration means to move
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from a country, immigration means to move to a country,

4. Possible answer: They are gateway cities because and migration is a more general term that means to move
people enter countries through those cities. from one region or country to another, not necessarily
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with a plan to settle permanently. Tell students that the

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choice of the term to use depends on the speaker’s point

of view. For example, if a person talks about leaving his or
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her country, that person is an emigrant. If a person talks

about settling in a new country, he or she is an immigrant.
Point out again that they can remember the difference
between emigration and immigration by looking at the
prefixes of the two words: the prefix e- means “from” or
“out,” while the prefix im- means “in” or “into.”

Ask students to write three sentences using words
they have recently learned. Each sentence should
have a clue to a word’s meaning. Have them take
turns reading their sentences aloud in pairs and giving
feedback clues to meaning.
SAMPLE COPY, NOT FOR DISTRIBUTION On the Move 23

C (page 45) D (page 45)
Have students predict what they will learn in the article Have students discuss the questions in small groups.
by asking leading questions, such as: Do you think people Remind them to give reasons to support their answers.
are leaving or moving to Romania? To what other countries Ask volunteers to share their barriers to learning
might Romanians choose to move? Why? Who might move English. Write their challenges on the board. Lead a
to Romania? Why? Have them complete the exercise class brainstorming session to obtain suggestions for
individually and then form pairs to compare answers. Ask addressing each barrier.
a volunteer to read the article aloud to review answers as TIP Consider allowing students to do online research at
a class. home, or give them time in class to go to the school’s
computer lab to answer question 1.
Have students write three comprehension questions ANSWER KEY
about the article. Ask them to leave two blank VOCABULARY
lines after each question. Possible questions could
A (page 44)
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include:
• What kinds of people moved into Romania’s large cities 1a. area 3b. internal
at the end of the last century? (people who lived in the 1b. people 4a. economic
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countryside) 2a. away 4b. minority
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• How many Romanians have voluntarily left their
2b. towards 5a. home
country in recent years? (up to 2.5 million)
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• Why are Romanians leaving their country? (They might 3a. country 5b. problem
be moving for better jobs or warmer weather.) B (page 44)
Ask students to cover the article and exchange
c 1. settlement 4. stable
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questions with a partner. Have them answer the 2. volunteer 5. migrate
comprehension questions on the same piece of paper.
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3. emigrate / immigrate
Ask students to check their partner’s answers.
C (page 45)
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1. nation 5. barrier
Ideas for … EXPANSION 2. domestic 6. migrants
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Have pairs of students research the small country of 3. voluntary 7. emigration

Moldova and identify at least one reason why large
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4. settle 8. immigration
numbers of Moldovans have moved to Romania in
recent years. Some reasons might include: D (page 45) Answers will vary.
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• Close historical and cultural ties (Between the two

World Wars, Moldova was part of Romania.) 5
MIN
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• Moldovans may be eligible for Romanian citizenship

on the basis of descent.
Migration
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• Romanian workers are leaving their country and

leaving employment opportunities.
BEFORE LISTENING
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• Continued political instability in Moldova after a civil A Predicting (page 46)

war in 1992
In small groups, have students discuss what reasons
• An economic crisis in Moldova after the break-up of
for migration these photos represent and predict other
the USSR in the 1990s
reasons the professor might mention in the lecture. Have
• Limited infrastructure in the countryside and
volunteers share their ideas with the class. Write their
increased poverty
predictions on the board.
Ask each pair of students to share and compare their
reasons in small groups.

WHILE LISTENING ANSWER KEY
B 1.24 1.5 Listening for Main Ideas LISTENING

(page 46) A (page 46) Possible answers:
Play the audio, and have students complete the The first photo represents reasons connected to
exercise individually. Review answers as a class. Ask the climate or natural disasters, such as drought
volunteers to explain why numbers 4 and 6 are not or poor farmland. The second photo represents
correct answers. (Possible answers: 4. The professor economic reasons, such as not being able to find
doesn’t mention this. 6. The professor mentions that work. In addition to these reasons, the professor
many people who migrate have a language barrier to might mention other reasons why people migrate,
overcome.) including for their health, for love, or for political or
religious freedom.
Ideas for … PRESENTING THE NOTE-TAKING SKILL: B (page 46)
Noting Contrasting Ideas
1. P There are two kinds of migration: domestic and
Review the information in the box. Ask students international.
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whether they are familiar with the slash (/) to mark
contrast. Remind them it’s important to be quick 2. P Push factors give people a reason to emigrate
from a country.
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and efficient when taking notes. Point to examples
of university classes and language proficiency tests 3. P Pull factors make a country attractive to
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during which long listening passages or lectures can potential immigrants.
make note taking challenging. 5. P Push and pull factors can be divided into
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several categories.
C 1.24 Note Taking (page 47) C (page 47)
Give students time to read the notes before listening
c 1. voluntary; 2. international; 3. environmental;
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again. Remind them to write only one word in each 4. Pull; 5.combination; 6. economic; 7. language
blank. After listening, review answers as a class. If
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necessary, play the audio again, stopping after the
correct answers for students to hear them.
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MIN
5
4
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AFTER LISTENING
SPEAKING
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D Personalizing (page 47) Ideas for … PRESENTING GRAMMAR FOR

Have pairs of students complete the exercise. Then SPEAKING: Enough and Too
After you have reviewed each explanation, have students
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give each pair time to present their ideas to the

class. give another example sentence. Write each one on the
board and underline the phrase with enough or too.
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A(page 48)
Arrange students in mixed-level groups. Tell students
Give students time to read through the questions. Have
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to imagine their group is on the local city council. The

students interview two and ask follow-up questions to
population is declining, and they must think of a plan
keep the conversation going.
to save the city. Have the students work together to
develop a list of reasons why people should immigrate B (page 48)
to the town. If time permits, have students create a
Ask students to partner with a classmate they didn’t
brochure about the town. The brochure should list
interview in exercise A. Have pairs of students share what
appealing reasons for someone to move from another
they learned about one of the people they interviewed.
region or country to their town.
Invite volunteers to share the most interesting thing they
learned about their classmates with the class.
C (page 49)
After students have completed the exercise, as volunteers
to share their ideas. Have students say whether they know
of a city that meets those particular criteria.
SAMPLE COPY, NOT FOR DISTRIBUTION O n t h e M o v e 25

Ideas for … PRESENTING PRONUNCIATION: Linking D (page 50) Possible answers:
1.25 Review the explanations in the box. Play the The Economist magazine publishes an annual list of
audio. Read the examples aloud again two times, cities with the best living conditions. These “World’s
linking and then not linking the sounds. Ask students Most Livable Cities” have many of the things that
whether they can hear the difference. Have volunteers people want in a city. These things include access to
read the examples aloud for the class. health care, good or great transportation, and relatively
cheap places to live. In recent years, Melbourne in
Australia; Vienna in Austria; and Vancouver, Toronto,
D 1.26 (page 50) and Calgary in Canada have all been in the top five.
Play the audio, and have students check their answers. For E (page 50) A nswers will vary.
each possible answer, ask them to identify which of the
F (page 50) Answers will vary.
sound combinations from the Pronunciation box it is: (1)
a consonant sound with a vowel sound, (2) a consonant
sound with the same consonant sound, or (3) a vowel
MIN
sound with a vowel sound. Have students take turns 5
LESSON TASK: Discussing
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3
saying the sentences aloud. Invite volunteers to read the a Case Study
text aloud for the class, linking the appropriate sounds.
TIP Explain to students that a case study presents a real-
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E (page 50) life situation and often involves a dilemma or problem
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that one or more of the individuals described in the case
Have students respond to the questions individually.
must negotiate or solve.
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Encourage them to take notes on a separate piece of paper.
A Critical Thinking: Categorizing Information
F Critical Thinking: Evaluating (page 50) (page 51)
After all students have presented their summaries, have
cReview the information in the Critical Thinking box about
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the group make a list of specific features that make a city
categorizing information. After pairs finish the exercise,
attractive and livable for them. Have a spokesperson from
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draw the chart on the board. Invite volunteers to write

each group share the group’s ideas with the class. Write them
their answers in the chart.
on the board. Referring to the list on the board, have the class
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vote on the five most important features a city should have.

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ANSWER KEY Pair higher-level students with lower-level students

for exercise A. The lower-level student can read the
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SPEAKING case study aloud. The higher-level student can act

A (page 48) Answers will vary. as a peer tutor, providing pronunciation support
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B (page 48) Answers will vary. or explaining any new words or expressions if they
come up.
C (pages 49) Possible answers:
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1. A city needs to have enough parks/public TIP Another option would be to assign the reading as
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transportation/parking/good jobs. homework so students can think more carefully about

2. There should be enough space for recreation/ what information in the case study is the most important
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restaurants. to highlight.
3. There shouldn’t be too much traffic/crime/
B Critical Thinking: Applying (page 51)
pollution/unemployment.
Review the information in the Everyday Language box
4. Housing/Apartments/The cost of living shouldn’t
about how to ask for and give reasons. Point out that it’s
be too expensive.
common to repeat the question when giving reasons.
5. The city shouldn’t have too many traffic jams/ Divide the class into group A and group B. Have students
accidents/tall buildings/unemployed people. list reasons that support their group’s opinion. Choose

one or two representatives from each group to engage
in a debate about whether Lana should stay or move. Video
Have the class vote on which group had the stronger
argument. MIN
TIP Remind students that it’s important to be able to
5

W hat Ellis Island Means
S
argue both sides of an issue, even if they have a strong Today
opinion. Overview of the Video
Ellis Island, the U.S. gateway to immigration, was recently
reopened to visitors. Even for those born in the United
Have pairs of students write a case study of States, a visit there today can be emotional and nostalgic.
someone who can’t decide whether he or she
should stay in or leave his or her country. Encourage
students to draw on their personal experiences as BEFORE VIEWING
they write. Have each pair of students join another
pair and exchange case studies. With their new case A(page 52)
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studies, have students identify the reasons to stay Ask students whether they are familiar with Ellis Island.
and reasons to leave. Encourage them to take notes Have them complete the exercise in pairs. Review
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in a chart similar to the one in exercise A. Based on answers as a class.
this analysis, ask them to make a decision about
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whether the person should stay or leave. Have Ideas for … CHECKING COMPREHENSION
pairs take turns sharing and explaining their final
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Check students’ understanding of the vocabulary
decisions. Remind them to give reasons to support
words by asking questions. For example:
their positions.
c 1. What do you know about your ancestors?

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2. What is something or someone you have faith in?
ANSWER KEY 3. What are defining characteristics of your generation?
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LESSON TASK 4. Do you consider yourself a gutsy person? Why or

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why not?
5. Where is the last city in which you were a resident?
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Reasons to Reasons to Move

Stay Push Factors Pull Factors B(page 53)
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Care for her No work in Job opportunities Have students read the short history in small groups and
parents her field discuss the questions.
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Language
barrier Ideas for … EXPANSION
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Have students research the current civic Naturalization

Test to become a U.S. citizen. Have them form pairs
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and discuss the following questions.

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1. How is the current test different from the interview

immigrants had to pass at Ellis Island? (There are
100 questions to study; the immigration officer asks
up to 10 of the 100 questions; the applicant must
answer 6 of 10 questions correctly to pass.)
2. What are some of the topics they ask about on the
test? (Principles of American Democracy, Branches
of Government, Rights and Responsibilities, etc.)
3. Do you think people should still have to pass this kind
of test to become a U.S. citizen? Why or why not?

WHILE VIEWING ANSWER KEY
C 1.6 Understanding Main Ideas (page 53) VIDEO

Play the video. Review the answer as a class. A (page 52)
1. f; 2. c; 3. d; 4. a; 5. e; 6. b
D 1.6 Understanding Details (page 53)
B (page 53)
Have pairs of students recall details from the video and
guess which information is incorrect. Play the video 1. Answers to the first question will vary. You
again. As they watch, have students complete the could find the answers on a U.S. history website.
exercise individually and then form pairs to compare Answers to the questions are: “The Star-Spangled
answers. Banner”; executive, legislative, and judicial
branches; George Washington; current president
will vary; 13 colonies were New Hampshire,
AFTER VIEWING Massachusetts, Connecticut, Rhode Island,
New York, New Jersey, Pennsylvania, Delaware,
E Personalizing (page 53) Maryland, Virginia, North Carolina, South Carolina,
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Draw a big suitcase on the board. Inside the suitcase, and Georgia.
write the names of a few items you would pack to move 2. Answers will vary.
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to another country. Give reasons for your choices. Have C (page 53)
students complete the activity individually. They can
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b
make a list or write their items inside a big suitcase like
D (page 53)
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the drawing on the board. Then have them share their
ideas in pairs and explain their choices. Take a class 1. David Luchsinger is the great grandson of people
survey to see which items were most commonly selected who came through Ellis Island.
by students.
c2. Just under 1.8 million bags were lost in the United
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States in 2012.
F Critical Thinking: Categorizing (page 53)
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3. Judith Leavell’s grandmother was 20 when she

Conduct a class brainstorming session on words to arrived at Ellis Island.
describe emotions. Elicit ideas from the class, and write
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students’ ideas on the board for reference. Allow them 4. Peter Wong’s parents emigrated to Ellis Island
from Hong Kong.
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to use a dictionary or translation app to find the best

word to express a certain emotion they feel. Have them 5. Raea Hillebrant says her ancestors emigrated from
Lithuania in 1914.
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complete the exercise in small groups, arranging the

positive and negative words in a T-chart. Assign one of 6. The maximum number of daily visitors to Ellis
the group members to take notes for the group. Ask Island during the summer is about 22,000.
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each group to join with another group and share their E (page 53) Answers will vary.
lists.
F (page 53)
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2. Possible answers: Positive emotions include
Have pairs of students share which of the emotions
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happiness, anticipation, excitement, hopefulness,

discussed in exercise F they have felt when traveling joy; negative emotions include fear, nervousness,
in or moving to another country. Encourage them to shyness, confusion.
discuss the best ways to deal with negative emotions.

Lesson B C (page 54) Answers will vary.
D (page 55)
MIN
0 Nouns:
3
VOCABULARY colonization, colonist, colony

A 1.27 Meaning from Context (page 54) encounter
Play the audio. Ask students to read along as they listen relocation
to the reports. Have them form pairs and discuss the survivor, survival
meaning of each word in blue. E (page 55)
(page 54)
B
1. colony 5. frontier
Have students complete the exercise in pairs. Remind 2. survival 6. colonists
them to look for context clues that help them match 3. habitat 7. colonize
each word with its correct definition. 4. encounter 8. solar
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(page 54)
C
Have pairs of students ask and answer the questions.
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Then have volunteers share what they learned. 5
MIN
LISTENING: A Study Group
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D(page 55) Discussion
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then reveiw answers with the class. BEFORE LISTENING
E 1.28 (page 55)

c A(page 56)
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Have students complete the exercise. Play the audio, and After discussing the questions in small groups, have
have students check their answers. volunteers share their ideas with the class.
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F (page 55)
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Review the adjectives in the box. Clarify meaning or WHILE LISTENING

pronunciation, if necessary. Have students discuss how
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Ideas for … PRESENTING THE LISTENING SKILL:

they feel about science fiction movies and books in small Listening for the Order of Events
groups.
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Review the information in the box. Elicit from students

TIP Provide the names of popular science fiction books additional examples of words or phrases for each
and movies with which students may be familiar.
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category listed. Write their ideas on the board for

(Possible movie titles are Star Wars, Avatar, Alien, The reference. Remind students that transition words are
Terminator, and The Martian. Possible book titles include just as important in speaking as they are in writing.
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A Wrinkle in Time, The Martian Chronicles, Foundation, and Explain they are used in both informal and formal
A Hitchhiker’s Guide to the Galaxy.) If students don’t have
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situations.
a lot of experience with science fiction movies or books,
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encourage them to ask questions about the topic rather

than share personal experiences. B 1.29 Listening for Order of Events
(page 56)
ANSWER KEY Have students guess the order of the topics. Then play
the audio. Review answers as a class.
VOCABULARY
B (page 54) C 1.29 Listening for Details (page 56)
1. frontier 6. survive Before students listen again, ask them to recall any
2. colonize 7. habitat decisions the students make about the four topics listed
3. overview 8. prospect in exercise B. Encourage them to take notes on a separate
piece of paper.
4. relocate 9. solar
5. encounter 10. aspect

MIN
0
D 1.30 (page 57)
S
SPEAKING
Have students refer to their notes to complete the
summary individually. Play the audio, and have students Ideas for … PRESENTING THE SPEAKING SKILL:
check their answers. Expressing Probability
Review the information in the box. Have volunteers
AFTER LISTENING read the example sentences aloud. Ask students
to underline the key word or phrase that expresses
E Critical Thinking: Evaluating (page 57) probability or improbability in each example.
Have students discuss the questions in groups. Take
a class survey to see which additional topic was most A (page 58)
popular among students in the class. Ask volunteers to Give students time to review the questions and write
give reasons for their choices. down their own answers. Then ask them to stand up and
talk to a different classmate for each question. Have them
Ideas for … EXPANSION record their classmates’ answers as complete sentences.
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Have students share whether they agree or disagree Ask them to find a classmate whom they didn’t interview
with the decisions the students made about their and share what they learned.
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presentations. Ask them to discuss what they would
do differently and why. B Critical Thinking: Categorizing (page 58)
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Have pairs of students work together to complete the
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T-chart. Draw the T-chart on the board. Invite volunteers
ANSWER KEY to write their ideas in the chart.
LISTENING
cC 1.31 (pages 58–59)
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A (page 56) Answers will vary, but students should Give students time to review the infographic. Have them
guess topics that relate to the unit theme of work in pairs to choose which phrase best completes
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migration and people on the move. each caption. Play the audio, and have students check
B (page 56) their answers.
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a. 2; b. 1; c. 4; d. 3 TIP Direct students’ attention to the phrases. Point out that

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C (page 56) Possible answers: pronunciation of numbers can vary. For example, the
Students made these decisions: number 115 can be pronounced as one hundred and fifteen
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or one hundred fifteen. The year 2024 can be pronounced

1. The title: Human Migration: Beyond Earth as twenty twenty-four, two thousand and twenty-four, or
2. Start with overview of push and pull factors; why two thousand twenty-four. Encourage students to read the
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people would want to leave Earth phrases aloud for practice.

3. Where humans are likely to go
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D(page 59)
4. How they will get there and when it might
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happen Have students form small groups and discuss the likeli-
hood that each thing will happen. Remind them to use
5. Lucas will talk about how and when; Cheryl will
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expressions from the Speaking Skill Box on expressing

talk about push and pull factors; Marina will talk
probability and give reasons to support their opinions.
about where they might go.
Ask volunteers to share their ideas with the class.
6. They will meet next week at the same time and
place to discuss research and practice. Ideas for … EXPANSION
D (page 57) Have students choose one of the statements to
1. Beyond Earth debate with a partner or in a small group.
2. push and pull
3. technology E Critical Thinking: Evaluating (page 59)
4. groups of people Have students form small groups to fill in the chart. Then
5. solar system ask each group to join another group and share their
E (page 57) Answers will vary. charts. Encourage them to give reasons why they think
each of the skills will be necessary.

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

words, and re-teach terms as necessary.
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Ideas for … PRESENTING THE PRESENTATION

SKILL: Expressing Your Opinion Strongly
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Review the information in the box. Read the examples

aloud, stressing the adverbs and adjectives in
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bold. Remind students to stress a word by saying

it higher, louder, and longer. Draw out the vowel
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sounds in the words really and strong to model how

to add emphasis. Ask volunteers to read the other
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collocations aloud with emphatic stress.

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4 Our Changing Planet
MIN
0
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Earth Science
LISTENING Recognizing Digressions Ask leading questions, such as:
• What is this place? (a national park)
Noting Supporting Information
• Where is it? (Wyoming, USA)
SPEAKING Answering Questions Effectively • What is its name? (Grand Teton National Park)
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Word Stress for Emphasis Display a map of the United States, and point out
CRITICAL THINKING Being Creative Wyoming. Ask students what they know about national
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parks. Ask the following questions:
• Who typically owns national parks? (the federal
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UNIT OVERVIEW
government)
This unit focuses on multiple aspects of earth science, or • Who can visit national parks? (They are open to the
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the study of the planet and its atmosphere. The topics public, but only for educational, cultural, or recreational
explore places on the planet that have fascinating land purposes.)
formations and discusses how ecological tourism, a
c• How are they different from other parks? (They are
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practice intended to be an environmentally friendly protected from human exploitation.)
form of tourism, affects the local people and natural • What criteria must an area of land meet before it can
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environment. be declared a national park? (It must have nationally

• LISTENING A An Earth Sciences Lecture: A professor significant natural, cultural, or recreational resources.)
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lectures on the features of karst limestone landscapes Have students form pairs to discuss the questions.
and describes an example of this landscape in the
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TIP Consult websites belonging to the National Parks

Tsingy de Bemaraha National Park on the island of Conservation Association, the International Union for
Madagascar.
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Conservation of Nature, or the National Park Service for

• VIDEO I Am Red: The Colorado River has survived for 6 additional information.
million years, but human impact continues to threaten
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its existence. In this video, the river narrates a visual ANSWER KEY
poem about its history, significance, and future.
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• LISTENING B A Conversation about Selecting a
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College: Two high school students discuss where one ossible answers:
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of them might go to college and what he will study. 1. A good way to describe this place would be as wild
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For the final task, students draw on what they have but peaceful. It looks like somewhere that has not
learned in the unit to do Internet research about been affected by human activity. It is a mountain
ecotourism and present a short business report to a range with high rocky peaks. There is a valley, and a
travel company. river in front of it. There is also forest.
For additional information about the topics in this 2. The mountains are likely to be reduced in height
unit, here are some suggestions for online search because of the effects of wind, rain, and snow.
terms: Grand Teton National Park, National Park System, Where the river flows might have changed. Humans
Yellowstone National Park, Old Faithful streaming, Tsingy might have cut down some or all of the trees. It is
de Bemaraha, Mount Vesuvius, Fingal’s Cave, Split Apple even possible that people might have built a town
Rock, Bryce Canyon National Park, hoodoos, Colorado River, or city in this area.
Grand Canyon, Pete McBride, Maui, Hawaii, Honey Valley
Cappadocia, fairy chimneys.

EXPLORE THE THEME (pages 62–63)
Read the title and the caption aloud. Review new Lesson A
words or phrases, such as like clockwork (used to MIN
0
describe something that happens with mechanical and
S
predictable regularity), geyser (a hot spring in which
VOCABULARY
water intermittently boils, sending a tall column of water A(page 64)
and steam into the air), and a jet of something (a rapid
Read the names of the four landforms in the photos
stream of liquid or gas forced through a small opening
aloud. Have students share their knowledge about these
under pressure).
landforms in pairs. Encourage them to draw on personal
Direct students’ attention to the statistics on page 63. experiences to complete the exercise.
Have volunteers take turns reading the captions aloud
for the class. Have students discuss the questions in small B 1.32 Meaning from Context (pages 64–65)
groups. Ask volunteers to share their answers with the Play the audio. Ask students to follow along as they
class. listen to the statements. Ask them to identify the part
TIP The National Park Service has a live-streaming of speech for each word in blue. Then have them work
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webcam of the Old Faithful Geyser. Consider having individually to complete the exercise. Review answers as
students visit the official National Park Service a class.
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government website and watch Old Faithful erupt as TIP Challenge students to complete exercise B without
homework.
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using a dictionary. Remind them to use the context clues
in the statements to help them match each word with
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Ideas for … EXPANSION its definition.
Extend the discussion by asking students whether
they have ever visited a national park. Have pairs Ideas for … EXPANSION
of students discuss what they liked about the park c
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Pair each student with a classmate from the same
and why they think it was given national park status. country, if possible. Have each pair of students choose
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Encourage students to name or research the locations a landform that is well known in their country. If the
of national parks in their area. students aren’t from the same country, have them
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choose any landform from around the world they

both find interesting. Students should research the
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ANSWER KEY
site’s location, history, and any interesting or surprising
EXPLORE THE THEME (page 62) statistics. Encourage them to find a photo of their
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1. Answers will vary. chosen landform. Ask each pair to join with another
pair to present. Encourage them to use Lesson A
2. Possible answers: People visit the park to see the
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vocabulary in their presentations.

unusual sights, to see wildlife, to experience nature.
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C (page 65)
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Give students time to respond to the questions

individually. Then have them interview at least five
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different classmates. Remind them to keep track of how

many people give the same answers as they did. Have
volunteers share their answers with the class.
D (page 65)
then form pairs to compare answers. Encourage them
to use a dictionary to check their answers and find
additional meanings and examples. Remind them that
a suffix changes the part of speech, not the root of the
word. Call on students to review answers as a class.

O u r C h an g in g P l ane t 33
MIN
5
LISTENING: An Earth Sciences
S
Lecture
As you review answers for exercise D, ask students
follow-up questions to check for understanding. For BEFORE LISTENING
example:
T: What is the noun form of erode? A(page 66)
S1: Erosion. Give students a short amount of time to brainstorm
T: That’s right! How did you know? places in their group. If a student’s country doesn’t have
any government-protected parks, suggest that he or
S2: The root of the word is the same. she research the name of an important park or outdoor
T: So, if the root is the same, what is the meaning of space. Ask volunteers to share the names of the places
the word erosion? they listed with the class.
ANSWER KEY
WHILE LISTENING
VOCABULARY
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A (page 64) Answers will vary. B 1.33 1.7 Listening for Main Ideas
B (pages 64–65) (page 66)
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1. appropriate 6. pressure After students have listened to the lecture, have them
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compare their notes in pairs and work together to
2. unique 7. formation complete the sentence. Invite a few volunteers to write
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3. dramatic 8. landscape their sentences on the board. Review them as a class, and
4. exposed 9. erode decide which one most accurately summarizes the main
ideas in the lecture.
5. crack 10. collapse
c
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C (page 65) TIP Monitor students’ work as they take notes to be sure
they are not writing down complete sentences or too
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much information. If you see this happening, address the
2. Possible answers: The natural action of gravity issue after, not during, the listening activity. Demonstrate
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can cause erosion by, for example, causing rocks examples of effective and ineffective note taking on the
to fall onto other landforms. Human actions such board.
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as walking, riding bikes, or driving cars might also

erode a landscape. Heat from the sun can dry the C 1.34 (page 66)
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soil and kill plants, which could lead to erosion of Have students take notes in a numbered list of six steps.
the soil. Give them time to review the six steps in the book. After
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3. Answers will vary. you play the audio, review the example answer as a class.
4. Possible answers: Water can be under pressure Say: The first step in the formation of a karst landscape is
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in a bottle. It can also be under pressure in a that water begins to erode the limestone, causing holes
pressure cooker. When the pressure is released, and weaknesses. Have students complete the exercise
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the water often comes out quickly and individually. To review answers, invite a volunteer to
powerfully. explain aloud how the Tsingy landscape forms.
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5. Possible answer: People might continue to use a Ideas for … CHECKING COMPREHENSION
plate, a cup, a cell phone, a mirror, or something
Ask students to cover exercise C. Have pairs of
plastic that has a crack in it.
students take turns summarizing the step-by-step
6. Answers will vary. process of the formation of the Tsingy landscape. Have
D (page 65) each of them repeat the summary several times to
1. b; 2. a; 3. b; 4. c; 5. b; 6. a increase fluency.

Ideas for … PRESENTING THE LISTENING SKILL: ANSWER KEY
Recognizing Digressions LISTENING
Write on the board: (v) digress / (n) digression. Explain A (page 66) Answers will vary.
that when a speaker temporarily leaves the main
B (page 66)
topic in a conversation or speech, that person is
“digressing.” This new subtopic that is not directly Possible answer: A geology professor described
related to the main topic is called a “digression.” Review the formation of karst landscapes in general and
the information in the box. Read the examples of then discussed one specific example of a karst
starting a digression and returning to the main topic landscape.
aloud. Write a main topic on the board, and provide C (page 66)
examples of how to use these phrases. For example, 1. f; 2. d; 3. b; 4. e; 5. a; 6. c
write on the board: Landforms. Begin talking about
D (page 67)
the different kinds of landforms, and then digress. For
example: The main types of landforms are mountain Digressions:
peaks, caves, canyons, and volcanoes. As an aside, I visited Interestingly, the term limestone doesn’t come from
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two active volcanoes last year. Interestingly, they were the color of the rock, which is typically white or gray,
both in California. I bet you didn’t know that California not green, but from lime, an important industrial
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had active volcanoes, right? But anyway, as I was saying, product made from limestone.
these are four important landforms. Uh, we usually think of acid rain as being caused by
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human industry, but sometimes acid rain can be
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caused by gases from volcanoes.
D 1.35 (page 67)
Words that signal a return to the main point:
Play the audio. Review answers as a class.
c Anyway, limestone is a relatively hard rock, but water

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E 1.36 Listening for Details (page 67) can wash it away, especially water that is slightly
Write on the board: key point (KP) / digression (D). Explain acidic.
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to students that a key point directly relates to the main Now as I was saying, water can erode limestone.
topic and a digression does not. Have pairs of students E (page 67)
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review each statement, guess whether it is a KP or D, and 1. KP; 2. D; 3. D; 4. KP; 5. D

pencil in their answers. Play the audio, and have students
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check their answers. F (page 67)

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AFTER LISTENING 2. An advantage for a speaker can be that a

digression can be a way of adding some
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F Critical Thinking: Evaluating (page 67) especially interesting information or something

Have students discuss the questions in a small group. humorous. A disadvantage is that it can use
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Draw a T-chart on the board. Write “Digressions” up time and may not be directly related to the
at the top, and title the columns “Advantages” and topic.
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“Disadvantages.” To review, ask volunteers to share their

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answers to question 2. Write their ideas in the chart. Ask

students for examples of situations in which digressions
might be inappropriate (job interviews, important business
meetings, timed academic speeches).

MIN
5
C (page 69)
4
S
SPEAKING
Give students time to respond to the questions
Ideas for … PRESENTING GRAMMAR FOR individually. Remind them to answer in the passive
SPEAKING: Passive Voice voice. Then have them stand up and interview two
different classmates. Have volunteers share their
Review the information in the box. After each example answers with the class.
in the passive voice, ask students to identify the be
verb and the past participle. (1. was formed; 2. was
Ideas for … PRESENTING THE SPEAKING SKILL:
conducted) Ask a volunteer to say example 2 in
Answering Questions Effectively
the active voice. (Graduate students conducted this
geological study.) Review the information in the box. Read the
examples aloud. Elicit from the class additional
examples of expressions to ask for clarification
Ideas for … EXPANSION or repetition and ways to confirm that they have
understood. Write students’ ideas on the board for
For homework, have students look online for
reference. (Additional examples of clarification might
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examples of the passive voice in science articles or
include: Come again? What do you mean by …? I
instruction manuals. Ask them to write down three to
didn’t understand. Can you say that again? Additional
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five sentences and share them with a partner in the
examples to confirm understanding might include: If
next class.
I understand you correctly, …; I see, so in other words …)
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Point out any expressions that might be appropriate
A 1.37 (page 68)
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only in informal situations, such as What’s that? or I
Have students complete the exercise in pairs. For don’t get it.
each sentence, ask them to determine whether
the agent is important to include or whether it can D
c (pages 69–70)
hi
be omitted. Remind them that if the agent is
important to include, they should use a by phrase. Arrange students in same-level pairs. Have them decide
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Encourage them to write down the sentences in the who is student A and who is student B. Explain that each
passive voice on a separate piece of paper. To review, student has an information box with notes at the top and
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play the audio. questions at the bottom. Point out that the questions at
the bottom are in reference to their partner’s topic, not
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B (page 69) theirs. Give students time to review their notes and the
Draw students’ attention to the photo on page 68. questions silently.
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Have them discuss with partners what questions they Then have student A ask student B the questions about
still have about Vesuvius. Ask volunteers to share their the Legend of Red Painted Faces. Tell student B to refer
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questions. to his or her notes to answer the questions correctly

TIP If you have a large class, have students work in small and to answer in full sentences using the passive voice
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groups for exercise B. Then have a representative from when appropriate. Ask student A to take notes on
each group come to the front of the class and write one student B’s answers. Have partners switch roles and
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of the group’s questions on the board. repeat the exercise. To review, call on a student A and
a student B volunteer to share their answers with the
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Ideas for … EXPANSION class.

Arrange students in groups of four. Have each E (page 70)
group member choose a question about Vesuvius Give students time to research or remember a traditional
listed on the board and research the answer. Then legend or story from their countries. Have them get in
have each member share his or her answer with small groups and share their stories. Encourage students
the group. to ask for clarification about what they hear.

MIN
ANSWER KEY
5
LESSON TASK: Creating
S
3
a Legend
SPEAKING
A (page 68) A Brainstorming With a Mind Map (page 71)
The eruption of Mount Vesuvius in AD 79 is one Review the information in the Critical Thinking box about
of the most famous in history. Two Roman towns the importance of being creative. Elicit from students
were destroyed and numerous citizens were killed. other effective methods for learning how to think
The eruption was observed by the writer Pliny the creatively. Have them share their personal experiences
Younger. He described the eruption in two letters with being creative.
to Tacitus, another famous Roman. His description Arrange students in mixed-level groups of three. Give
was so detailed and accurate that similar eruptions them about 20 minutes to complete the exercise.
are called Plinian by modern geologists. These days Assign roles so that everyone participates. The group
the sites of the destroyed towns are often visited leader keeps the conversation on track. The time keeper
by tourists. However, this may not be a safe thing keeps track of the time. The recorder takes notes on the
to do as Vesuvius is considered to be an extremely discussion in the mind map.
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dangerous volcano by many experts. Have them work together to brainstorm a legend about
B (page 69)Possible questions: one of the landforms and complete the mind map.
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Which two towns were destroyed by Vesuvius? How Encourage students to be dramatic storytellers when
many citizens were killed by Vesuvius? Where was they present the legends to the class.
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Pliny the Younger when he observed the eruption? TIP If groups need help to start their brainstorming
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What was Tacitus famous for? What can tourists see session, encourage them to invent main characters and
at the sites of the destroyed towns? Why is Vesuvius create a story about how these people or imaginary
considered dangerous by experts? beings (giants, dragons, etc.) caused this piece of land
c to form in this way. They can also consider what each
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D (pages 69–70) landform looks like. For example, the split rock is in the
shape of an apple that has been cut in half.
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Student A notes
1. They are a Native American tribe. B(page 71)
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2. The “Legend People” originally lived there. Have groups take turns telling their legends to the class.
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3. They were turned to stone for being bad. Take a class vote on which legend was most creative.
4. It is called “Red Painted Faces” by some tribe
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members. Ideas for … EXPANSION

Student B notes Find another photo of an interesting landform.
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1. They can be called tent rocks or earth pyramids. Display the photo in class, and have students create
a legend about how it formed. This time, though,
2. They have a layer of hard rock on a thicker layer of ask students to work individually to write a short
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soft rock. story. Call on volunteers to read their stories aloud for
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3. They are formed when the softer rock is eroded the class.
by the weather.
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4. The park is located in Utah, and it is special ANSWER KEY

because more hoodoos are found there than
anywhere else. LESSON TASK
E (page 70) Answers will vary. A–B (page 71) Answers will vary.

Video tell a story? Why or why not? Ask volunteers to share their
answers to question 3 with the class. Write the names of
important rivers on the board.
MIN
5
4
I Am Red Ideas for … EXPANSION

Overview of the Video In small groups, have students create a visual poem
The Colorado River has survived for 6 million years, but about an important river in the world. First, have
human impact continues to threaten its existence. In this them choose a river and discuss how climate change
video, the river narrates a visual poem about its history, and other current events are affecting the river’s
significance, and future. survival. Ask them to find several photos of the river
and its surrounding area and write a poem from the
perspective of the river. To present, students can show
BEFORE VIEWING the pictures and read the poem.
A (page 72)
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Have students read about Pete McBride and look at the ANSWER KEY
photo as they discuss the question in pairs. Remind them
VIDEO
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that there is no one correct answer. Have volunteers
share their ideas with the class. A (page 72) A nswers will vary.
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B (page 73) Answers will vary. See exercise E for the
(page 73)
B correct answers.
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Have students work in pairs to complete the exercise. Ask C (page 73)
them to predict the answers based on their background 1. g; 2. a; 3. b; 4. f; 5. d; 6. c; 7. e
knowledge and the information in the book.
c
D (page 73)
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C (page 73) 1. a; 2. c
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In the same pairs, have students match the words E (page 73)
with the correct definition. Encourage them to use a 1. False (The Colorado River has existed for 6 million
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dictionary for any new words. years.)

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2. True
WHILE VIEWING 3. False (It is not the strongest or largest river in the
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United States.)
D 1.8 Understanding Main Ideas (page 73) 4. True
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Give students time to review the questions and answer F (page 73)
choices before they watch the video. Remind them to
1. The best answer is a. In fact, the name of
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listen for only these two answers as they watch it. Review
the Colorado River comes from a Spanish
the answers as a class.
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word meaning colored, especially red

E 1.8 Understanding Details (page 73) or reddish.
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Have students look back at exercise B. Ask them to check 2. Answers will vary.
their answers as they watch the video again. Review the 3. Answers will vary.
answers as a class, and ask volunteers to correct the false
statements.
AFTER VIEWING
F Critical Thinking: Evaluating (page 73)
Have students discuss the questions in small groups. Ask
students whether they like the format of a visual poem.
Ask: Do you think visual poems are an effective way to

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

with students. Always make sure the words you are
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5. countable 10. carry out / perform

asking students to input will actually give them good
results. C (page 75) Answers will vary.
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1. Have pairs of students write example sentences
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with the vocabulary words in a vocabulary

journal.
2. Have students use a web concordance to look up
two or three words from Lesson A. Discuss the
patterns that they notice for each word.

MIN
5
LISTENING: A Conversation E Critical Thinking: Evaluating (page 77)
4
S about Selecting a College Ask students what they know about the islands of Hawaii.
Ask two volunteers to read the descriptions aloud. Clarify
BEFORE LISTENING any new words or phrases, such as stunning, minimize the
A (page 76) impact, and local ingredients. Have students compare the
two vacation packages in their small groups and discuss
After students have brainstormed factors in small groups, the questions. Take a class survey to see which vacation is
have volunteers to share their factors with the class. Write more popular among the students and why.
their ideas on the board for reference.
TIP Some students might be unfamiliar with systems of
education in North America. If so, provide cultural notes Ideas for … EXPANSION
about typical ages of high school seniors (17 or 18) and Have pairs of students list two or three tourist
a common timeline for applying to, deciding on, and attractions in or near the area in which the school is
attending college (apply during junior year, decide during located. Have them research or visit one of the sites
senior year, attend after high school graduation). and decide whether it is environmentally friendly.
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Remind them to note information to support their
WHILE LISTENING opinions. If an attraction is not environmentally
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friendly, have them develop a plan to make it more
B 1.39 Listening for Main Ideas (page 76) suited to ecotourism. Have each pair join with another
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pair to present their opinions and/or plans.
After listening to the audio, have students compare their
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lists in exercises A and B. Review answers as a class, and
ask volunteers to share how many factors they predicted
ANSWER KEY
correctly.
c
LISTENING
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Noting Supporting Information A (page 76)
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Review the information in the box. Write on the Possible answers: price, location, quality of
board: the best university in the world. Ask students to education, size, course offerings, reputation
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choose which university they think is the best in the B (page 76)
• location
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world and write down an example of each type of

supporting information in the box. Then have them • available majors
share their opinions and supporting information in • tuition cost
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pairs. Invite a few volunteers to share their opinions C (page 76)

with the class. 1. 3 / three
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2. ecotourism
Listening for Details (page 76)
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C 1.39 3. air travel

Give students time to review the questions before listening 4. New York (University)
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again. Play the audio. Then review answers as a class.

5. 2 / two
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6. Canada / Mount Royal (University) / Calgary

AFTER LISTENING D (page 77) Possible answers:
1. Ecotourism is the idea that people’s vacations
D Critical Thinking: Reflecting (page 77)
should cause as little damage to the environment
Have students discuss the questions in small groups. Call as possible.
on volunteers to share their answers to the questions. Ask
2. How to carry out an analysis of the tourist area;
students whether they would like to work in ecotourism.
how to work with community members to make
Ideas for … EXPANSION tourist practices locally sustainable; what kind of
infrastructure is least harmful for the environment
For homework, have students go online to find local
events or courses about ecotourism. Have them 3. You could do research online or attend a course
report back to the class about what they learned. at a local college or university.

E (page 77) B Personalizing (page 79)
1. Possible answer: Natural Hawaii sounds more like Have students work in a different group than the
an ecotourism vacation because the description one they were in for exercise A. After students have
mentions things like “minimize the impact of all done the exercise in a group, have a spokesperson
activities,” “environmentally-friendly lodge,” and from each group share the group’s saying with the
“visit Hawaii without changing it.” class and explain why it is significant and inspirational
to them.
2. Possible answer: Active Hawaii sounds like it
might be more expensive because the hotel is ANSWER KEY
five-star and modern. Also, the activities may be
expensive as they may require renting equipment SPEAKING
such as mountain bikes, diving gear, and a boat. A (page 78) A
nswers will vary.
Natural Hawaii may be less expensive if the meals B (page 79) Answers will vary.
are prepared with seasonal local ingredients, and
an environmentally-friendly lodge likely requires
less energy to run than a modern hotel.
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MIN
5
FINAL TASK: Presenting
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3
a Business Report
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TIP This final task requires students to conduct research
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0
MIN online. Be sure to reserve a computer lab; allow students
3
to use their cell phones, tablets, or laptops in class; or

S
SPEAKING
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leave time for students to work in the library.
Ideas for … PRESENTING PRONUNCIATION: TIP Some students will need guidance on how to
Word Stress for Emphasis
c conduct research online. Pair these students with
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classmates who are more skilled at doing research.
1.40 Explain to students that some words have
Ask them to help each other. If necessary, provide the
stress as part of their meaning (RE-cord vs re-CORD),
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class with step-by-step instructions on how to conduct

but other words we can choose to stress for emphasis.
research online.
Review the explanations in the box. Play the audio two
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times. The first time, have students listen. Afterward, A (page 79)
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ask them whether they perceived the stress added for

Read the topic in the box aloud. Have students look up
emphasis. The second time, pause after each example,
their preferred websites for the categories listed and
and ask students to repeat.
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write them down. Remind them to write down just the

name of the website rather than the actual site address.
A (page 78) Have them share their ideas in pairs. Then ask volunteers
na
Review the information in the Everyday Language box for websites and create a class resource list students can
access online.
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about how to express agreement and disagreement.

Read the sayings aloud. Tell students that these TIP Students should feel free to list online sources in
at
statements aren’t facts but opinions. Give them time their first language, but only if an English translation is
to consider whether they agree fully, partially, or not available. Explain to them that conducting their research
N
at all with each opinion and why. Have students share in English will help them prepare their report in English
their opinions in small groups. Remind them to use more effectively.
word stress to emphasize their ideas, use the phrases in
the Everyday Language box to express their agreement
or disagreement, and give reasons to support their
opinions. Have volunteers share their opinions with the
class. If they disagree with a saying, invite them to rewrite
the saying on the board so it is true for them.

B Critical Thinking: Categorizing (page 79) D Presenting (page 80)
Review the category headings in the chart, and answer Have each pair deliver their report to the class. Aim
any questions about meaning. Write the following to leave a few minutes for follow-up questions and
questions on the board. Teach students to consider them feedback. Take a class vote on which report most
when analyzing sources. effectively answered the travel company’s questions.
1. Is there an author? (Be aware of sources in which
anyone can add or change content.) ANSWER KEY
2. Who is the author? (Credible sources are written by
FINAL TASK
respected authors who cite their sources.)
3. How recent is the source? (Depending on the topic,
sources should provide up-to-date information.) B (page 79) Possible answers:
4. What is the author’s purpose? (Don’t limit research to Neutral – online encyclopedia, newspaper website
just one perspective or side of a debate.) Up-to-Date – online encyclopedia, newspaper
5. Who paid for the research or publication? (Look website
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for funding information; research the source’s Accurate – online encyclopedia, newspaper website
background.) Biased – personal blog post
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Have students complete the exercise in pairs using the Out-of-Date – personal blog post
online sources listed in exercise A.
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Inaccurate – personal blog post
Organizing Ideas (page 80) C–D (page 80) Answers will vary.
Le
C
Ask a volunteer to read the situation aloud. Have students
complete the steps in pairs. Suggest that they download
photos or other visuals, if available. Walk around as they
c
REFLECTION
hi
work to provide help or feedback as needed. Remind • Have students answer questions 1 and 2 on their own.
them of the 2-minute time limit as they practice. • Have them discuss their answers in pairs or small
ap
groups.
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SKILL: Making Eye Contact
• For question 3, have students compare answers and
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Review the information in the box. Demonstrate both then write the words about which they are still unsure
effective (looking at each student for a few seconds) on the board. Lead a class review of the challenging
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and ineffective ways (staring at just one student, words, and re-teach terms as necessary.
looking up or down) to make eye contact with the
audience.
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io
at
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Making a Living,
Making a Difference
MIN
5
0
S
Economics / Business
LISTENING L istening for Similarities and Ask leading questions, such as:
Contrasts • Who is the woman in the photo? (National Geographic
explorer Tan Le)
Using Abbreviations
• What is she wearing? (headset that can read brainwaves)
SPEAKING Using Numbers and Statistics
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• What is she doing? (controlling virtual objects with
Indirect Questions thoughts)
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CRITICAL THINKING Personalizing Have students form pairs and discuss the questions. Ask
volunteers to share what they think they will learn about
ar
in this unit.
UNIT OVERVIEW
Le
TIP Define the adjective virtual for the class (not
Economics is the study of the way in which money, physically existing as such but made by software to
industry, and commerce are organized in a society. This do so). Give them some synonyms, such as simulated,
unit looks at a variety of businesses, goods, and workers
c artificial, make-believe, computer-generated. Make sure
hi
around the world and discusses the impact they have on they understand that a virtual object is a representation or
our environment and social well-being. non-tangible abstraction of a physical object.
ap
• LISTENING A A Talk about a Cooperative Business:

The director of Worldwide Co-op, an organization that
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ANSWER KEY
supports cooperative enterprises, speaks to members
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of wildlife organizations about a co-op in Chennai,

India. ossible answers:
P
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• VIDEO Light for India’s Villages: India-based Mera 1. Tan Le’s invention could make it easier for people to
Gao Power aims to bring low-cost, sustainable energy operate electronic devices, including people with
physical disabilities or limitations. For example, Le’s
na
solutions to India’s rural areas. Their solar panels provide

power and nighttime lighting to the people who need invention could help someone who cannot speak
it most. to communicate, or it could help a paralyzed person
io
operate a wheelchair.
• LISTENING B A Meeting about Social
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Responsibility: Employees of a small software 2. Earning income can improve not only one’s own life,
but also the lives of family members. The money
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engineering firm discuss how they can be more socially

responsible without decreasing profits. can be used to buy better food, better housing, or
books and uniforms for school. A person can also
For the final task, students draw on what they have make a difference by directly helping someone, as
learned in the unit to research a business that is socially a doctor or teacher might. A person can also be a
responsible and give a presentation about it. positive influence in a work environment.
For additional information about the topics in this unit,
here are some suggestions for online search terms:
Portable Brain-Scan Headsets, Emotiv, TechCollective,
Chinchero Weaving Cooperative, Irula Snake Catchers’
Cooperative, Kudzu Kabin Designs, Second Shot Coffee,
Mera Gao Power, InVenture, Give Back Box, Corporate Social
Responsibility, Operation Backpack, Hotlin Ompusunggu,
Alam Sehat Lestari.

Have volunteers take turns reading the captions aloud Lesson A
for the class. Review the meanings of any new terms, 0
MIN
such as start-up company (a newly emerged, fast-growing
S
VOCABULARY
business that aims to meet a marketplace need). Ask the
class: Do you know anyone who works in these jobs? A (page 84)
What is their experience like? Have students discuss the Have volunteers share their definitions with the class.
questions in small groups. Ask volunteers to share their Lead a class brainstorming session, and ask students to
answers with the class. think of synonyms for each word. Write students’ ideas
on the board. Possible answers:
Ideas for … EXPANSION 1. (adj) conventional: typical, traditional, common
In small groups, have students share information 2. (v) cooperate: unite, combine, team up
about jobs in their home countries. Encourage them 3. (adj) diverse: various, multiple, assorted
to draw on personal experience as they talk. If they 4. (n) model: design, type, version
don’t know, ask them to predict the answers. Have
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5. (n) profits: yield, proceeds, earnings
them consider the following questions:
1. Which jobs have the highest and lowest salaries? B 2.2 Meaning from Context (page 84)
ni
2. What are the fastest growing and fastest declining Play the audio. Ask students to check their answers as
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jobs? they listen to the information.
3. Are there any jobs that are done predominantly by
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C Critical Thinking: Evaluating (page 84)
men? By women?
Review the answers as a class. Ask volunteers to share
any knowledge they have about co-ops.
ANSWER KEY
c
hi
Ideas for … CHECKING FOR COMPREHENSION
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Have pairs of students cover exercise B and take turnings

explaining how a co-op works in their own words.
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2. Possible answers: They are making a difference by

providing goods and services that people need.
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The entrepreneurs may be designing software Ideas for … EXPANSION

that is very helpful to people. The factory worker is Have pairs of students research local co-ops. Have
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being careful to produce a switch that gives people them choose one and answer the following questions:
electricity. The bakery owner provides food and 1. What kind of co-op is it? (retail, grocery, etc.)
probably employs members of the community. The
na
nurse provides care and comfort. 2. What are their core values or principles? (voluntary
and open membership; democratic member control;
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education, training, and information, etc.)

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3. What kinds of goods and/or services do they provide?

4. Would you like to shop there or work with them?
N
Why or why not?

Have students present their findings to the class.
D (page 84)
Have volunteers share their definitions with the class.
Lead a class brainstorming session, and ask students to
think of synonyms for each word. Write students’ ideas
on the board. Possible answers:
1. (v) assess: evaluate, analyze, judge
2. (adj) effective: successful, beneficial, helpful
3. (n) entrepreneur: businessperson, innovator
4. (v) generate: create, make, produce
5. (n) poverty: great need, impoverishment
E 2.3 Meaning from Context (page 85) 3. I want the money I spend on products and
Play the audio. Ask students to check their answers as services to go directly to the co-op members
they listen to the information. rather than to a corporation. I like the personal
attention I get by dealing with the co-op
F Critical Thinking: Evaluating (page 85) member-owners rather than with employees of
Have students discuss the questions in small groups. a company. Or, I prefer the large selection or low
Review the answers as a class. Ask volunteers to share prices at large companies or stores.
why they think it’s important to have diverse kinds of D (page 84) Answers will vary.
businesses in a community.
E (page 85)
Ideas for … PRESENTING THE VOCABULARY SKILL: 1. poverty; 2. entrepreneurs; 3. generate;
Suffix -ive 4. effective; 5. assess
Review the information in the box. Read the F (page 85)
examples aloud. Have pairs of students define the 1. Forming the weaving cooperative created an
verb and the adjective forms for each example. additional source and new of income for people
ng
Then ask them to write one or two sentences using in Chinchero. It allowed the women of Chinchero
three of the word pairs in the box. Remind them to earn money from their traditional craft.
ni
that their sentences should clearly show the words’ 2. Possible answers: Having diverse kinds of
meanings. Examples: I need to decide which college
ar
businesses in a community means more choices
to attend, but I can’t choose which one because I’m not for customers and more employment options
Le
a decisive person. I know cell phones can be addictive for workers—whether they prefer to work for
because my cousin is a cell phone addict. He won’t talk themselves, to work for a small business, or to
to people anymore; he only texts them. work for a large company.
c G (page 85)
hi
G (page 85) Cooperative, interactive, attractive, communicative,
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Have students complete the exercise in pairs. Have expressive, protective. Example sentences will vary.
them refer to the Vocabulary Skill box for spelling
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changes. MIN
5
LISTENING: A Talk about
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4
ANSWER KEY
a Cooperative Business
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VOCABULARY
BEFORE LISTENING
B (page 84)
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1. conventional; 2. models; 3. cooperate; 4. profits; A 2.4 Critical Thinking: Analyzing (page 86)
5. diverse Direct students’ attention to the photo. Ask them whether
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C (page 84) Possible answers: they are afraid of snakes and why. After listening to the
1. Owning the business could be quite motivating. audio, have students form pairs and discuss the questions.
at
Selling products or services together could lead Then have them share their ideas with the class.
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to greater efficiencies and more profits. Sharing

profits means that all members can earn a good Ideas for … PRESENTING THE NOTE-TAKING SKILL:
living. Using Abbreviations
2. Profits could be higher through sharing expertise Review the information in the box. Have students
and advertising costs, and because workers/ circle the abbreviations they have used. Elicit further
owners might have a greater incentive to do well examples of abbreviations from students. Write their
on the job. Profits could be lower if sharing profits ideas on the board. (etc., a.k.a. for also known as) Teach
means that costs (in the form of salaries) are them the abbreviations e.g., which means for example,
higher. and i.e., which means that is. Remind them that there
is no one right way to use abbreviations; they should
use the system that makes the most sense to them.

Making a Living, Making a Difference 45
WHILE LISTENING ANSWER KEY
B 2.5 1.9 Note Taking (page 87) LISTENING

Play the audio, and have them complete the notes using A (page 86) Possible answers:
abbreviations. To review, write the numbers 1 to 6 in a 1. Wildlife was probably becoming endangered and
list on the board. Ask volunteers to write their answers needed protection; India recognized the value of
for each number on the board. Make sure you have two protecting wild plants and animals from human
or three answers for each number and that they show activity.
different abbreviations. Lead a class discussion, and 2. An employer goes out of business. A job doesn’t
compare the different abbreviations. pay enough to support a growing family. Broader
economic changes take place (e.g., imported
C 2.5 Listening for Details (page 87) goods replace local products). Physical limitations
Tell students to focus on details, including numbers. Play or aging make it harder to do a certain job.
the audio. Review answers as a class. Ask students: What’s Moving to another city or country means leaving
the most interesting thing you learned? a job behind.
ng
B (page 87) Possible answers:
AFTER LISTENING 1. dir.; 2. info.; 3. Ind.; 4. pov. / pov’ty; 5. entre’s /
ni
ent’prnrs; 6. hum.
D Critical Thinking: Synthesizing (page 87)
ar
C (page 87)
Have students work in small groups to complete the 1. b; 2. c; 3. b; 4. a
Le
chart. Draw the chart on the board, and ask volunteers to
D (page 87) Possible answers:
write in their answers. Take a class vote on which co-op
most directly benefits its members, community, and the Benefits to Other Positive
world. c Members Effects
hi
TechCollective – Helps people w/ – Members have
ap
Ideas for … EXPANSION tech knowledge income to spend

Have students form small groups. Ask them to imagine become to support
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their group is starting a co-op. Have them brainstorm entrepreneurs families

ideas for their business. Ask them to consider the – Provides a good – Community has
eo
following questions: income a friendly place

1. What kind of co-op is it? Where will it be located? to get computers
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repaired
2. What are your core values or principles?
Chinchero – Provides a good – Community has
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3. Whom will you be helping?

Weaving income more security;
4. What kinds of goods and/or services will you Cooperative can deal w/
– Money helps
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provide? tough times

the co-op and
5. How will your co-op members benefit?
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the community – Traditional art

6. What positive effects will your co-op have on the form is valued
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community and the world? and preserved

Have groups present their co-ops to the class. Take Irula Snake- –Provides a new – Snakes / snake
a class vote on which co-op is the most likely to Catchers’ way to generate species are
succeed. Cooperative income preserved
– Allows Irulas to – Irula community
continue using doing better (e.g.,
traditional skills more children
attend school)

MIN
5
TIP Give students class time to record themselves saying
4
S
SPEAKING exercises B and C. They can use a phone or another audio
recording device. Play track 2.6 and track 2.7 again. Have
Ideas for … PRESENTING THE SPEAKING SKILL: students play their own recordings back, comparing
Using Numbers and Statistics them with the originals.
It is important for students to be able to understand
spoken numbers and visualize the numerals when D Critical Thinking: Analyzing (page 89)
they hear the words. Review the information in the Have students read the information and discuss the
box. Read the two examples aloud. Ask students why questions in small groups. Write the list of activities in
the second example is more convincing. Remind question 4 on the board. Elicit examples from students
them that there is variation in how numbers are about how each activity is important to a small business
pronounced. Point out that zero is pronounced as owner. Write their ideas on the board. Have volunteers
“oh” in certain contexts. It’s common to say “oh” when share their ideas about what other responsibilities
pronouncing series of numbers, such as: owners have. Write these on the board as well. Ask the
• a zip code (90210) class: Would you like to be the owner of a business? Why
• a room number (room 404) or why not?
ng
• a phone number (555-206-1234)
• a credit card number (1024 5026 9046 8065) Ideas for … PRESENTING PRONUNCIATION:
ni
Pronouncing Large Numbers
It’s more common to say “zero” when you are talking
ar
about math or science. For example, you would say 2.8 Review the information in the box. Play the
“Six minus zero equals six” or that the temperature is audio. Ask students to listen and repeat.
Le
“below zero.”
E Critical Thinking: Interpreting Statistics
A(page 88)
c (page 90)
hi
Have pairs of students take turns saying the numbers. Ask Ask students questions to check their understanding of
what the data in the table is about, such as:
ap
volunteers to say the numbers aloud for the class.

• What is this table comparing? (start-ups, closures,
B (page 88)
2.6 bankruptcy)
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Have students work in pairs to write out how they would • How does it compare them? (indicates how many
business engaged in each activity from 2009–2013)
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say each number. Play the audio and have students check
their answers. Call on students to say the numbers aloud. Ask students to review the information individually.
lG
Then have them discuss the questions in their groups.

Ideas for … EXPANSION Review the answers as a class. Remind students to
pronounce the large numbers as explained in the
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Have pairs of students research the demographics of

Pronunciation box.
the city or country in which they are currently living.
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Ask them to record at least five relevant numbers or

statistics. They can consider data about population, Ideas for … EXPANSION
at
ancestry, race/ethnicity, languages, etc. Ask them to In small groups, have students find a table, chart,
write their data in complete sentences. For example:
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or graph that represents business statistics for

• As of 2010, 78.93% (4,823,127) of residents spoke a country other than the United States. Have
Spanish as a primary language. them analyze the data themselves and write five
• There was a population increase of 350,000 people comprehension questions about the information.
between 1990 and 2000. Make sure they also make an answer key on a
Have each pair join with another pair and present separate piece of paper. Then have each group join
their findings. Ask volunteers to share any numbers or with another group and exchange their visuals and
statistics they found interesting or surprising. comprehension questions. Have group members
check each other’s answers.
C (page 88)
2.7
Have students complete the exercise in pairs. Play the
audio. Ask them to check their answers as they listen.

M a k in g a L i v in g , M a k in g a D i f f e r e nc e 47
ANSWER KEY - Doing accounting and paying taxes are essential
SPEAKING to a company’s financial health and its legal
operation.
B (page 88)
Small business owners might also do research
1. [50,000] fifty thousand
to make good decisions about developing
2. [3,200,000] three point two million / three million, new products or services, or they might
two hundred thousand write a newsletter or send marketing
3. [9,600] ninety-six hundred / nine thousand six e-mails to their clients to encourage future
hundred business.
4. [740,000] seven hundred (and) forty thousand E (page 90)
5. [8,000,000,000] eight billion 1. 5,825,458: five million, eight hundred (and)
6. [1,297,300] one million, two hundred (and) ninety- twenty-five thousand, four hundred (and) fifty-
seven thousand, (and) three hundred eight
C (page 88) 2. 19, 076: nineteen thousand (and) seventy-six
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1. 85; 2. 60; 3. 18; 4. 2,500; 5. 7.4 3. around 60 million
D (page 89) 4. The overall number decreased somewhat. The
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economy may not have been very strong at that
time, or it might have been difficult to get loans
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2. Possible answers: The Irula Snake Catchers’ to start new businesses.
co-op and Basket’s kudzu business are both
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5. Four hundred thousand, six hundred (and)
environmentally friendly. On the other hand,
eighty-seven businesses closed in 2013, which
Basket works alone while hundreds of snake
is fewer than the four hundred ninety-three
catchers work for the co-op. Another difference
c thousand, nine hundred (and) ninety-four that
hi
is that Basket’s products may be nice and useful,
closed in 2009. The economy might have been
but they don’t save lives like the anti-venom
ap
improving, and perhaps people were spending

produced by the snake catchers.
more money in 2013.
3. Possible answers: If kudzu products became
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6. The number decreased substantially, from

quite popular, kudzu entrepreneurs might make a
fifty-eight thousand, seven hundred (and)
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difference in the amount of kudzu growing in the

twenty-one in 2009 to thirty-six thousand,
U.S., but one kudzu entrepreneur probably can’t
(and) sixty-one in 2013. The economy may have
use very much of approximately 7.4 million acres
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been improving, and more businesses were

of kudzu.
doing well.
4. Possible answers:
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- Marketing and advertising a product makes
buyers aware of the product and leads to sales.
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- Maintaining a website is an extremely important

at
MIN
way to reach potential clients.
5
S
3
Small Businesses
N
- Managing employees is part of making any

business run smoothly. Happy and well-trained
A Critical Thinking: Evaluating (page 91)
employees contribute to the success of a
business. After students have done the exercise, have volunteers
share their ideas with the class. Write their ideas on the
- Getting supplies is necessary before products
board for reference. Ask the class what local businesses
can be produced.
they know of that benefit the community and how they
- Selling and shipping products gets them into do so.
the hands of customers.

B Organizing Ideas (page 91)
Read the questions aloud. Have a volunteer read the
Video
example aloud for the class. In the same pairs, have 5
MIN
students discuss the questions and take notes on their
S
Light for India’s Villages
ideas. Have students decide which information each
partner will present. Give them time to practice. Remind Overview of the Video
them that they only have 1 minute to present. India-based Mera Gao Power aims to bring low-cost,
sustainable energy solutions to India’s rural areas. Their
C Presenting (page 91) solar panels provide power and nighttime lighting to the
Encourage students to ask each other follow- people who need it most.
up questions after each presentation. Then have
students discuss the questions in their groups. Have
a spokesperson from each group briefly describe the BEFORE VIEWING
business the group chose and explain why it was chosen.
A(page 92)
ng
ANSWER KEY Remind students to determine the parts of speech and
LESSON TASK use context clues to help them complete the sentences.
ni
Review answers as a class.
ar
All small businesses would provide employment and Ideas for … CHECKING COMPREHENSION
the convenience of having something close by in
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Check students’ understanding of the terms by asking
the community.
questions, such as:
Restaurants and coffee shops: fresh food; a place to
1. What do you think is the best way to extend the
socialize with friends and family
c deadline of a work or school assignment?
hi
Retail shops: a place to buy specific things
2. On a scale of 1 to 5, where 1 is very poor and 5 is
ap
Manufacturers: sources of new products and very good, how would you rate the infrastructure of
employment the area where you currently live? Why?
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Service providers: a place to get something repaired 3. What might be some uses for kerosene as a fuel?
or get assistance with something (lamps, lighting, heating)
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B (page 91) Answers will vary. 4. What advice would you give to somebody who
C (page 91) Answers will vary. lacks energy?
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5. What do you know about the working conditions in

the companies that manufacture your clothes?
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B (page 92)
Direct students’ attention to the photo. Have a
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volunteer read the caption aloud for the class. After they
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list ideas in pairs, have volunteers share their ideas with

the class.
TIP Although “off-grid” does refer to living without access
to electricity, the term has also been used in recent years
to describe the lifestyle of people who choose to live
without reliance on public utilities, as well as the lifestyle
of those who refrain from using electronic devices such
as smartphones or computers for a period of time.
Emphasize the difference between not having access to
electricity and choosing to live without electricity.

Making a Living, Making a Difference 49
WHILE VIEWING ANSWER KEY
C 1.10 Understanding Main Ideas (page 93) VIDEO

Play the video. Ask students to complete the exercise as A (page 92)
they watch. Review answers as a class. Ask volunteers to 1. lack; 2. infrastructure; 3. extend; 4. kerosene;
correct the false statements. 5. working conditions
D (page 93) B (page 92)
Have students look back at the list they wrote in Possible answers: People who live off-grid would not
exercise B. Take a class survey to see how many have a television or radio for news or entertainment,
challenges students correctly predicted. Ask them to add and they would not be able to study or work at
any additional daily challenges from the video to their list. night. Even charging the batteries in computers or
telephones would be impossible. Everyday chores
E 1.10 Understanding Details (page 93) such as laundry or house-keeping would require
Play the video again. To review, call on students to read more labor, since washing machines or other
the complete sentences aloud. conveniences could not be used.
ng
C (page 93)
1. T
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AFTER VIEWING
2. T
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F Critical Thinking: Personalizing (page 93) 3. F (a lot of money)
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Review the information in the Critical Thinking box about 4. F (does not require any new land)
personalizing information. Have students complete the D (page 93) Answers will vary.
tasks in small groups, and then call on volunteers to
share answers to questions 1 and 2. Write their ideas in
c
E (page 93)
hi
two separate lists on the board. Ask volunteers to make 1. 200,000,000 (or 200 million) / 60; 2. 30; 3. 1,000;
4. 3,500 / 140
ap
statements comparing the two lists. Take a class survey to

review question 3. Have students give reasons to explain F (page 93)
their opinions.
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1. Possible answers: Cooling: air conditioners,

fans; Heating: space heaters, radiators; Lighting:
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lamps, overhead lighting; Work or entertainment:

Arrange students in multi-level groups. Tell them computers, TVs; Cleaning: washers, dryers,
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their team has just won a $125,000 grant to develop vacuum cleaners; Water heating: showers, baths;
a solution to one of society’s most pressing social Cooking: refrigeration, stovetop, oven, microwave
problems. Lead a class brainstorming session on 2. Answers will vary.
na
issues to address. Write students’ ideas on the board.

(Examples: worker rights, gender equality, poverty, 3. Answers will vary.
io
pollution, discrimination, child labor, malnutrition, etc.)

Have each group choose an issue.
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Write the following questions on the board to guide

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the group discussions:

1. What social problem will you address? (including
reasons to support their choice)
2. What country or region will you focus on? (including
statistics to support their choice)
3. What is your sustainable solution? (a general
description including ways in which it is
4. How will you use the $125,000? (categories of
spending and how much for each)
Ask a spokesperson from each group to present the
group’s idea to the class. Take a class vote on which
solution is the most realistic and sustainable.

Lesson B 3. Send Your Box: How often do you think people
complete all three steps? Why might somebody
0
MIN not participate in the Give Back Box program? What
3
VOCABULARY questions do you still have about the program?
A 2.9 (page 94) D Personalizing (page 95)

Play the audio. Review words as a class. Play the Have students discuss the questions in pairs. Take a class
audio again, and have students repeat the words for survey to see how many students would use a service
pronunciation practice. such as the Give Back Box. Ask students to give reasons
TIP When teaching vocabulary, help students understand to support their positions. Have volunteers share their
more than just the meaning. In order to effectively use answer for question 2. Write their ideas on the board.
new words, they should also know the level of formality,
connotations, pronunciation, and spelling. Ideas for … EXPANSION
B(page 95) Have students make a list of any clothes, furniture, or
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Have students complete the exercise individually and other household goods they rarely or never use. Ask
then form pairs to compare their answers. To review, call them to share this list in small groups and indicate
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on students to read the complete sentences aloud. whether they would be willing to donate any of the
items. Encourage them to give reasons to explain why
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or why not.
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Have students look at the photo at the bottom of
page 94. Read the caption aloud. Have students
ANSWER KEY
discuss the following questions in pairs:
c
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1. What does this business do? Where is it located? VOCABULARY
2. How might the location affect the amount of
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B (page 94)
funding or support the owners have? 1. concept, 5. accessible
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3. How would you describe this business team? The fundamental 6. demonstrate
office space? 2. response 7. outcome
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4. What social problem does the business try to solve? 3. corporation 8. affordable
5. Would you like to work for this business? Why? 4. donate, charity
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C (page 95)
C 2.10 (page 95) 1. concept 5. fundamental
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Have different volunteers read the three diagram steps 2. donate 6. demonstrate
aloud for the class. Have students complete the exercise in
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3. charity 7. response
pairs. Clarify any new terms, such as charitable organization
4. affordable
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(the main objective is to assist those in need) and for-profit

company (the main objective is to make a profit). Play the D (page 95)
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audio and have students check their answers. 1. Answers will vary.
2. Possible answers: They can donate goods to local
Ideas for … CHECKING FOR COMPREHENSION thrift or second-hand stores. They can lend or
Ask additional questions after each step to help rent something out for a low price when they are
students gain a deeper understanding, such as: not using it, such as a bicycle, car, or apartment.
1. Open Your Box: What kind of merchandise do you They can pass out a questionnaire asking what
typically order online? What do you usually do people need and then host community events to
with the cardboard box after you unpack it? What collect those items.
information does a shipping label include?
2. Pack Your Box: What kinds of clothing might people
need? What kinds of household goods would you
be willing to donate? How might your donation vary
depending on country or time of year?

MIN
5
LISTENING: A Meeting about
4
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2. Too is usually used at the end of the sentence. For
Social Responsibility example: I like to play soccer, too.
3. As well is also used at the end of the sentence. It’s a
BEFORE LISTENING
little more formal than also and too. For example: I
A Personalizing (page 96) like to play soccer as well.
Write Corporate Social Responsibility (CSR) on the board. The differences in the use of although, though, and
Ask students to discuss the meaning of the term. even though:
(CSR is a corporation’s initiatives to assess and take 1. Although is the most general and common
responsibility for their effect on the environment and expression of contrast. A clause that includes although
society.) Ask students to analyze the statistics and discuss can begin or end a sentence. For example: Although
the questions in pairs. Encourage them to draw on their the restaurant was crowded, we found a table. / We
personal experiences to answer the questions. Have found a table, although the restaurant was crowded.
volunteers share their ideas with the class. 2. Though has the same meaning as although but is
more informal. It’s more common at the end of a
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sentence. For example: I liked the jacket. I decided
Have pairs of students research one or two examples not to buy it, though.
of Corporate Social Responsibility and present them in
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3. Even though is stronger and more emphatic than
small groups. Ask them to research: although. A clause that includes even though
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1. the name of the corporation can begin or end a sentence. For example: Even
though you don’t want to, you need to study.
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2. what the corporation does
3. the name of the CSR initiative/program and how it / You need to study, even though you don’t want to.
works
4. what social problem the corporation is helping solve c
C 2.12 Listening for Similarities and
hi
Contrasts (page 97)
For example: Nu Skin Enterprises, a vitamin and skin
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Play the audio. Ask students to fill in the blanks as they listen.
care product marketer, has a program called VitaMeal to
To review, call on students to read the complete excerpt
combat hunger in Malawi by allowing their customers
aloud and explain how they chose the correct answer.
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to buy and donate meals. Twitter, a social media

network, has a campaign called The Fledgling Initiative
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to partner with a non-profit organization called Room AFTER LISTENING

to Read and promote literacy among children.
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D Critical Thinking: Evaluating (page 97)

WHILE LISTENING Read the questions aloud. Have students discuss them in
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pairs. Ask volunteers to share their ideas with the class.

B 2.11 Listening for Main Ideas (page 96)
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ANSWER KEY
Be sure students understand where to add notes on
each topic in the chart. Play the audio. Ask students to
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LISTENING
complete the chart as they listen. Draw the chart on the A (page 96) Answers will vary.
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board, and ask volunteers to write in their answers.

Ideas for … PRESENTING THE LISTENING SKILL: Type of How Are They Socially
Listening for Similarities and Contrasts Company Responsible?
Review the information in the chart. Ask students to 1. Large drug – provide med. training
circle the examples they already use or are familiar manufacturer – red. noise levels at plants
with. Have volunteers read the examples aloud for the
– make meds more
class. Clarify the meanings and uses of any expressions
affordable & accessible in
that are new or confusing, such as the following:
poorer parts of world
The differences in the use of also, too, and as well:
2. Small co. – “Buy one, give one” model
1. Also usually goes before the verb or adjective. For that makes = customer buys a bag,
example: I also like play soccer. Sports are good handbags, company donates a
exercise but also really fun. backpacks backpack w/ school supplies

C (page 97) D(page 99)
1. both; 2. though; 3. too; 4. Even though Have students form pairs and share their answers from
D (page 97) exercise C. Remind them to give reasons to explain their
answers. Then have them discuss the questions. Ask
1. Answers will vary. volunteers to share their dream jobs with the class.
2. Possible answers:
ANSWER KEY
a. Reducing their use of paper would help decrease
their environmental impact. SPEAKING
b. Providing free software to help local charities A (page 98) Possible answers:
would help strengthen their community.
1. Do you know what time it is?
c. Offering free after-school classes would help
2. I’d like to know why you are taking this class.
them give back to their customers’ families and
prepare youth for a competitive job market. 3. Can you tell me how old you were when you
took your first English class?
4. Could you tell me what kind of career you hope
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MIN
0
3
SPEAKING to have in the future?

5. Can you tell me how you make decisions about
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Ideas for … PRESENTING GRAMMAR FOR the clothing you buy?
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SPEAKING: Indirect Questions 6. I’m wondering where I should go for a day trip
Write two questions on the board: Why should I study this weekend.
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English? and Can you tell me why I should study English? B (page 99) Possible answers:
Ask students what question is being asked in each. 1. I’d like to know what technology company is the
Make sure they notice that the question is exactly
c most influential.
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the same. Review the information in the box. Ask
2. Could you explain how people get jobs with
volunteers to read the examples aloud. Lead a class
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good companies?
discussion about situations in which indirect questions
are more appropriate (more formal situations; when 3. I’m wondering whether you would want to be a
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talking to somebody you don’t know). List the situations member of a cooperative.
on the board. Have students give examples of indirect 4. Can you tell me what kind of small business you
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questions for each situation. would like to start?

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A (page 98) D (page 99) Answers will vary.

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Have pairs of students rewrite the questions. Challenge them

to use a variety of phrases from the Grammar for Speaking 5
MIN FINAL TASK: Presenting
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box. Call on students to share their answers. Discuss any

S
3
a Socially Responsible
differences you notice in formality or connotation. Business
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B(page 99) TIP This final task will require students to conduct
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research online. Be sure to arrange time in the library or

Review the information in the Everyday Language box
computer lab before class.
about how to show interest. Remind students that being
an active listener is just as important as being a clear
speaker. Elicit additional examples, and write students’
ideas on the board. Ask students to rewrite the questions Allow lower-level students to work and present in
individually and then take turns asking and answering pairs. Remind them to divide the questions so the
them in pairs. Remind them to use expressions to show research and the presentation are distributed evenly.
interest and ask follow-up questions.
A(page 100)
(page 99)
C
Read the topic in the box aloud. Give students time to
Have volunteers take turns reading the statements review the step-by-step instructions individually. Ask
aloud for the class. Monitor students’ work, and provide them follow-up questions to be sure they understand the
feedback on sentence structure, if necessary. assignment.

TIP It may be difficult for students to find a socially TIP If possible, videotape the presentations. Explain to
responsible business online and navigate websites. students the importance of watching and listening to
Consider preparing and providing a list of socially themselves present in another language. Be sure to get
responsible businesses and passing it out to the class. their consent first. Provide feedback on their verbal and
If possible, demonstrate how and where to find the non-verbal communication skills. Consider using an
necessary information on an example website. evaluation form that includes the presentation skills and
language taught in Units 1 to 5.
SKILL: Looking Up While Speaking ANSWER KEY
Review the information in the box. Model effective FINAL TASK

and ineffective eye contact and body language. A–C (page 100) Answers will vary.
B (page 100)
Arrange students in mixed-level pairs, and have them REFLECTION
practice their presentations. Encourage them to give • Have students answer questions 1 and 2 on their own.
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feedback on what their partners did well and what they • Have them discuss their answers in pairs or small
can improve on for the presentation. groups.
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C Presenting (page 100) their answers for questions 1 and 2.
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Have students present their socially responsible • For question 3, have students compare answers and
then write the words about which they are still unsure
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businesses in small groups. Encourage audience
members to ask follow-up questions. on the board. Lead a class review of the challenging
c
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at
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Design with Purpose 6
MIN
0
S
Design
LISTENING Listening for Inferences Ask leading questions, such as:
Noting Steps in a Process • Where is this place? (Google office in Waterloo,
SPEAKING Using Descriptive Language Ontario, Canada)
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Effective Pausing • How would you describe the design? (modern,
comfortable, relaxing)
CRITICAL THINKING Making Inferences
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Ask volunteers to share their opinions about the design
of the room. Ask the class: Would you like to work in this
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UNIT OVERVIEW office space? Why or why not?
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Design is the process of creating products, A N S WER K E Y
experiences, and environments that are central
to business and society while considering their THINK AND DISCUSS (page 101)
purpose, economics, and impact. Design is critical c 1. Possible answer: The company might have a space
hi
to developing creative and sustainable solutions to like this to let employees relax because this could
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increasingly complex global problems. help them be more creative. Another reason is that
• LISTENING A A Guest Lecture about Design: A big companies like Google use appealing spaces like
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professor invites a successful designer to present the this to attract the best employees to work for them.
criteria and principles of good design to his class. 2. Answers will vary.
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• VIDEO Designing the Future: Skylar Tibbits, founder

of the Self-Assembly Lab at the Massachusetts
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Institute of Technology, explains how nature, humans, Read the title and caption aloud. Give students a few
and technology are coming together to reinvent how minutes to read the information individually. As a class,
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products are designed and made in the future. clarify the meanings of new words, such as commission
(order or authorize the production of something),
• LISTENING B A Conversation with a Teaching
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disrepair (poor condition of a building or structure

Assistant: A student visits a teaching assistant to get because of neglect), corridor (a long passage in a building
at
help with an assignment in a design course. from which doors lead into rooms), and courtyard (an
For the final task, students draw on what they have unroofed area that is enclosed by the walls of a large
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learned in the unit to give a presentation about the building).

process they followed when they designed, created, Read the following sentence aloud: “Today the glass
made, changed, improved, or developed something. pyramid at the Louvre is a beloved jewel of the Paris
For additional information about the topics in this landscape.” Ask students to explain the meaning of “a
unit, here are some suggestions for online search beloved jewel” in this context in their own words.
terms: Google offices, Louvre Museum, Louis Sullivan, Ask students comprehension questions to check for
Dieter Rams, chindogu, SJET LLC, 4D printing, User understanding, such as:
experience design.
• What is the Louvre? Where is the Louvre located? (an
art museum; in Paris, France)
• What was the project architect I. M. Pei was
commissioned for? (to design a new entrance and
reorganize the museum’s interior)

• Why was the project challenging? (The historic buildings
were in disrepair, the entrance couldn’t handle many
MIN
Lesson A
visitors, the galleries were not connected, and people got 0
S
lost in the corridors.) VOCABULARY
• How would you describe Pei’s solution in your own
words? A 2.13 Meaning from Context (pages 104–105)
• What was Pei’s inspiration for the entrance design? (the Play the audio. Ask students to read along and pay
Great Pyramid of Giza in Egypt) attention to the words in blue as they listen.
• What was the international response? (negative; Pei
Remind them to use the context clues in the text to help
received criticism)
them choose the correct answers. Review answers as a class.
Have students form small groups and ask them to
discuss the following questions: Ask students to take turns with their partners
summarizing each designer’s philosophy and
1. What other architectural designs do you think are principles in their own words. Then ask them which
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beautiful or elegant? philosophy they agree with more and why.
2. What makes the design beautiful?
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Invite volunteers to share their ideas with the class.
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Have students form pairs, and ask them to research
A N S WER K E Y
a building or object whose design appeals to them.
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EXPLORE THE THEME (page 102) Have them consider the following questions:
1. Answers will vary. 1. Who was the main designer or architect?
2. Answers will vary. c 2. When was this building or object built?
hi
3. Possible answers: One possible reason for the 3. How would you describe its design?
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negative reaction is that Pei’s design looks much 4. Why is it appealing to you?
more modern than the other buildings around Have each pair join another pair to present their
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it in Paris. Another possible reason is that his findings. Make sure students have a photo of their
design is very innovative, and many people do building or object as they present. Invite volunteers
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not like things that seem very new when they to present their findings to the class.
are first introduced.
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B (page 105)
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Remind them to give reasons to support their opinions.

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Arrange students in same-level groups for exercise B. Give

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lower-level students time to think about and write down

their answers before they discuss them with their groups.
C(page 105)
Have students complete the exercise individually. Ask
them to take turns reading their sentences aloud and
giving feedback on word usage in pairs.
A N S WER K E Y
VOCABULARY
A (page 104–105)
1. a; 2. b; 3. b; 4. a; 5. b; 6. b; 7. a; 8. b; 9. b; 10. b

B (page 105) B (page 106)
1. Answers will vary. Write the word prototype on the board. Ask volunteers to
2. Possible answers: Durability, comfort, style, size, stain share their definitions with the class. Write their ideas on the
resistance, ergonomics, environmentally friendly board to create a class definition of the word.
3. Possible answers: A couch can also function as a WHILE LISTENING
bed. A kitchen counter can function as a desk.
4. Answers will vary. C 2.14 Listening for Main Ideas (page 106)
Give students time to review the topics before they listen
6. Possible answers: Keep an open mind. Think to the audio. Play the audio. Review the answers as a
outside the box. Respect your elders. class.
8. Answers will vary. Ideas for … CHECKING COMPREHENSION
9. Possible answers: Teachers need to be innovative to Ask students to recall some principles that the guest
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develop materials to teach students with different speaker, Ana Fuentes, thinks are important for good
learning styles. Computer engineers need to be design. Have pairs of students write down as many as
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innovative to create programs that keep people’s they can remember. Have volunteers share these with
information safe online. A chef needs to be innovative the class. Write their ideas on the board. (Examples of
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to design creative ways of cooking traditional dishes. principles: Good design should have a useful function; good
design should help people do something better, more easily,
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C (page 105) or less expensively; good design should make a product
understandable; good design should be environmentally
Noun Verb Adjective
c friendly.) Then ask students to look back at the text on
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appeal appeal appealing page 104. Ask them whether Fuentes’s principles are
more similar to those of Sullivan or Rams and why. (Her
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commitment commit committed

principles are more similar to those of Sullivan because
influence influence influential
she states in the lecture that she believes “form should
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innovation innovate innovative follow function.”)

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5
MIN
LISTENING: A Guest Lecture TIP Retrieval-based learning is a powerful technique to
4
help move new information from short-term memory

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about Design
to long-term learning. Whenever possible, do recall
activities with students. Ask them to take a moment and
BEFORE LISTENING
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try to summarize or recall material, such as details or

A(page 106) vocabulary, from the article, listening, or video.
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Have students complete the exercise in small groups. Review D 2.15 Listening for Details (page 107)
answers as a class. Then discuss which type of design they
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Give students time to review the steps before listening

are most interested in learning more about and why. again. Play the audio. Review answers as a class.
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Ideas for … EXPANSION Ideas for … CHECKING COMPREHENSION

Ask students to choose one type of design from exercise Ask pairs of students to cover exercise D and take turns
A to learn more about. Have them find a partner who is explaining the steps of the student project. Have them
interested in the same type of design. Have them form repeat this process several times to increase fluency.
pairs and answer the following questions:
1. What is the purpose of this kind of design? Ideas for … PRESENTING THE LISTENING SKILL:
2. What kinds of products do these designers make or Listening for Inferences
what kinds of services do they provide? Tell students that inference is the process of arriving
3. What kinds of skills do you need to be this kind of at a conclusion using known or observable evidence
designer? and then logically forming an opinion of the
4. Why is this type of design important? situation. Give an example of inference, such as:
SAMPLE COPY, NOT FOR DISTRIBUTIOND e s i g n w it h P u r p o s e 57

- Y
ou walk into the classroom, and the teacher tells D (page 107)
you to clear your desk and get out a piece of paper 3. She built a prototype.
and a pencil. You can infer that you’re going to have
4. She felt pleased with her hard work.
an exam.
6. She tested her prototype.
Tell them the verb form of inference is to infer. Write it
on the board. Elicit from students synonyms for the 8. She learned from the experience.
verb, and write their ideas on the board (to deduce, to 7. She realized that her design was poor.
conclude, to interpret, to understand, to presume, to 5. She showed her professor her design.
assume, to figure out, etc.). Review the information in the 2. She spent time thinking up a design.
box. Exaggerate the intonation as you read the example
aloud for the class. Tell students that in conversation 1. She was given an assignment.
speakers sometimes imply something by saying the E (page 107)
opposite of what they mean. Explain that this is a form 1. We can infer that Ana thinks that it’s not an easy
of spoken sarcasm. Say aloud common expressions question.
such as “Thanks” or “Excuse me” with a variety of 2. We can infer that Ana was very embarrassed.
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meanings (authentic, angry, irritated, etc.). Ask students
3. We can infer that Ana thought her design was not
to infer your meaning depending on your intonation.
very good.
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E 2.16 Critical Thinking: Making Inferences
(page 107)
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MIN
5
Tell students they are going to listen to three parts of the
4
S SPEAKING
guest lecture. Ask them to make inferences about how the
designer, Ana Fuentes, thinks and feels based on what is
c Ideas for … PRESENTING GRAMMAR FOR SPEAKING:
hi
said in the lecture. Play the audio. Ask them to write down
their ideas as they listen and then form pairs to compare Making Comparisons
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answers. Ask volunteers to share their ideas with the class Review the information in the box. Read the examples
and give reasons to explain their interpretations. aloud, and give additional examples as necessary.
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To practice comparisons, have students get in small

AFTER LISTENING groups. Ask them to make a list of three things they
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have in common and a list of three things they do not

F Personalizing (page 107)
have in common. Ask a volunteer from each group to
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Have students discuss the questions in small groups. share the comparisons.
Encourage them to draw on their personal experiences to
To practice superlatives, write examples of questions
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answer the questions. Ask volunteers to share their ideas

using superlatives on the board. For example: Who
with the class.
is the youngest? Who is the oldest? Who lives the
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ANSWER KEY farthest away? Who speaks the most languages?

Who has the longest hair? Arrange students in
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LISTENING different groups. Have them share information about

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A (page 106) themselves and answer the questions about their

1. c; 2. a; 3. f; 4. d; 5. b; 6. e group members. Ask a volunteer from each group to
share the group’s answers with the class.
B (page 106)
Possible answer: A prototype is a first or early model
of something before the final version is made. A (page 108)
C (page 106) Have students complete the exercise individually. Call on
P An influential experience she had as a design students to say the comparisons in each item aloud, and
student ask them to state whether it is a comparative, superlative,
or as … as phrase.
P People who have had a major impact on her
philosophy B Personalizing (page 108)
P Some principles she thinks are important for Give students time to complete the sentences
good design individually. Have them share and explain their ideas

in small groups. Encourage students to ask follow-up (Answers: Design should be as simple as possible; design
questions to learn more about each other. should be innovative rather than old fashioned; design
should be made from sustainable materials.) Then have
Ideas for … Presenting The Speaking Skill: them complete the exercise in pairs. Call on students to
Using Descriptive Language review answers.
Elicit examples of adjectives from students. Write their A N S WER K E Y
ideas on the board. (happy, sad, good, etc.) Ask students to
write three sentences using the adjectives on the board. SPEAKING
Review the information in the box, and have a volunteer A (page 108)
read the examples aloud for the class. Ask students to 1. The most important
work in pairs to rewrite their sentences using one of the
three techniques described in the box. Call on volunteers 2. better, more easily, less expensively
to share their sentences before and after the rewrites. 3. the biggest
4. as important as
C (page 109) B–E (pages 108–110) Answers will vary.
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Give students time to answer the questions individually. F (page 111)
Then have them share and explain their answers in pairs.
Principles of chindogu may include the following:
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Remind students to take notes on their partners’ answers.
Invention needs to be a solution to a problem but
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D Critical Thinking: Making Inferences (page 109) be a little useless; invention needs to be funny. It
needs to work.
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Review the information in the Critical Thinking and
1. C; 2. DR; 3. DR; 4. C; 5. DR
Everyday Language boxes about making and expressing
inferences. Read the examples aloud. Have students work
with different partners than they had for exercise C. Ask
c 5
MIN
LESSON TASK: Presenting
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3
them to take turns summarizing what they learned about a Design

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their other partners. Remind them to use comparative

language and make inferences. Ideas for … MULTI-LEVEL CLASSES
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Arrange students in multi-level groups for the Lesson

Ideas for … EXPANSION Task. Lower-level students can draw and create the
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Have students repeat exercise C with different picture of the design while higher-level students can
classmates. Ask them to stand up and talk to at least plan and write down what group members will say.
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three other students in the class. Remind them to take

notes on their classmates’ answers. Then ask them to
A (page 111)
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write a short summary of what they learned. Have them

exchange their summaries with a partner and give each Arrange students in groups of three. Have them
other feedback on comparative language use. brainstorm several ideas for a chindogu invention.
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Encourage them to be creative and not discount any idea

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at first. From this list, have them choose one invention

that all group members find interesting.
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Direct students’ attention to the photos and have discuss TIP Monitor group work. Check that each group’s
the captions together. Review the pronunciation of invention meets the principles of chindogu before group
the word chindogu (CHIN-doe-goo) with the class. Ask members move on.
a volunteer to read the information in the box aloud.
Have students discuss the questions in small groups. Ask B (page 111)
volunteers to share their opinions and ideas with the class. Encourage all group members to contribute to the
design while one member draws. Then have them use
F Critical Thinking: Synthesizing (page 111) the outline to plan their presentation and decide which
Have students form pairs discuss what principles describe information each group member will present.
chindogu inventions. Have students look back at exercise TIP If students have the resources and skills, allow them
A on page 104. Ask the class: What are the design to create an actual model or computer design of their
principles of Dieter Rams? Write their ideas on the board. invention to use in their presentation.

C (page 111)
Give groups time to practice their presentations more
Video
than once. Walk around, giving feedback as necessary. 5
MIN
S
TIP Encourage students to have a strategy to keep time Designing the Future
during their presentations. One idea is to ask a classmate to
keep time for them by writing the number 30 on a piece of Overview of the Video
paper and holding it up when their group has 30 seconds Skylar Tibbits, founder of the Self-Assembly Lab at The
left. Massachusetts Institute of Technology, explains how
nature, humans, and technology are coming together
D (page 111) to reinvent the ways in which products are designed
After allowing 3 minutes for each presentation, aim to and made in the future.
leave a few minutes for follow-up questions.
E Critical Thinking: Evaluating (page 111) BEFORE VIEWING

Have students find a partner with whom they did not
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present. Ask them to discuss the questions. Take a class A (page 112)
vote on which of the presented ideas was the most Have students complete the sentences in pairs. Remind them
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interesting. Ask students to give reasons to support their to use context clues to find the correct meanings. To review,
choices. call on students to read the complete definitions aloud.
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A N S WER K E Y
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B(page 112)
LESSON TASK Have a volunteer read the information about Skylar
Tibbits aloud for the class. Ask students what they know
A–E (page 111)
cabout 3D or 4D printing. Lead a class discussion on what
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Answers will vary.
kinds of things Skylar Tibbits might be designing in his
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laboratory. Write students’ ideas on the board.

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WHILE VIEWING
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C 1.11 (page 113)

Play the video without sound. After students compare
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answers in pairs, review answers as a class.
Understanding Main Ideas (page 113)

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D 1.11
Play the video. Ask students to choose the main message
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of the video as they watch. Have them share their

answers in small groups. Review the answers as a class.
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Ask students to recall the benefits that self-assembling

materials can offer to humans.
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E 1.11 Understanding Details (page 113)

Suggest they cross off each phrase from the box after
they have used it. Play the video again. Ask students to
check their answers as they watch.
AFTER VIEWING
F Critical Thinking: Evaluating (page 113)
volunteers to share their answers with the class.

TIP On his website, Skylar Tibbits defines his work as
experimental computation plus design. He conducts Lesson B
multidisciplinary research that ranges from design and
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fabrication to computer science and robotics. 0
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VOCABULARY
Tell students that Skylar Tibbits is looking for ideas
Explain to students that universities typically have a print
about which kinds of self-assembling products would
and online catalog where they list descriptions of the
be most popular in different countries around the
courses that are offered every semester. Ask students to
world. If appropriate, ask students to find a partner from
predict what kind of information would be included in
the same country or region of the world. Have each
these course descriptions. Write their ideas on the board
pair brainstorm an idea for a self-assembling product
(e.g., explanation of subject, main objective of course, what
that would be particularly useful for people living in
students will learn, how the course is delivered and graded).
their home country. Encourage them to draw or create
a picture of their product. Have each pair join with After you play the audio, have students choose the
definitions and then compare answers with a partner.
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another pair to present their ideas. Remind them to
explain how the product would work, who might use it, Review answers as a class.
and why it would be popular in their home country.
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B 2.18 Critical Thinking: Analyzing (page 115)
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Give students time to review the statements before they
listen to the audio. Play the audio. Review answers as a
A N S WER K E Y
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class.
VIDEO
A (page 112)
c Multiple Meanings
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1. f; 2. d; 3. b; 4. a; 5. e; 6. c; 7. h; 8. g
Review the information in the box. Explain to
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students that words can have more than one

C (page 113) meaning and act as more than one part of speech.
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a. 5; b. 6; c. 2; d. 3; e. 4; f. 1 Read the examples aloud. Remind them to always

D (page 113) consider the context in which the word is used to
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d decide which meaning is most appropriate.

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E (page 113)
C(page 115)
1. remove components, complexity
Divide the class into two groups: A and B. Ask each
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2. environments and users student from group A to find a partner from group B.
3. put things together Explain to students that they have to choose four words
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4. temperature, moisture, pressure to match the four definitions in their column: Student A
should choose words from page 104, and student B
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5. pairs of shoes
should choose words from page 114. After they work
6. the future of robotics
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individually, have them share their answers in pairs.

F (page 113) Answers will vary. Remind them that the definitions in exercise C may or
may not be the same as those they learned in previous
exercises.
TIP Encourage students to record the words with
multiple meanings in their vocabulary journals or
notebooks for future reference.

D Personalizing (page 115) WHILE LISTENING
Give students time to respond to the questions B 2.20 Listening for Main Ideas (page 116)
individually. Then have them complete the exercise. Ask
Play the audio. To review answers, ask the questions
volunteers to share the most interesting answer they
aloud, and call on students to respond.
received.
A N S WER K E Y
Noting Steps in a Process
VOCABULARY Model note-taking strategies as you review
A (page 114) the information in the box. Elicit from students
1. a; 2. a; 3. b; 4. b; 5. a; 6. b; 7. a; 8. b; 9. a; 10. a additional examples of sequence words and
phrases, and write them on the board for reference
B (page 115)
(second, third, then, next, finally, lastly). Ask
1. identify 3. combination students whether it helps them to make a visual
2. objectives 4. satisfaction representation of the information in their notes,
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C (page 115) similar to the diagram in exercise C.
1. function 5. browse
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2. influence 6. identify C 1.20 Listening for Details (page 117)
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3. philosophy 7. illustrate Play the audio. Ask students to take notes on the
4. principle 8. explore different stages in the process as they listen. Then have
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them complete the diagram individually based on their
notes. Remind them to write only one word from the
conversation in each space. To review, ask volunteers to
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say the process aloud, inserting sequence words and
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5
LISTENING: A Conversation phrases between the steps.
4
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with a Teaching Assistant

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BEFORE LISTENING
Give students time to visually represent a process
with which they are familiar using arrows or simple
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diagrams. Then arrange students in same-level pairs.
Make a copy of the comic strip, and white out the
Ask them not to show their visual representations to
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text. Be sure to leave the source website at the

their partners. Have them decide who is Student A and
bottom. Pass out the comic strip without text to
who is Student B. Explain the activity instructions. As
higher-level students before beginning exercise A.
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you do, ask students to take notes on the instructions.

Ask them to write in the text as they hear it while
listening. Lower-level students can follow along with 1. First, Student A explains his or her process aloud to
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the text in the book. Student B step by step.

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2. As Student A explains, Student B takes notes on the

different stages in the process.
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A 2.19 Critical Thinking: Making Inferences

3. Then Student B creates a visual representation of the
(page 116)
process based on his or her notes.
Play the audio. Ask students to pay attention to the
4. Finally, Students A and B show each other their
speakers’ intonations as they listen. Have students discuss
visual representations and discuss how they are
the questions in small groups. Remind them to make
similar or different.
inferences based on what they see in the comic strip, as
well as what they heard in the audio. Have volunteers 5. Students then reverse roles and repeat the activity.
share their ideas with the class. Take a class survey. Ask
students: Would you like to work as a TA in the future? AFTER LISTENING
Why or why not?
D Critical Thinking: Applying (page 117)
Ask volunteers to share their ideas with the class. Write

the three situations in question 2 on the board. For each
C (page 117)
situation, ask a volunteer to share whether the design
process would be useful. Remind them to give reasons 1. Identify 4. Get
and examples to support their opinions. 2. Brainstorm / Explore 5. Improve
3. Select 6. Decide
Ideas for … EXPANSION D (page 117) Possible answers:
Tell students they have listened to two different 1. The student could have spoken to other people,
conversations between a student and a teaching assistant. such as friends, family members, or even a
Ask them to form pairs and discuss how the two visits professor, about the problem. The student
were different. Write the following questions on the board: could also have tried to come up with a solution
1. How were the students’ problems different? (In the without asking for help from others.
first conversation, the student didn’t have a specific 2. The process is actually not specific to design; it
problem; in the second, the student’s questions were is just a general process for coming up with a
unclear, but he knew what the problem was.) good idea. As a result, it is useful in a variety of
2. How were the reactions of the TAs different? (In the wide situations. For example, for choosing where
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first conversation, the TA was upset and frustrated; in to go on vacation, the “problem” is where to
the second, the TA was patient and happy to help.) go; the “solutions” are possible destinations; the
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3. Why do you think the TAs’ reactions were different? “design” is the final choice; the “user feedback” is
what other people who will go on the vacation
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(In the first conversation, the student asked for help
4 hours before the assignment was due; in the second think about that final choice; the “redesign” is
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conversation, the student asked for help earlier.) coming up with an alternative location if the
4. What are some lessons you learned about visiting original choice is not popular. The process could
TAs during office hours? (Don’t wait until the last be adapted in a similar way for deciding what
minute; prepare specific questions; take notes while c clothes to wear or what to write.
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talking to the TA.)
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5. Look back at question 4 in exercise A: “Would you MIN

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be interested in working as a TA in the future?” Now
3
SPEAKING
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that you’ve heard about two different experiences,

would you change your answer? Why or why not? A(page 118)
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Have students complete the exercise in small groups.

A N S WER K E Y Encourage them to look back at exercise A on page 114
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LISTENING
to review basic information about user experience (UX)
design. To review, ask volunteers to take turns reading
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A (page 116) the principles aloud.

1. Possible answers: The comic strip makes it clear
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that TAs provide help with homework, offer Ideas for … EXPANSION
tutoring sessions, and hold office hours regularly.
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Have students analyze the image at the bottom of

2. Possible answers: The repetition of “Now?” and page 118 by discussing the following questions in pairs:
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phrases related to time show the TA’s frustration. The

- What about the design of these buttons is clear and
use of phrases such as “bored out of my mind” also
attractive?
shows her frustration. She also shows her frustration
in the final sentence when she says her life is at the - What is the message of each icon? How do you
student’s disposal, meaning that she will do anything know?
he wants her to do. - Where do you think these control buttons might
3. Possible answer: From the words “Yes, please” it is be used?
possible to infer that the TA is saying the opposite
of what she actually means, which is “No.”
B (page 116)
1. c 2. a 3. b

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

software, and more. they want a user experience / that is easy to
understand.
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D (page 119) C (page 119) Answers will vary.

Have students share the information in their charts in D (page 119) Answers will vary.
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small groups. If possible, encourage them to show the

website or software application on a phone or tablet as MIN
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they describe it. Ask each group to choose one website

5
FINAL TASK: Presenting
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3
or software application that most effectively matches the a Process

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five principles and share it with the class.

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

A (page 120) D Critical Thinking: Reflecting (page 120)
In the same small groups, have students discuss the
Read the topic in the box and the stages of preparation
questions. Ask volunteers from each group to share
aloud. Give students time to brainstorm something they
which talk they thought was the most interesting and
have designed, created, made, changed, improved, or
why.
developed.
Walk around the class, and be sure to approve students’ A N S WER K E Y
topics before they move on. When doing their outlines,
encourage them to use arrows or make a diagram to FINAL TASK
visually represent the process as well. A–D (page 120) A
nswers will vary.
B (page 120)
Have pairs of students review the information in the REFLECTION
Presentation Skill box and take turns practicing their • Have students answer questions 1 and 2 on their own.
talks. Tell students they have 2 to 3 minutes for their • Have them discuss their answers in pairs or small
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presentations. Remind them to use sequence words and groups.
phrases in their presentations. Ask them to give each • Ask students to discuss similarities and differences in
other feedback on the four elements of body language.
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• For question 3, have students compare answers and
Presenting (page 120)
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C
Have each pair join with another pair to form a group on the board. Lead a class review of the challenging
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of four. In these groups, have students present their words, and re-teach terms as necessary.
talks. Ask group members to take turns keeping time
so each student has only 2 to 3 minutes to present.
Encourage them to ask follow-up questions after each c
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presentation.
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7 Inspired to Protect
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Environmental Sciences
LISTENING U
nderstanding a Speaker’s Purpose Ask leading questions, such as:
Dividing Your Notes • Who do you see in the photo? (students, young rangers,
SPEAKING Using Analogies graduate students)
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Intonation with Tag Questions • Where are they? (at North Cascades National Park in
Washington, USA)
CRITICAL THINKING Considering Other Views • What are they doing? (learning about the outdoors)
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Have students discuss the questions in pairs. Encourage
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UNIT OVERVIEW them to draw on their personal experiences to answer
the questions. Take a class survey on how many students
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We face a number of environmental, social, and
are interested in learning about the outdoors. Ask
economic challenges in the 21st century. This unit
volunteers to explain why or why not.
presents motivational stories about people who are
taking action and making a positive difference in the c
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ANSWER KEY
fight to save our planet.
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• LISTENING A A Podcast about the Environment: THINK AND DISCUSS (page 121)
The host of a weekly podcast about environmental 1. Possible answers: The unit title suggests that people
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issues interviews two National Geographic explorers can be inspired to protect the planet. The title
about the idea of environmental fatigue. relates to the photo in that the young rangers and
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graduate students are teaching the students respect

• VIDEO Three Seconds: As the human population
for the environment.
continues to grow, so does our impact on the
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environment. In this short video, spoken word 2. Possible answer: Children can learn many things
artist Prince Ea makes a powerful case for protecting from exploring the outdoors, including how
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the planet. different species of plants and animals interact and

how best to protect nature.
• LISTENING B A Talk about the Environment: A guest
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speaker gives a free lecture at a local library about how
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very young scientists, inventors, and businesspeople

are taking action to save the environment. EXPLORE THE THEME (pages 122–123)
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For the final task, students draw on what they have Read the title aloud. Give students a few minutes to read
learned in the unit to work in a group and create a plan the quotes by the three National Geographic explorers
for a short video of up to 60 seconds about how to save individually. Then ask volunteers to take turns reading the
and preserve the environment. quotes aloud for the class.
For additional information about the topics in this unit, Have students discuss the questions in small groups.
here are some suggestions for online search terms: Have volunteers share which approach they think is the
Panut Hadisiswoyo, Orangutan Information Centre, Wasfia most effective. Remind them to give reasons to support
Nazreen, Ösel Foundation, Anand Varma, Tierney Thys, their answers. Ask students which environmental issues
Kenny Broad, environmental fatigue, Madhav Rajaram they are most and least concerned about. Write their
Subrahmanyam, Hannah Alper, Nikita Rafikov, green ideas on the board.
fluorescent protein, Adeline Tiffanie Suwana, Sahabat Alam -
Care the Nature, storyboard templates

Have students work in pairs to discuss which explorer
Lesson A
they would most like to meet. Have students write 0
MIN
S
down questions they would ask him or her. Then have VOCABULARY
pairs share their ideas with the class.
ANSWER KEY Have volunteers take turns reading the definitions aloud
for the class. Clarify any new words or phrases in the
definitions, such as mental tiredness or enthusiasm. Ask
1. Panut Hadisiswoyo has helped others get involved students to complete the exercise in pairs. Remind them
by giving local people a chance to volunteer and to use the context clues in the sentences to help them
protect the forest and animals. Wasfia Nazreen has choose the correct answers. To review, call on students
worked with people in her country to help them to read the complete sentences aloud.
reflect on how to avoid affecting Earth negatively.
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She has also involved schoolgirls in projects
and taken them on trips. Anand Varma has used
Using Word Maps
photography as a way to help people learn about
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nature and change their ideas about animals. Review the information in the box. Ask students
whether they have made word maps in the past and
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why they think this is an effective way to learn and
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remember new words. Elicit examples of additional
information one could include in a word map
(pronunciation patterns, connotations, degree of
c formality, etc.).
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B 2.22 (page 125)

Play the audio. Play the audio again, and have
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students repeat the words. Review the example word

map for apathetic. Ask questions to check students’
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understanding, such as: What does the word mean?

What are some synonyms? What is an antonym? When
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they are finished with the exercise, invite volunteers to

share their example sentences.
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If higher-level students finish early, ask them to make

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additional word maps for the vocabulary words in

blue in exercise A.
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(page 125)
C
Have students review the statements and answer the
questions individually. Remind them that the word rarely
means hardly ever.
D (page 125)
Give students a few minutes to change the statements
in exercise C into questions. After students have
finished the exercise, have volunteers share which
classmate had the most survey answers that were
similar to theirs.
SAMPLE COPY, NOT FOR DISTRIBUTIONI n s p i r e d t o P r o t e c t 67

E (page 125) C (page 125) Answers will vary.
Have students discuss the questions in small groups. Ask D (page 125) Answers will vary.
volunteers to share their groups’ ideas with the class.
E (page 125)
1. Possible answer: Energy conservation helps the
environment by decreasing pollution caused by
Have students imagine they are one of the three burning coal and oil needed for energy.
National Geographic explorers on pages 122–123.
Using one or more of the vocabulary words on
pages 124 and 125, ask students to write three to 3. Answers will vary.
five sentences about their work from the explorer’s 4. Answers will vary.
perspective. For example: I’ve dedicated my time to 5. Answers will vary.
conservation work with orangutans. They have suffered a
6. Possible answer: I tell myself to work just a little
great deal because of humans. Then arrange students in
harder, or I set a time limit. I focus on my end goal.
small groups. Ask students to take turns reading their
sentences aloud. After each sentence, ask the rest of the 7. Possible answer: Environmentalists may be
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group members to guess which explorer the speaker perceived this way because they often try to stop
was representing (e.g., “You must be Panut Hadisiswoyo.”). commercial development or ask for stricter rules
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about environmental issues.
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ANSWER KEY 5
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4
LISTENING: A Podcast about
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VOCABULARY the Environment
A (page 124)
1. passion 4. capacity BEFORE LISTENING
c
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2. resources 5. fatigue A Critical Thinking: Predicting (page 126)
3. conservation
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Write ocean conservation on the board. Direct students’

B (page 125) attention to the photos. Ask them to work in pairs
and use their background knowledge to predict at
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Possible answers:
least four possible topics the explorers will discuss
inspire (v): to give someone the enthusiasm to do or
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in their podcast. Then have students share their

create something. Other word forms: inspiration (n),
predictions with the class. Write their ideas on the
inspiring (adj), inspired (adj); Synonyms: motivate,
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board.
encourage; Antonyms: bore, discourage. Example
sentence: The music inspired him to take guitar lessons.
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motivation (n): a feeling of enthusiasm or interest WHILE LISTENING

that makes you determined to do something. Other
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word forms: motivate (v), motivated (adj); Synonyms: B 2.23 Listening for Main Ideas (page 126)
drive, incentive; Antonyms: discouragement. Give students time to review the topics before they listen
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Example sentence: These methods can help increase to the audio. Play the audio. Ask them to form pairs to
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students’ motivation and interest. compare answers.

perceive (v): to understand or think about
something in a particular way. Other word forms: C 2.23 Listening for Details (page 126)
perception (n), perceptive (adj), perceptively (adv); Give students time to review the ideas before listening
Synonyms: understand, realize; Antonyms: ignore, again. Play the audio. To review, ask volunteers to read a
misunderstand. Example sentence: Robots are still statement aloud and identify who said it.
perceived as a threat by some.
sacrifice (v): to give up something important or Ideas for … CHECKING COMPREHENSION
valuable so that you or other people can do or Ask students to take turns defining the term
have something else. Other word forms: sacrifice environmental fatigue in their own words with a
(n), sacrificial (adj), sacrificially (adv); Synonyms: give, partner.
offer; Antonyms: deny, keep. Example sentence: She
sacrificed her career to be at home with her children.

Ideas for … PRESENTING THE LISTENING SKILL: Ideas for … EXPANSION
Understanding a Speaker’s Purpose Remind students that Tierney Thys said that an effective
Tell students that it’s important to know who says way to inspire people is by sharing positive stories. For
what, but it’s also important to know why they say homework, ask students to research a person who is
it. Point out that identifying the speaker’s purpose is doing good conservation work and read his or her story.
another way to improve listening comprehension. Have them take notes on the person’s background,
Explain that sometimes speakers will be explicit (state current projects, and any other information they find
what they mean clearly and in detail, leaving no room interesting or motivational. In the next class, ask them
for confusion or doubt), but often, their meaning will to share this person’s story in groups.
be implicit (not directly stated). Ask volunteers to take
turns reading aloud the examples that speakers use ANSWER KEY
when they are being explicit. Explain that if a speaker’s
meaning is not explicit, students will need to infer the LISTENING
speaker’s purpose by observing his or her behavior A (page 126) Answers will vary.
and intonation and by asking themselves “Why is this
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B (page 126)
person saying this?” and “What’s the point?”
b. P what environmental fatigue is and why it
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occurs
D 2.24 Listening for a Speaker’s Purpose
(page 127) c. P what people can do to reduce environmental
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fatigue
Answer question 1 together as a class. Play the audio,
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and then pause after the narrator asks, “Why does Kenny f. P why environmental fatigue is a serious problem
Broad say, ‘I’ve got to make sure that there’s food in the C (page 126)
refrigerator’?” Read the two answer choices aloud. Ask
students: Which is the correct answer? Why is he saying c 1. TT 4. KB
hi
2. KB 5. TT
this? Play the audio for the rest of the excerpts, pausing
3. TT 6. KB
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after each to give students time to choose the correct

answer. Have students form pairs to compare answers. D (page 127)
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Ask volunteers to share their answers and give reasons to 1. a; 2. b; 3. b; 4. a

support their choices. E (page 127) Answers will vary.
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AFTER LISTENING
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5
4
E Personalizing (page 127) SPEAKING

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Remind them to give reasons to support their answers to Ideas for … PRESENTING GRAMMAR FOR
SPEAKING: Tag Questions
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question 2. To review, read each statement in exercise C

aloud, and take a class survey to determine who agrees Explain that tag questions are a way of eliciting a
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and who disagrees. Call on a volunteer from each side to response from another person by asking him or her
explain his or her opinion. Repeat for each statement. to confirm some information. Write the examples
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in the box on the board, and underline the positive

Ideas for … EXPANSION and negative verbs and auxiliary verbs. Refer to the
examples as you review the explanations in the box.
Ask students to discuss the following questions in pairs:
Point out that it might be confusing to know how to
1. Do you have environmental fatigue? Why or respond to tag questions, so students should answer
why not? in complete sentences, rather than simply “yes” or “no”
2. Are you optimistic or pessimistic about the future? to avoid miscommunication.
Why? Have them practice creating tag questions. Ask them to
3. Kenny Broad said, “You inspire people through their write five statements with tag questions about five of
emotions, … by showing them pictures, showing them their classmates. Remind them that the statement and
videos.” What is a picture or a video you’ve seen that has tag question should use the same auxiliary or modal
influenced how you think about environmental issues? verb. Provide examples, if necessary. Then have students
Show or explain it to your partner. take turns asking and answering the questions in pairs.

Ideas for … PRESENTING PRONUNCIATION: D (page 130)
Intonation with Tag Questions Clarify the meaning of the word latter in question 2 (the
2.25 Explain to students that the intonation they second or second mentioned of two people or things).
use in tag questions will depend on the meaning they Have students complete the exercise in pairs. Remind
are trying to express. Review the information in the them to give reasons that explain why their choice is the
box. Play the audio. Have pairs of students take turns logical answer. Ask volunteers to share their answers and
pronouncing each of the examples in the Grammar for explanations with the class.
Speaking box with rising and falling intonation. TIP In order for students to form a logical analogy in
exercise D, they need to know words’ meanings and
A 2.26 (page 128) relationships to other words. If students need help
Have students complete the exercise individually. First, completing any of these tasks, be sure to take the time to
have them underline any modal or auxiliary verbs in explain what they need to know for everyone in the class.
the statements. Ask them to add a tag to each. Play the E Critical Thinking: Evaluating (page 130)
audio. Ask students to check their answers as they listen
and mark each tag as rising or falling intonation with an Direct students’ attention to the two illustrations. Give
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arrow. Review answers as a class, and then have them ask students time to read the captions. Read the questions
and answer the questions in pairs. aloud. Have students discuss questions 1 and 2 in pairs.
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If necessary, give an example answer for question 1. (The
B (page 129) inner core of the Earth is like the cork center of a baseball.)
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Have students complete the exercise in pairs and then For question 3, ask students to first write down some
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take turns asking and answering the questions with analogies between the Earth and an onion. Then have
the appropriate intonation. Remind students to them discuss the question in pairs.
answer in complete sentences to avoid confusion.
Call on pairs of volunteers to ask and answer each
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c (page 130)
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question aloud in front of the class. Provide feedback Read the instructions aloud, and arrange students
in mixed-level groups. Monitor their work, providing
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on intonation.
feedback on analogies and illustrations. Have each
C Critical Thinking: Considering group join with another group to share their work. Ask
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Other Views (page 129) volunteers to share the analogy they thought was the
most interesting or useful with the class.
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Review the information in the Critical Thinking box about

considering other views. Ask the class which part of the
ANSWER KEY
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example sentence shows that the speaker is considering

other views (But I understand that …) Have students SPEAKING
complete the exercise individually. Explain that to “put
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A (pages 128)
yourself in someone else’s shoes” means to look at a
situation from that person’s perspective. Have them 1. You haven’t lived here for more than a year, have
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share their information in small groups. you? (rising intonation)

2. You were at the last class, weren’t you? (rising
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intonation)
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Using Analogies 3. Your smartphone is less than a year old, isn’t it?
(falling intonation)
Review the information in the box. Tell students that
analogies are often used in both informal and formal 4. You don’t come to school by bus or train, do you?
conversation and that they can help students express (falling intonation)
themselves more clearly. Point out that we form 5. Your hobbies include reading and running, don’t
analogies with (1) the be verb + the word like or they? (rising intonation)
(2) an if / then structure. Explain that the two words 6. You can’t play the guitar, can you? (falling
or phrases being compared should be the same parts intonation)
of speech. Have volunteers read the examples aloud
7. You’ve visited Canada before, haven’t you? (rising
for the class. Give additional examples of phrases that
intonation)
begin analogies, such as “It’s just like …,” “It’s similar
to …,” or “Think of it this way … .” 8. You aren’t going to the party, are you? (falling
intonation)

that would help others understand them. Ask volunteers
B (pages 129)
to read their analogies aloud for the class.
1. We are affecting the environment negatively, and
we can’t just be apathetic, can we? B (page 131)
2. Facts aren’t what influence people, are they? Read the information in the box aloud. Have each group
3. You inspire people through their emotions, don’t choose just one environmental issue to discuss. Ask
you? groups to prepare their talks. Monitor students’ work.
Ask them what phrases they will use to show they are
4. It’s also really important to show people the
considering other points of view. Encourage them
challenges and the impact we’re having on the
to draw simple diagrams to illustrate their analogies.
natural world, isn’t it?
Suggest they keep track of time as they practice.
5. We can train local people and give them
resources, can’t we? C Presenting (page 131)
6. The kids get it, but the adults don’t seem to want Have each group deliver their talk to the class. Aim
to sacrifice for the future, do they? to leave 2 to 3 minutes after each talk for follow-up
C (pages 129) Answers will vary. questions. Elicit feedback from audience members by
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D (page 130) asking: What analogies were most effective? Why? Would
you donate to the non-profit? Why or why not?
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1. a
2. b Ideas for … EXPANSION
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E (page 130) Possible answers: Have students research a non-profit organization that
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1. The inner core is like the cork center; the outer protects the environment. Have them read about the
core is like the two rubber rings; the mantle is like non-profit’s mission, values, and objectives online. Ask
them to take notes on the main ideas and write down
the layers of cotton and wool; the crust is like the
c any analogies that were used. Have students form
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leather cover.
2. Earth has a very hot core, and each layer is a pairs and take turns presenting their non-profit and
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different temperature. explaining whether they would donate to the cause.

3. A baseball is a better analogy because each
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layer is different. In an onion, each layer is ANSWER KEY

basically the same.
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LESSON TASK
A–C (page 131) Answers will vary.
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5
MIN LESSON TASK: A Group
Presentation about the
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3
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Environment
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Draw students’ attention to the photo, and read the

caption aloud. Have students form pairs and respond
to the image by discussing the following questions:
1. What is the first thing that gets your attention
about the photo? Why?
2. What questions do you have as you look at the
photo?
3. What do you think the message of this photo is?
Why?
A Brainstorming (page 131)

Have students brainstorm and write down environmental
issues in small groups. Then have them write analogies

Video D 1.12 Understanding Main Ideas (page 133)
Tell students that the man speaks quickly in the video.
5
MIN Remind them to listen for the main idea, not details. Play
the video with sound. Suggest that students add key
4

T hree Seconds
words to their notes as they watch. Have them discuss
Overview of the Video their answer to exercise C in pairs. Review the answer to
As the human population continues to grow, so does our exercise C as a class.
impact on the environment. In this short video, spoken
word artist Prince Ea makes a powerful case for protecting Ideas for … MULTI-LEVEL CLASSES
the planet. Challenge higher-level students to take notes as
they watch the video with sound. Remind them to
use abbreviations and numbers. Monitor their work
BEFORE VIEWING to make sure they are not writing down too much
information or complete sentences.
A Personalizing (page 132)
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Give students time to complete the statements E 1.12 Understanding Details (page 133)
individually. Then have them form pairs and share and Have students complete the exercise individually. Play
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compare their sentences. Encourage them to give the video again. Ask students to check their answers as
examples of videos or shows they frequently watch. Take they listen.
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a class survey on how many students think that watching
videos is a good way to improve their English.
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TIP Explain to students that watching videos in English
with English subtitles can help them improve their Have students form pairs and take turns explaining
reading and listening skills simultaneously. Suggest
c
the meaning of the title of the video.
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that they first challenge themselves by watching videos
without subtitles and then turn the subtitles on to see AFTER VIEWING
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how much they understood.

F Critical Thinking: Ranking (page 133)
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B(page 132) Ask students to work individually and rank the quotations
Have students share their definitions with their groups. from 1 to 5, where 1 means they definitely agree with the
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As they listen, have the other group members record statement and 5 means they definitely do not agree with
the information on a separate piece of paper or in their the statement. Have pairs of students take turns sharing
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vocabulary journals. and explaining their rankings. Take a class survey to see
how students ranked each quotation.
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Arrange students in same-level groups. If higher-level
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students complete the exercise early, have them look Have students choose one of the statements in
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up synonyms of their words as well. exercise F to debate in pairs or small groups.

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WHILE VIEWING G (page 133)

Have students choose two to three words from the box
C 1.12 Critical Thinking: Making
with which to summarize the video. Then have them
Inferences (page 132)
share and explain their choices in small groups.
Give students time to review the statements before
they watch the video. Play the video without sound. To
review, ask volunteers to share their ideas and explain
what visual cues in the video helped them infer the
answer. Don’t tell students the correct answer yet.

ANSWER KEY
VIDEO
Lesson B
MIN
A (page 132) Answers will vary. 0
S
VOCABULARY
condense (v) – shorten A 2.27 Meaning from Context (page 134)
corporation (n) – a company Play the audio. Ask students to use context to think about
era (n) – a period of history the meaning of the words in blue as they listen.
existence (n) – the state of existing
B(page 134)
greedy (adj) – wanting a lot of food or money
miracle (n) – an amazing event that is hard to explain then form pairs to compare answers. Remind them to use
neglect (v) – ignore or not care for well the parts of speech and context clues in the sentences to
oppression (n) – unjust use of power or authority help them match each word with its definition.
over someone
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C(page 134)
reaction (n) – an action that occurs as a result of
Have students work in pairs to identify the parts of
something
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speech. Review the answers as a class. Ask students to
symptom (n) – a sign of a disease or problem explain the rationale for each of their answers. Then have
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toxin (n) – a poison, something that causes disease them work individually to write five sentences with five
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wisdom (n) – the quality of making careful choices of the words in their notebooks.
C (page 132) D Brainstorming (page 135)
Answers will vary.
c Explain to students that they will have 30 seconds to
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D (page 133) list as many answers to e.ach question as they can. Give
them time to review the questions before beginning the
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b. Humans need to do a much better job caring for

the world. exercise. Tell them not to write anything down yet. When
students are in groups give them 30 seconds to respond
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E (page 133)
to each question. Keep track of time by saying, “Next!”
1. 4.5 4. 1,000
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every 30 seconds. Have students share their answers

2. 140,000 5. 33 in small groups. Encourage them to add their group
3. 3 6. fourth members’ ideas to their lists.
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E Critical Thinking: Considering
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G (page 133) Answers will vary. Other Views (page 135)

Read the headlines aloud for the class. Clarify any new
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words or phrases, such as senior citizens or investment.

Ask follow-up questions after each headline to increase
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students’ understanding, such as: What types of food

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might be more expensive? What are forms of renewable

energy? Have pairs of students discuss why the people
mentioned in the headlines might feel this way. Have
volunteers share their ideas with the class.
F(page 135)
Give students time to write several interview questions
based on the headlines. Then have them stand up
and interview at least five other classmates to find
out whether they feel the same way as the people
mentioned in the headlines.

MIN
5
LISTENING: A Talk about
S
the Environment
Direct students’ attention to the photo at the bottom
of page 135. Ask students where they get their news.
Ask them to go to their favorite newspapers or news BEFORE LISTENING
websites and write down three headlines that mention
how people or groups of people feel. Have them form A Critical Thinking: Ranking (page 136)
pairs to share their headlines and discuss why the Read the names of the groups of people aloud. Ask
people mentioned in the headlines feel that way. students to rank each group in order of how likely they
are to protect the environment, with 1 being most likely
ANSWER KEY and 5 being least likely. Encourage them to list reasons
next to each ranking to support their opinions. Have
VOCABULARY
them share and compare their rankings in small groups.
B (page 134) Ask volunteers to share their rankings and explain their
1. renewable 6. deny opinions.
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2. crisis 7. aware
3. optimism 8. pessimism Ideas for … EXPANSION
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4. discouraged 9. depressing Have pairs of students listed find an example of
5. activist 10. source someone from one of the groups who has taken
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C (page 134) action to protect the environment. Have each pair join
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another pair to share their examples.
1. activism (n) 6. discourage (v)
2. awareness (n) 7. optimistic (adj) WHILE LISTENING
3. critical (adj) 8. pessimism (n)
c
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B 2.28 1.13 Listening for Main
4. denial (n) 9. renew (v)
Ideas (page 136)
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5. depression (n) 10. source (n)

Explain that public libraries often host free lectures about
Five sentences will vary. important topics and advertise them in local newsletters.
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D (page 135) Answers will vary. Play the audio. Review the answer as a class. Ask
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E (page 135) Possible answers: volunteers to explain why they think this is the best title.
– Senior citizens might be discouraged because they
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are usually retired and so live on a fixed income Ideas for … PRESENTING THE NOTE-TAKING SKILL:
each month. Dividing Your Notes
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– Environmental activists might think the crisis can Review the information in the box. Elicit from students
be avoided because the government will invest other ways they separate important information or
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money to solve the problem. main ideas in their notes.

– Office workers might think their workplace is
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depressing because they dislike their job or their boss. C 2.28 Listening for Details (page 136)
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The office may be crowded or uncomfortable. Play the audio again. Have students form pairs to
– People might want more investment in renewable compare their notes and discuss how many times the
energy because they think it will be good for the speaker moved to a new point. Ask students whether
environment. they thought it was obvious when the speaker moved on
– Children might be optimistic about the future because to new points. Have them recall examples of phrases the
many children naturally have a positive outlook. speaker used to show he was moving on to a new point.
F (page 135) Answers will vary. (Possible answers: I’ll introduce you to some of them, shall I?
First, …; Next, …; Moving on, …; And finally, …)

Ideas for … EXPANSION D (page 137)
Explain to students that speakers often end an 1. tigers 7. eleven/11
important point with a tag question before moving on 2. thousands 8. windows
to another. Play the audio. Ask students to write down 3. India 9. electricity
the tag questions they hear that show the speaker is
moving on. (Possible Answers: shall I? / isn’t he? / don’t 4. Toronto/Canada 10. Indonesia
we? / wouldn’t you agree?) 5. nine/9 11. trees
6. idea 12. villages
AFTER LISTENING E (page 137) Possible answers:
1. Some people may not recycle because it is
D (page 137)
not convenient. If we consider that people
Have students refer to their notes to complete the need different trash cans for different kinds of
summary individually. Then have them form pairs to recycling, we can see the problem.
compare their answers. To review, have volunteers take
2. If we consider politicians, not all are aware of
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turns reading the paragraphs aloud for the class.
current science about the environment. Their
lack of knowledge may cause them to deny
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Ideas for … CHECKING COMPREHENSION climate change. Or they may have a different
Ask students to cover exercise D and their notes and understanding of the problem. It may not be a
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then take turns summarizing the information from the convenient belief for a politician.
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lecture in pairs.
MIN
3 0
S
Ideas for … EXPANSION SPEAKING
c
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Have students each select one of the four young A (page 138)
people to research. Have them find out what the Have students reflect on something they are proud
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person has done recently, including any special of from their own childhoods and then share the
conservation efforts. Ask volunteers to report what story with a partner. Invite volunteers to share their
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they found to the class. accomplishments with the class.

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E Critical Thinking: Considering Other B (page 138)

Views (page 137) Have students discuss different ways to answer the
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Review the information in the Everyday Language question in small groups. Have a spokesperson from each
box about introducing a new topic. Write topics on group share the group’s ideas with the class. Write them
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the board, such as climate change or environmental on the board.

fatigue. Read the example expressions aloud using the TIP If you have students who are parents in the class,
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example topics. Examples: In terms of climate change, … try to put them in groups with students who don’t have
or If we consider environmental fatigue, … Have children. That way, each student is able to draw on his or
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students discuss the questions in small groups. Remind her own experiences to contribute to the conversation.
them to think about the issues from other people’s
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perspectives. Ask volunteers to share their opinions C Critical Thinking: Synthesizing (page 138)
with the class. Have students discuss the questions in small groups.
Remind them to give reasons to support their opinions.
ANSWER KEY
LISTENING ANSWER KEY
A (page 136) Answers will vary. SPEAKING

B (page 136) A (page 138) Answers will vary.
P The Future of Environmental Activism B (page 138) Possible answers:
C (page 136) Answers will vary. After the introduction, Parents can encourage curiosity about the
the speaker moves to six new points. environment or issues that relate to the child’s
everyday life and talk about possible solutions;

each, and have each group make the decision. Either way,
parents can set a good example with their own
give students in-class time to practice their presentations
actions and talk about why they do what they do;
or rehearse before they record their videos. Ask audience
parents can encourage a child to take small actions.
members to take notes on the important points as they
C (page 138) Possible answers: listen to the presentation or watch the video.
1. The children are taking action and making real TIP If groups are recording videos, be sure to show them
contributions. They are raising the awareness of examples of effective sound, lighting, and length; and
others and inspiring others to take action. This will show them how to fix any potential issues. Recording
help us have a better future. a video will take significantly longer than giving a
2. The speaker may see the video as a way to presentation in class, so make sure to plan accordingly.
raise awareness and inspire action. The speaker, You may need to reserve recording equipment or a
however, seems to prefer concrete actions. computer lab for groups to complete the assignment.
5
MIN D Critical Thinking: Reflecting (page 140)
S
3
FINAL TASK: Planning a Video Have students refer to their notes to write positive
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comments about each presentation or video. Lead a class
A(page 139) discussion on what each group did well and what they
Read the task in the box aloud. Arrange students in small can improve on in the future.
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groups, and ask a volunteer to read the example topics
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aloud for the class. Have groups choose a topic for their ANSWER KEY
presentations. Make sure you approve it before they
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FINAL TASK
move on.
A–D (pages 139–140) Answers will vary.

c
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SKILL: Storyboarding
REFLECTION
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Review the information in the box. Direct students’

attention to the photo. Explain to them that storyboards • Have students answer questions 1 and 2 on their own.
can use real photos, drawings, or just diagrams to • Have them discuss their answers in pairs or small
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organize the information. groups.

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B Organzing Ideas (page 139) • For question 3, have students compare answers and
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Have groups create their storyboards. Ask them to then write the words about which they are still unsure
choose which group member will present which part on the board. Lead a class review of the challenging
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of the video. Monitor their work to make sure they are words, and re-teach terms as necessary.
including all the necessary information.
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Tell students they can either present their storyboard in

class or record a video. Read aloud the instructions for
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Traditional and
Modern Medicine
MIN
8
0
S
Health / Medicine
LISTENING Listening for Supporting Details Ask leading questions, such as:
Indenting Details • Where is the man in the photo? (in New York, NY, USA,
maybe at a spa)
SPEAKING Using Phrases to Signal Reasons
• What is he doing? (He’s undergoing cryotherapy,
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Linking Vowel Sounds with /y/ exposing himself to very cold temperatures.)
and /w/ • What do you think this treatment is used for? (sore
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CRITICAL THINKING Evaluating Claims muscles or swollen tissues)
Have students discuss the questions in pairs. Ask the
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class: Would you do cold-temperature therapy? Why or
UNIT OVERVIEW
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why not? Have you done any other traditional therapies
Being healthy depends on absence of disease, as well as before? Which ones? Why?
quality of life. Traditional and modern medical treatments
can help to improve both. Recent innovations in health
c ANSWER KEY
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technology, in particular, are taking big steps toward
helping humans not only to survive, but to thrive. THINK AND DISCUSS (page 141)
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• LISTENING A A Lecture about Plant-Based ossible answers:

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Medicines: A professor lectures about plant-based 1. Cold temperatures are used to treat sore muscles
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medicines and the drug development process. or swollen tissue. Very focused freezing of the skin
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can treat some skin conditions. Cryotherapy may

• VIDEO Wild Health: In this video, Dr. Cindy Engel gives
also have value in the treatment of some serious
examples of how animals prevent and cure illness, heal
illnesses.
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wounds, balance their diets, and regulate fertility. She

also points out parallels between animal and human 2. Other ancient therapies that are still in use include
herbal or plant remedies, acupuncture and other
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medicine.
forms of traditional Chinese medicine, and the
• LISTENING B A Podcast about Prosthetic Devices: application of certain creatures (e.g., leeches and
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The host of a podcast interviews a medical doctor maggots) to wounds to promote healing.
about progress in the world of modern prosthetic
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devices.
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learned in the unit to give an individual presentation on a Read the title aloud. Ask volunteers to take turns reading
topic related to medicine or health. the captions aloud for the class. Ask follow-up questions
after each caption is read to activate students’ prior
For additional information about the topics in this unit, knowledge, such as:
cryotherapy, home remedies and recipes, rosy periwinkle, • Lavender: What part of the lavender plant is used to
chicory plant, plant-based medicine, FDA approval, Feliciano make the oil? (the flower, not the stem) What might
dos Santos, Massukos, Mozambique NGO Estamos, public people use lavender oil for? (sleep aid, insect bites, minor
health issues, medical tricorder, regenerative medicine, burns, motion sickness)
bionics, Amanda Kitts, cochlear implants. • Garlic: What are examples of cardiovascular benefits?
(improved muscular function and strength, improved
ability to take in oxygen, mental clarity) How might you
make mosquito repellent out of garlic? (make a spray
out of minced cloves, oil, water, and lemon juice)

•C hili peppers: Where are chili peppers from? (They
originated in Mexico.) How could someone use them Lesson A
as a decongestant? (add whole peppers to foods or use
MIN
ground powder forms) 0
S
• Ginger: How can people consume ginger root? (It can VOCABULARY
be consumed fresh, powdered, dried, juiced, or as an oil.)
What does “anti-inflammatory” mean? (able to reduce A 3.2 Meaning from Context (page 144)
swelling or pain because of an infection or injury) Have students look at the photos. Play the audio. Ask
Have students discuss the questions in small groups. students to read along and pay attention to the words in
Encourage them to draw on personal experiences to blue as they listen.
answer the questions. TIP Explain to students that reading and hearing words
Draw a T-chart on the board, and label the columns simultaneously can help them remember and use new
“traditional medicine” and “modern medicine.” Ask vocabulary more effectively. They can do this with other
students how the two forms of medicine are different. learning activities they do on their own, such as reading
Write their ideas in the chart for comparison. Elicit from lyrics while listening to music, reading subtitles in English
while watching TV or films, or reading a book while
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students additional examples of each (e.g., traditional
medicine: honey, vinegar; modern medicine: aspirin, listening to the audio version of it.
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penicillin).
TIP Prepare a list of common natural or herbal medicines Ideas for … EXPANSION
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and a list of commonly prescribed medicines in case Have pairs of students further reflect on the
students aren’t familiar with any. information by discussing the following questions:
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1. Do you think plant-based medicine is more popular
Ideas for … EXPANSION in particular countries or particular regions within a
Have students research the effectiveness of each
c country? Explain where and why.
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home remedy. Ask them to look for statistics and 2. Have you used plant-based medicine or seen a
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numbers in addition to personal stories. Ask them to traditional healer? Describe your experience.
share their research in pairs or small groups during the
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next class.
B(page 145)
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ANSWER KEY Remind them to use the context clues in the text to help
them match each word in blue to its definition. Review
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2. Possible answers: Students may have eaten chicken Ideas for … EXPANSION
soup with garlic when they had a cold, used
Have pairs of students find a synonym and antonym
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lavender oil in a soothing bath, or drunk ginger tea

for each word and record this information in their
when they had an upset stomach, for example.
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vocabulary journals. Ask them to include example

3. Possible answers: Traditional medicine includes sentences using the new words. Possible answers:
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plant remedies and other kinds of natural support,

1. remedy (n) – synonyms: treatment, cure, medicine;
such as getting extra sleep and drinking plenty
antonyms: damage, pain
of fluids. Traditional medicines are often less
expensive and more easily available than modern 2. consistent (adj) – synonyms: constant, regular,
medicines. Modern medicine involves more science steady; antonyms: irregular, unsteady, irrational
and technology, such as modern pharmaceutical 3. empirical (adj) – synonyms: evidence-based,
chemistry or high-tech surgical techniques. practical, factual; antonyms: theoretical,
hypothetical
4. crucial (adj) – synonyms: critical, key, important;
antonyms: minor, unimportant, insignificant
5. associate (v) – synonyms: link, connect, relate;
antonyms: disconnect, separate

ANSWER KEY
6. inhibit (v) – synonyms: hold back, discourage,
interfere with; antonyms: encourage, allow VOCABULARY
7. restore (v) – synonyms: bring back, reinstate; B (page 145)
antonyms: abolish, neglect, ruin
1. remedies 6. inhibit
8. variable (n) – synonyms: factor, element, condition;
2. consistent 7. restore
antonym: fixed pattern
3. empirical 8. variables
9. synthetic (adj) – synonyms: artificial, fake,
simulated; antonyms: genuine, real, true, natural 4. crucial 9. synthetic
10. symptom (n) – synonyms: sign, feature, indication; 5. associate 10. symptoms
antonym: cause C (page 145)
C (page 145) 2. Possible answer: Empirical studies are important
Have students discuss the questions in pairs. To review, because they can provide scientific data about
call on different students to share their answers with the how well a medicine works.
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class. Write their answers on the board. 3. Possible answer: Habits for good health can
TIP For an alternative way to complete exercise C, follow include not smoking, getting enough sleep,
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these instructions. Ask students to stand in two lines getting daily exercise, not eating sweets,
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facing each other. One line is “A,” and the other line is “B.” not eating too much, eating fresh fruits and
Each student should be facing one classmate. Partners vegetables, and drinking enough water. Answers
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take turns asking and answering one of the questions to the second question will vary.
for 2 minutes each. Keep time. After 4 minutes is up, ask 4. Possible answers: It would also be important to
Line A to move one partner to the left. The student at
the end of Line A will need to move to the front. Repeat c restore public utilities such as electricity and gas;
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telecommunication services; and roads, streets,
this activity until all questions have been asked and and public transportation systems.
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answered. 5. Answers will vary.

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Ideas for … PRESENTING THE VOCABULARY SKILL: D (page 145)

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Word Families Verb Noun Adjective Adverb

Review the information in the box. Remind students restore restoration restored; X
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that a root word can have prefixes or suffixes added restorative

to it. Ask students to underline the suffixes in the
X consistency consistent consistently
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examples. Write additional examples of everyday

words with the same root on the board, such as: care, inhibit inhibitor; inhibited X
caretaker, to care, careful, careless, carefree, carefully, inhibition
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carelessly, etc. Ask students to identify the part of

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speech and any suffixes used in each word: care (n),

caretaker (n), to care (v), careful (adj), careless (adj),
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MIN
carefree (adj), carefully (adv), carelessly (adv)
5
4
Plant-Based Medicines
D (page 145)
BEFORE LISTENING
Have students complete the word-family chart
individually and then form pairs to compare answers. A Critical Thinking: Making Inferences
Draw the chart on the board, and ask volunteers to write (page 146)
in their answers. Explain to students that the Food and Drug Administration is
a federal agency of the United States Department of Health
and Human Services, and it is responsible for approving and
regulating new medications, vaccines, medical devices, and
food additives, among other things. Ask them whether they
know of a similar federal agency in their home country or

T r a d iti o n a l a n d M o d e r n M e d i c in e 79
countries. Have pairs of students take turns reading the
steps in the development process aloud and then discuss
the questions. Have students research a medicinal plant and present
their findings to a small group. Ask them to include the
Ideas for … EXPANSION following pieces of information in their presentations:
Ask students to cover the flowchart. Have pairs of – the plant’s common name and where it’s from
students take turns verbally summarizing the drug – its main properties or chemicals
development process in their own words. Challenge – what it is used for in traditional medicine (home
students to time each other and say all the necessary remedies)
information in less than 1 minute. Have them repeat – what it is used for in modern medicine
the exercise several times to increase fluency.
ANSWER KEY
WHILE LISTENING
LISTENING
B 3.3 1.14 Listening for Main Ideas A (page 146) Possible answers:
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(page 146) 1. Steps 1 and 2 take place in a laboratory. Steps 2,
Tell students they are going to listen to a lecture about 3, and 5 all focus on safety. Step 3 focuses on
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plant-based medicines and the drug development effectiveness. In addition, Step 4 could involve
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process. Give them time to review the points before they looking at a new drug’s safety and effectiveness.
listen to the audio. Play the audio. Ask students to check 2. The process may take several years. Each step of
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off the points the professor makes as they listen. Review the process could take several months or longer.
B (page 146)
c P a. Many useful older medications were based on
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Indenting Details plants.
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Review the information in the box. Ask students P c. Two new drugs are effective at fighting cancer
whether they find indents helpful when they are in children.
taking and reviewing notes. Elicit other examples of
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P d. Plant-based medicines are made directly from

how students can distinguish main ideas from details plants or synthetic versions of the chemicals
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in their notes. found in plants.

C (page 147) Possible answers:
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C 3.3 Listening for Details (page 147) Many useful older meds based on plants
Give students time to review the partial notes before Aspirin: chem. found in willow tree bark
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they listen again. Play the audio. To review, ask volunteers Digoxin: heart disease med. from foxglove / digitalis
to take turns reading the different main ideas and details
Another plant: rosy periwinkle
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aloud for the class.

Traditional: used for people with diabetes
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New: anti-cancer drugs

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AFTER LISTENING Meds. not made directly from plants

D (page 147) Identify chemical in plant
Have pairs of students take turns explaining the main Synthesize chemical in laboratory
ideas from the lecture in their own words. Invite New plant-based meds: Devel. is long, $$ process b/c
volunteers to summarize the lecture in front of the class many variables
without looking at their notes. 1. Study effect’ness of trad. remedy
2. Plant variables: e.g., picked wrong subspecies of
Ideas for … MULTI-LEVEL CLASSES plant, picked at wrong time of day, effect of other
Challenge higher-level students to cover their notes as plants growing nearby
they explain ideas from the lecture. 3. Scientists need to know which chemical is active and
what amount to put in each tablet, injection, etc.
Overall, devel. of synthetic drugs is quicker
MIN
5
E (page 149)
4
S
SPEAKING
Have students discuss the questions in pairs. Invite
Ideas for … PRESENTING GRAMMAR FOR volunteers to describe public health campaigns they
SPEAKING: Adverb Clauses of Reason and Purpose have seen or heard about. If possible, show the video or
photo to share the campaign with the class.
Write the examples in the box on the board. Underline
the adverb clauses. Write because/since = reason and
so (that) = purpose. Review the information in the Ideas for … PRESENTING THE SPEAKING SKILL:
box, pointing out the main and adverb clauses on Using Phrases to Signal Reasons
the board as you explain. Tell students that an adverb Review the information in the box. Read the examples
clause can come before or after a main clause, but a aloud. Ask students which of the phrases they have
comma needs to be added when it comes before a used or are familiar with.
main clause. Write additional examples on the board
to increase students’ understanding of punctuation. F (page 150)
For example: Vanessa missed the exam because she was Give students time to write new statements that
late. / Because Vanessa was late, she missed the exam.
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contain a reason. Encourage them to work individually.
Remind them to use all four phrases from the box. Then
A (page 148) have them take turns sharing their statements in pairs.
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Have students complete the exercise in pairs. To review,
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call on students to read each sentence aloud and explain Ideas for … MULTI-LEVEL CLASSES
the relationship between the clauses. If higher-level students finish early, have them
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complete an extra task. Ask them to write two to four
B(page 148)
additional assertions about health and exchange their
Give students time to complete each statement
c statements with their partners. Then have them use
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individually so that it’s true for them. Then have them phrases from the box to follow each of their partners’
take turns sharing their statements in pairs. Encourage statements with a new statement containing a reason.
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students to ask follow-up questions to keep the

conversation going. G Critical Thinking: Evaluating (page 150)
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C (page 149)
3.4 Have students work with different partners than they had
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for exercise F. Ask volunteers to take turns reading the

Play the audio. Check understanding by asking
top four public health concerns in the United States and
comprehension questions, such as:
their statistics. Ask students to discuss questions 1 and
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1. Where is Feliciano dos Santos from? (Mozambique) 2 in pairs. Then have each pair join another pair to share
2. Why did he think he would never live a full life? (He their issues and discuss which is most serious. Have a
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had polio when he was younger, and it affected his ability spokesperson from each group share their most serious
to walk.) issues with the class. Make a class list on the board for
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3. What are the social issues he cares about? (sanitation reference.

and hygiene, clean water)
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TIP Encourage students to look up numbers and

4. How is he giving back to his community and making statistics to support their conclusions about which public
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his country a healthier place? (His band, Massukos, health issues in their country are most serious. Suggest
uses music to increase knowledge about disease and that they make a table similar to the one in exercise G to
improve public health. His NGO, Estamos, installs clean organize their findings.
water pumps, conducts health studies, and works to fight
infectious diseases.) H (page 150)
Have students get back with the partners with whom
D(page 149)
they worked for exercise G and complete the exercise.
Have students complete the exercise individually and Have groups share their ideas with the class. Take a
then form pairs to compare answers. Ask volunteers to class vote on the most interesting title.
write their sentences on the board.

MIN

5
S
3
Claims about Public Health
Tell students that there are various creative ways to spread
messages and make an impact. Write the following on the A Critical Thinking: Evaluating Claims (page 151)
board: “_______ is a basic human right, yet so many don’t
have it. I’m using _______ to be the voice of people who
what a claim is and how to evaluate it. Ask students:
have no voice.” Have students choose a health issue they
Why is evaluating claims an important skill to have?
care about, and then, based on their skills and interests,
Tell students they are going to evaluate claims made
choose the best way to spread their message (making
by an organization, a university, and a company. Read
music, making a painting, blogging, taking photos, making
the questions aloud. Make sure students understand
a video, making a documentary, launching a social media
that “anything to gain” in question 4 could refer to any
campaign, writing a book, etc.). In small groups, have them
benefit or advantage—financial, social, political, etc.
describe their projects and explain how they would share
Arrange students in groups to do the exercise. To review,
them with the world.
read each claim aloud, and take a survey to see how
groups ranked it. Call on students to provide reasons that
ANSWER KEY
support their group’s ranking.
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SPEAKING
B (page 151)
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A (page 148)
Tell students to imagine their group is giving a
1. c; 2. e; 3. b; 4. a; 5. d
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presentation and making the claims below. Read the
In 1, 3, and 5, the second clause explains why different kinds of support in the box, and elicit examples
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something happens. of each from the class. (Other types of support could be
In 2 and 4, the first clause explains why something media such as photos or videos.) Write students’ ideas on
happens. the board. Give students time to discuss the questions in
c
groups. To review, read each claim aloud. Ask volunteers
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to share which kind of support they think is best and give
C (page 149)
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reasons to support their opinions.

F eliciano dos Santos is making the world a healthier
TIP Explain to students that powerful claims use several
place by participating in a public health campaign in
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types of support, and weak claims use just one type of

Mozambique.
support. Encourage them to draw on a variety of sources
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D (page 149) Possible answers: and look for several kinds of support when making claims
1. Dos Santos did not expect to live a full life in their work.
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because he caught polio as a child.

2. Since Massukos’s health message is in a popular Ideas for … EXPANSION
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song, people pay attention to it. Ask students to discuss the following questions in
3. So that more people have clean water, dos pairs:
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Santos’s NGO also works to install pumps. 1. Is it important to keep up with the news? Why or
E (page 149) Answers will vary. why not?
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F (page 150)Possible answers: 2. Where do get your news? What are some examples?
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1. The common cold is highly contagious and 3. Why does it matter if we can’t distinguish strong
spreads easily. For this reason, it’s important to claims from weak claims in the news?
wash your hands often. Then have each pair find one news article they are
2. We associate regular exercise with good health. both interested in. Ask them to read the article and
That is why I ride my bicycle to work every day. underline at least three claims the author makes. For
3. Some natural remedies are quite effective. each claim, give a ranking from 1 (most believable) to
Because of this, they can be used instead of 5 (least believable). Have each pair join another pair to
medicines from a pharmacy. read their claims aloud and share their rankings. Ask
volunteers to share any claims that are very weak or
4. A good diet contributes to overall health. That’s
very strong with the class and explain why.
the reason I eat a variety of foods every day.
G (page 150) Answers will vary.
H (page 150) Answers will vary.

ANSWER KEY
LESSON TASK
Video
MIN
A ( page 151) Possible answers: 5
S
Wild Health
a. No evidence is given for the claims, and we
can assume the speaker is trying to attract new Overview of the Video
patients as part of her job, so it’s difficult for us to In this video, Dr. Cindy Engel gives examples of how
believe the claim without evidence. animals prevent and cure illness, heal wounds, balance
b. The study is fairly recent and was published in their diets, and regulate fertility. She also points out
a respected medical journal, and the speaker’s parallels between animal and human medicine.
conclusion seems to be reasonable. Because
of his job, he is likely to want to protect college
students from the potentially fatal disease. BEFORE VIEWING
c. The statistics are recent and from a trustworthy
source, but it’s unclear how the speaker’s A(page 152)
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company would help the situation. The speaker Have pairs of students discuss and write down two ideas
needs to provide more information to convince about how animals self-medicate and then share their
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us that his company would actually prevent predictions with the class. Write students’ ideas on the
worker absence. board for reference.
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B (page 151) P ossible answers: B (page 152)
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1. statistics; expert opinions Have students complete the exercise in pairs. Remind
2. personal stories; expert opinions them to use the root of the word and any prefixes or
3. expert opinions; statistics
c suffixes to help them understand the meaning. Review
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4. statistics; personal stories; expert opinions; other answers as a class.
support could be photos
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Have students work in pairs to give examples for the
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following categories:
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– how to cure a cold

– ways to prevent failing a class
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– groundbreaking discoveries
– ways to avoid work
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– things that cause nausea

Have students share answers with other pairs of students.
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WHILE VIEWING
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TIP Tell students to pay attention to the different accents

of the English spoken in the video. Remind them that
English is an international language with a wide variety of
accents. Give students time to share which accents they
find difficult or easy to understand and why.
C 1.15 Note Taking (page 153)

Give students time to review the notes before they
watch the video. Play the video and have them take
notes. To review, model the pronunciation of the word
zoopharmacognosy (zu-phar-ma-cog-no-sy), and then
ask volunteers to take turns reading the three main ideas
in the video aloud.

D 1.15 Understanding Details (page 153) ANSWER KEY
Give students time to review the information before they VIDEO
watch the video again. Play the video. Call on students
A ( page 152) Possible answers:
to read the examples aloud for the class. Elicit any further
details they remember about each example from the Eat certain foods to respond to an upset stomach or
video. infection; eat clay to aid digestion and kill bacteria;
eat the leaves of plants to increase milk production
or induce delivery.
AFTER VIEWING B (page 152)
1. preventative 5. nausea
2. fermentation 6. lactation
Ask volunteers to share whether their predictions were 3. compounds 7. avoidance
correct and whether they think Dr. Engel’s claims are 4. curative 8. groundbreaking
weak or strong. Remind them to give reasons to support C (page 153)
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their evaluations.
1. self-medication
2. early medicine; chimpanzees
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In the video, Dr. Cindy Engel says, “Early medicine was 3. animals; preventative; avoidance
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based on observing the behavior of sick animals. It’s D (page 153)
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relatively recently that we’ve stopped looking.” Write 1. d; 2. a; 3. b; 4. c
the quote on the board, and have students discuss the E (page 153)
following questions in pairs:
1. What do you think Dr. Engel means when she says
c
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2. Possible answer: Yes, I think the claim is believable
that “we’ve stopped looking”?
because she is an expert in her field and has
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2. How do you think medical research and drug written a book that has received positive support
development have changed in recent years? Why? from other scientists.
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3. If humans can learn so much about our health from

observing animals, what will happen if most animals
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become extinct?
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na
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Lesson B Ideas for … EXPANSION
Have students think of a medical device that interests
0
MIN them. Then have them write answers to these
3
VOCABULARY questions:
1. What is your device?
2. Does your device transmit anything?
Read the title aloud. Activate students’ prior knowledge by
asking them what they think of when they hear the term 3. What do people tend to do with it?
high-tech medicine. (Possible answers: prosthetic limbs, 4. What is extraordinary about it?
genetic testing, MRIs, CT scans, robots, etc.) Play the audio. In small groups, have students describe their devices
Ask students to think about the meanings of the words in without saying their names. Ask the other group
blue as they listen. members to guess what each device is.
B(page 154)
ANSWER KEY
Have students complete the exercise in pairs. Review
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answers as a class. Ask volunteers to correct the false VOCABULARY
statements. B (page 154)
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1. F (A radical idea is different from what many
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others think.)
Have pairs of students identify the part of speech 2. F (An internal medical device is located inside the
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for each word in exercise A and write down their body.)
definitions. Encourage them to write example
3. T
sentences using the new vocabulary and record the
information in their vocabulary journals. c 4. T
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5. T
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C 3.6 Meaning from Context (page 155) D (page 155)

Direct students’ attention to the definition of prosthetic 1. nerves; 2. severe; 3. transmit; 4. muscles;
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devices in the footnote. Play the audio. Ask students to 5. corresponding

think about the meanings of the words in blue as they E (page 155)
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listen.
1. transmit; 2. internally; 3. modification;
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4. nerves; 5. muscles
F (page 155) Answers will vary
Have pairs of students cover the text and explain how
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an advanced prosthetic device works in their own 5

MIN
words. LISTENING: A Podcast about
4
S
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Prosthetic Devices
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D(page 155)
Have students complete the exercise individually and then
BEFORE LISTENING
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form pairs to compare answers. Review answers as a class.

E(page 155) Have students respond to what they see in the
Have students complete the exercise in pairs. Remind photo. Ask pairs of students to discuss the following
them to use the parts of speech listed in exercise D to questions and share their ideas with the class:
help them choose the correct word forms. To review, call 1. Who is this woman? What is she doing in the photo?
on students to read the completed sentences aloud. 2. How do you think she feels? Why?
F Personalizing (page 155) 3. How do you think you would feel if you were in her
situation? Why?
Encourage them to draw on their personal experiences 4. What questions do you have about what you see in
to answer the questions. Ask volunteers to share their the photo?
opinions with the class.

A (page 156) 2. cochlear implant (a hearing device: The internal
Have students discuss the questions in pairs. Ask implant transmits sound signals directly to the
volunteers to share their predictions for question 1 with auditory nerve, then to the brain; the external part is
the class. a microphone that picks up sounds.)
3. electrodes (things the doctor tapes to your skin to
pick up electrical signals)
WHILE LISTENING
4. a mechanism (in this case, a small motor that’s part
B 3.7 Listening for Main Ideas of the prosthetic device)
(pages 156–157) 5. targeted reinnervation (a type of procedure that
Give students time to review the questions before they locates and reconnects nerves to muscles; used in
listen to the audio. Play the audio. Encourage students advanced prosthetic devices)
to take notes on the main ideas on a separate piece of
paper. Then have them refer to their notes to answer the AFTER LISTENING
questions. To review, read each question aloud, and call
Critical Thinking: Applying (page 157)
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on students to share their answers with the class. D
Have students form pairs and discuss how the details
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Ideas for … PRESENTING THE LISTENING SKILL: from exercise C helped them understand or believe the
Listening for Supporting Details information.
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Remind students that claims need supporting E (page 157)
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evidence. Review the information in the box, and point
out the different kinds of supporting details given in the Have students work with different partners than they
explanation. Elicit additional examples from students had for exercise D. Ask them to discuss the questions
(e.g., photos, video, personal stories), and write their
c
and write down two to three questions they would ask
hi
ideas on the board. Have volunteers read the example Amanda Kitts if they had the chance to speak with her.
sentences aloud for the class and identify what kinds of Have volunteers share their questions with the class.
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supporting details are being used in each. ANSWER KEY

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LISTENING
C 3.7 Listening for Details (page 157) A (page 156) Answers will vary.
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Play the audio again. Ask students to take notes on the B (pages 156–157)Possible answers:
supporting details as they listen. Remind them to write
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1. by moving the muscles in the chest and back

down key words or numbers, not complete sentences.
2. the cochlear implant; it allows a deaf person to hear
Ask students to turn each item number into a question.
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For example: 3. Nerves are reassigned to make different muscles

1. How did Amanda Kitts lose her arm? move.
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2. How many people have cochlear implants? 4. Electrodes on Amanda Kitts’ skin communicate
with electrodes at the top of the prosthetic arm.
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3. What do doctors do in targeted reinnervation surgery?

4. How do Kitts’ muscles make the prosthetic arm move? The electrodes pick up signals from muscles.
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5. What role does Kitts’ brain play in moving her C (page 157)
prosthetic arm? 1. in a car accident
To review, have pairs of students take turns asking and 2. more than 300,000
answering the questions. 3. locate and attach nerves to muscles in the chest
and shoulder
Ideas for … CHECKING COMPREHENSION 4. send signals to the skin’s surface (which can be
Check students’ understanding of the podcast by used to operate a prosthetic device)
asking them to define and describe the following key 5. She thinks about moving her arm or hand; the
terms in their own words: thought causes movement in the prosthetic
1. bionics (a term used to describe a device people device.
can control with their thoughts; a bionic person D ( page 157) Answers will vary.
would be part human and part machine)
E (page 157) Answers will vary.

MIN
0
brainstorming session. Give students time to look up
3
S
SPEAKING news updates on their phones or tablets, and write
their ideas on the board for reference. Prepare a list of
Ideas for … PRESENTING PRONUNCIATION: discussion topics before class in case students don’t find
Linking Vowel Sounds with /y/ and /w/ many news stories.
3.8 Review the information in the box. Review the
concept of linking, and explain that English speakers D(page 159)
link vowel sounds with /y/ and /w/ sounds for more Ask students to have a conversation with different
fluent and natural speech. Give examples of common partners than they had for exercise C.
words that end in the vowel sounds listed: /i/ (we, be, he,
me), /aɪ/ (I, hi, bye), /o/ (so, go, no), and /u/ (who, do, new). Ideas for … EXPANSION
Play the audio. Ask students to pay attention to how Using the same topics they discussed in exercises
the speaker links the vowel sounds in the examples. Call C and D, ask students to stand up and talk to other
on different students to say the examples aloud. Have students in the class. Tell them they have 3 minutes
them think of more linking examples with /y/ and /w/. for each conversation. Keep track of time as students
Write their ideas on the board.
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talk in pairs. Encourage them to keep the conversation
going until time is up. Announce when 30 seconds
are left so they have time to end their conversations
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A 3.9 (page 158)
politely. Then ask them to find new partners and
Have students identify the final vowel sound in the first
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repeat the exercise.
word marked in each of the sentences. (Answers: 1. /i/;
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2. /u/; 3. /i/; 4. /u/; 5. /i/; 6. /aɪ/) Have pairs of students
ANSWER KEY
predict the answers. Play the audio. Ask students to
check their answers as they listen. Then have them form SPEAKING
pairs and practice saying the sentences.
c A (page 158)
hi
B 3.10 (page 159) 1. /y/ 4. /w/
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Play the audio. Then have them practice saying the 2. /w/ 5. /y/
conversation in pairs. Provide feedback on natural linking. 3. /y/ 6. /y/
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Ask volunteers to role-play the conversation in front of C–D (page 159) Answers will vary.
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the class.
MIN
5
FINAL TASK: A Presentation
S
3
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Ideas for … MULTI-LEVEL CLASSES on Medicine and Health

To make this exercise more challenging, type the TIP This final task requires students to find an article or
conversation and print it without the markings on a
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news story online. Allow them to use their phones or

separate piece of paper. Hand out this version of the tablets in class, or reserve library or computer lab time
conversation to higher-level students before starting
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before class.
the exercise. As higher-level students listen, ask them
at
to mark where they hear words linked with /y/ and A (page 159)
/w/ sounds. Play the audio again, if necessary. Then Read the task in the box aloud. Have pairs of students
N
have students compare their conversations with the discuss what they learned about the topics listed. Then
conversation in the book to check their answers. ask them to brainstorm other topics related to health
that interest them. Ask students to share their additional
C (page 159) topics. Write their ideas on the board for reference.
Review the information in the Everyday Language
box about how to end a conversation politely. Have B Organizing Ideas (page 160)
volunteers read the three example sentences aloud. Give Read the steps aloud for the class. Walk around,
students time to brainstorm two to three topics related providing help as necessary as students look for an article
to recent medical inventions or health news. Then ask or news story. Remind them to evaluate the claims made
pairs of students to have a short conversation about this in the story to make sure they are believable. Be sure to
topic and end the conversation politely. approve their selections before they move on.
TIP If students are having trouble thinking of recent Ask students to take notes on the main ideas and
health news related to medical inventions, lead a class supporting details. Remind them to refer to the

Note-taking Skill on page 147 for an example of an effective D Presenting (page 160)
way to organize their notes. Encourage them to include
Have students give their presentations in small groups.
relevant and real-life examples. Have them review their
Ask them to leave 2 to 3 minutes after each presentation
notes and select what information they will include in
for feedback on the timing and delivery of the
their presentations. Ask them to make outlines of their
presentation.
presentations on separate pieces of paper. Remind them
of the time limit. ANSWER KEY
TIP Before class, find an academic abstract or article
about a topic related to health and medicine. In class, FINAL TASK
show students how to find an article or news story that A–D (pages 159–160) A
nswers will vary.
is written for the general public. Go to popular news
sites, and choose a short example. Then compare that
example with the academic example to show students REFLECTION
the differences in language use and tone. • Have students answer questions 1 and 2 on their own.
• Have them discuss their answers in pairs or small
groups.
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SKILL: Practicing and Timing Your Presentation • Ask students to discuss similarities and differences in
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Review the information in the box. Remind students • For question 3, have students compare answers and
that the best way to increase their confidence then write the words about which they are still unsure
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and stay within the time limit is to practice their on the board. Lead a class review of the challenging
presentations several times in front of several different
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audiences while keeping time.
C (page 160)
c
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Have students practice their presentations in pairs. Ask
the partner who is listening to the presentation to keep
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time and listen for phrases to signal reasons. Encourage

students to give each other feedback.
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na
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Uncovering the Past
MIN
9
0
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Anthropology / History
ACADEMIC SKILLS Write the word anthropology on the board. Ask students
LISTENING U
nderstanding Referents what they know about anthropology. (It’s the study of
Noting Questions and Answers humans from all time periods in order to better understand
human history and look for solutions to human problems.)
SPEAKING Participating in Group Discussions
Explain that anthropologists often study the sites of
Stress in Phrasal Verbs
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ancient civilizations.
CRITICAL THINKING Drawing Conclusions Direct students’ attention to the photo, title, and caption.
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Ask leading questions, such as:
• How would you describe the temple in the photo?
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(a large Sphinx head, pillars made from rock)
UNIT OVERVIEW
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• When was it built? Where is it located? (in 1400 BCE; in
Anthropology is the study of humans’ behavior and Egypt)
differences. One way anthropologists gain insight is • What do you know about Egypt and its history?
through ancient civilizations. By preserving this history,
c Have students discuss the questions in pairs. Ask
hi
our ancestors and their way of life can teach us valuable
volunteers to share their answers with the class.
lessons about how to live—or not to live—today and in
ap
the future. TIP Common or Current Era (CE) is a year-numbering

system that refers to the years since the start of the
• LISTENING A An Interview with an Archaeologist:
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present era (the years beginning with AD 1). Before the

Archaeologist, professor, and explorer Matthew Piscitelli Common or Current Era (BCE), therefore, refers to the era
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explains what we can learn from archaeology. preceding CE.

• VIDEO How Trajan’s Column Was Built: In this video,
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recent research sheds light on an ancient Roman ANSWER KEY

mystery: how a monument in the heart of the city
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called Trajan’s Column may have been built.

• LISTENING B A Discussion about Archaeology: Four 1. Possible answers: Some treasure and important
objects might be inside the temple. Some tools left
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students have a group discussion about technologies

that are changing the way people conduct by the people who built the temple might be there
at
archaeological research in the twenty-first century. as well. There will probably be some art or carvings
on the walls.
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learned in the unit to give an individual presentation 2. Answers will vary.
from a choice of topics related to the ideas they studied 3. Answers will vary.
in this unit, including archaeology, time travel, and how
life will be the same or different 5,000 years in the future.
For additional information about the topics in this unit,
Ancient Egypt, Luxor Temple, CyArk, Bagan temples, Angkor
Wat, Egyptian mummies, Huaricanga, Caral-Chupacigarro,
King Sejong Statue, hangul, Neolithic period, Trajan’s
Column, ground-penetrating radar, drones, lidar, tiny rescue
robots, satellite archaeology, time travel.

Read the title aloud. Have volunteers take turns reading Lesson A
the information aloud for the class. Explain to students MIN
0
that archaeologists are professionals who find and study
S
material remains such as pottery, tools, and bones. Have
VOCABULARY
students discuss the questions in small groups. Ask A 3.11 (page 164)
volunteers to share with the class examples of ancient
sites they would be interested in visiting. Play the audio. Ask students to read along as they listen
to the sentences. Have them complete the exercise in
Ideas for … EXPANSION pairs. To review, call on students to read the sentences
Tell students CyArk aims to preserve at-risk heritage aloud and then say the answer.
sites. Have pairs of students brainstorm examples of
B 3.12 (page 164)
natural disasters or human activity that puts the sites
at risk and then share their ideas with another pair. Direct students’ attention to the photos on page 165.
Tell students they will listen to two short conversations
about Cambodia and ancient Egypt. Ask volunteers to
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Ideas for … EXPANSION read the captions aloud for the class. Play the audio. Have
Lead a class brainstorming session on ancient students form pairs to compare answers, and then review
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civilizations. Ask students: What ancient civilizations answers as a class.
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have you heard of? Write their ideas on the board.
(Examples: the Inca civilization, the Aztec civilization, Ideas for … CHECKING COMPREHENSION
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the Roman civilization, the Persian civilization, Ancient Check students’ understanding of the conversations
Greek civilization, Chinese civilization, Mayan civilization, by asking questions, such as:
Ancient Egyptian civilization, Indus Valley civilization,
c1. Where in Cambodia did Todd visit? (Angkor Wat)
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Mesopotamian civilization) Have pairs of students
2. What interesting historical facts did he learn from his
research one ancient civilization they are interested in.
tour guide? (Every major Khmer king between 900 and
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Suggest they research the following points:

1700 AD built a temple at Angkor.)
• civilization name
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• time period 3. What was the topic of the documentary Paola was
• location watching? (mummies from Ancient Egypt)
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• major highlights/interesting facts 4. What interesting facts did she learn about
Have each pair join another pair to present an ancient mummies? (Egyptians also made mummies of
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civilization. animals.)
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C (page 165)
ANSWER KEY Have students complete the exercise in small groups. Ask
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them to check their answers in a dictionary.

EXPLORE THE THEME (page 162) TIP If students are using their phones or tablets to
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1. Possible answer: The image would allow an consult an online dictionary, make sure you approve
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archaeologist to study the temple without the website or mobile app first, and explain to them the
visiting the site. This would be cheaper and more difference between a translation app and a dictionary.
convenient.
2. Possible answer: The image might be useful to help D Personalizing (page 165)
people measure the temple very accurately. This Give students time to complete the questions. Then have
would allow them to replace damaged parts of the them take turns asking and answering the questions in
temple with new parts that are the perfect size. pairs. Encourage students to ask follow-up questions to
3. Answers will vary. keep the conversation going. Ask volunteers to present
their partners to the group by summarizing their answers
to the questions.

ANSWER KEY
2 . What is rewarding about being an archaeologist?
vocabulary 3. What is challenging about being an archaeologist?
A (page 164) 4. Would you like to be an archaeologist? Why or why
1. noun 6. verb not?
2. noun 7. noun
3. noun 8. noun WHILE LISTENING
4. noun 9. verb
5. noun 10. adverb Ideas for … PRESENTING THE NOTE-TAKING SKILL:
Noting Questions and Answers
B (page 164)
Review the information in the box. Ask students why
1. B 6. A it’s important to take note of the question in addition
2. A 7. B to the answer (to remember what the question was
3. A 8. B when they are reviewing their notes).
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4. A 9. B
5. A 10. A B 3.13 Listening for Main Ideas (page 166)
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C (page 165) Tell students they are going to listen to an interview with
Matthew Piscitelli, the archaeologist in the photo. They
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1. collaboration
2. Possible answers: participation, civilization, will take notes on four main questions and answers. Play
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collaboration, specialization the audio and ask students to take notes. Review answers
with the class.
3. participant
4. proposal/proposition
c Ideas for … PRESENTING THE LISTENING SKILL:
hi
5. Possible answers: archaeologist, economist, Understanding Referents
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novelist, pharmacist, scientist

Write the example sentence with the arrows on the
6. Possible answers: unlock, untie, unload, unpack, board. Refer to it as you review the information in the
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undo box. Read the example aloud.

D (page 165) Answers will vary. Write this example with unclear referents on the
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board: Cynthia and Mary laughed at her joke after

she told it. Ask: Whose joke was it? Who told the joke?
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MIN
5
LISTENING: An Interview Since both her and she could refer to either Cynthia or
4
with an Archaeologist Mary, it’s hard to determine the proper referent.

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Elicit additional examples of pronoun or

BEFORE LISTENING demonstrative referents from students. Write their
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ideas on the board (his, her, he, she, them, here, there,
A Critical Thinking: Categorizing (page 166) that, these, etc.).
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After students have completed the exercise, draw a

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T-chart on the board. Title it “The work of archaeologists,” C 3.14 Listening for Referents (page 167)
and label the columns “Positive” and “Negative.” Ask Play the audio. Pause after each question to give students
students to come to the board and write in one adjective time to write down the answer. Review answers as a class.
in each column. Review the lists as a class. Ask volunteers to explain why each answer is correct.

Have students respond to the photo at the top of AFTER LISTENING
page 166. Encourage them to use the adjectives from
exercise A as they discuss the following questions in D Critical Thinking: Ranking (page 167)
pairs. Give students time to review the statements and rank
1. How do you think the archaeologist in the photo is them individually. Then have them share and discuss
feeling? their rankings in small groups. Remind them to give
reasons to support their opinions.
SAMPLE COPY, NOT FOR DISTRIBUTIONU n c o v e r in g t h e P a s t 91

ANSWER KEY Ideas for … CHECKING COMPREHENSION
LISTENING Ask students questions to check their understanding
A (page 166) Possible answers: of the presentation, such as:
Positive: interesting, fascinating, rewarding, helpful, 1. What was the event? (creation of an alphabet called
exciting hangul)
Negative: exhausting, tiring, hot, difficult, boring 2. When did it happen? (in 1443)
B (page 166) 3. Why was it important? (Before this invention, people
could only use Chinese characters to write in Korean,
1. b; 2. d; 3. f; 4. e
and the characters were difficult to learn.)
C (page 167)
4. What did people learn from it? (a new alphabet, but
1. the past/learning more about where we came also a stronger sense of identity)
from
2. a report D Organizing Ideas (page 169)
3. ancient Greece, Rome, and Egypt Allow them to use their phones or tablets to look up
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4. (earliest) pyramids (in the New World) information, if necessary. Monitor students’ work as they
5. individuals practice, providing feedback on use of demonstratives.
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Give lower-level students time to write their 1-minute
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MIN
5
talks before they present them. Consider putting
4
SPEAKING students in same-level groups for exercise E.
Ideas for … PRESENTING GRAMMAR FOR c

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E Presenting (page 170)
SPEAKING: Using Demonstratives
Have students take turns presenting their talks in a small
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Write the example sentences on the board, and group. Ask volunteers to share interesting facts they
refer to them as you review the different uses learned with the class.
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and meanings of demonstratives in the box. Give

additional example sentences for each use. Ask Ideas for … PRESENTING THE SPEAKING SKILL:
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students what other questions they have about Participating in Group Discussions
demonstratives.
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Explain to students that effectively participating in

group discussions is a critical skill to have, especially
A (page 168)
in academic or professional situations. Review the
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Ask students to first indicate whether each referent is information in the box. For each suggestion, have
singular or plural. Have them write “S” next to the singular volunteers read the examples aloud. Provide them
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referents and “P” next to the plural referents. (Answers: with feedback on intonation and stress, if necessary.
1. S; 2. S; 3. P; 4. P; 5. S) Ask them to consider this Ask students which expressions they have used or are
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information as they complete the exercise individually. familiar with. Make sure they understand the meaning
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Walk around as they work to provide help or feedback as of each example.

needed.
Ask students whether they often participate in group
B(page 168) discussions. Invite volunteers to share any cultural
differences about participating in group discussions.
Give students time to write down one or two questions
For example, in some cultures, interruptions may be
for each of the sentences in exercise A. Have pairs of
common and expected, or contributing your opinion
students take turns asking and answering the questions.
may not be appropriate unless you are asked for it.
Encourage them to ask follow-up questions to keep the
conversation going.
F (page 170)
C(page 169) Give students time to respond to the questions
Have students read the text individually. Then have them individually. Then have them share their answers in small
complete the tasks in pairs. To review, ask a volunteer to groups. Ask volunteers to share their group’s ideas with
read the paragraph aloud. the class.

G (page 170) make stone tools, grow their food, and live in permanent
communities. In small groups, have them discuss the
Give students time to individually take notes on their
questions and fill in the chart. Suggest that they consider
answers. When students are ready, ask them to discuss
a variety of topics, such as the tools we use, how we
the questions with their groups. Monitor discussions
grow our food, and how we organize our communities or
to make sure all group members are participating.
cities. Draw the chart on the board, and ask volunteers to
If necessary, participate in the discussion as well,
add their answers.
encouraging students to take turns or refocusing the
discussion on the main topics. B Critical Thinking: Reflecting (page 171)
TIP Multi-level large group conversations can be Give students time to answer the questions individually
challenging. Lower-level students might feel intimidated, and then share their ideas in pairs.
and higher-level students might feel frustrated or
TIP For exercise B, consider giving students the option
impatient. Pay close attention to group discussions. If you
to write about their experience rather than reflect on
notice this behavior, intervene, and model effective ways
it aloud with a partner. This might allow them to more
to calmly and respectfully participate.
freely express ideas about their experience.
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ANSWER KEY
SPEAKING
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Ask students to imagine what it must have been like
A (page 168) Answers will vary. to live in this time period. Have them discuss the
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B (page 168) Answers will vary. following questions in pairs:
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C (page 169) 1. What aspects of life in the Neolithic time period are
1. You can delete event, blocks, invention, and better than life now?
characters. Alphabet cannot be deleted because 2. What is one invention that you would want to
it would not be clear if This referred to the event,
c introduce to people of that time? Why?
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the creation, or the alphabet in the previous
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sentence.
ANSWER KEY
2. Students read the paragraph aloud.
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LESSON TASK
E (page 170) Answers will vary. A (page 171) Possible answers:
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F (page 170) Similar: People need to eat, wear clothing, live

in houses, use tools and utensils, live with family
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1. Answers will vary. members, live in a community, walk places.

2. Answers will vary. Different: People’s clothing, houses, tools, and
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3. Possible answers: Be polite and respectful of utensils are made from synthetic materials; people
group members. Start the discussion by listing are better protected from weather; eat a greater
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what you need to do and how much time you variety of foods; have larger houses, electricity
have. Have each member speak in turn at first so and gas, more furniture, electronic devices and
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that everyone has a chance to speak. Assign one technology.

person to be a moderator and have that person
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guide the discussion and make sure everyone
participates.
G (page 170) Answers will vary.
MIN
5 LESSON TASK: Participating
S
3
in a Group Discussion

A Critical Thinking: Evaluating (page 171)
Have students look at the illustration. Explain to students
that the word Neolithic refers to the period of history
that began around 10,000 BCE when humans began to
SAMPLE COPY, NOT FOR DISTRIBUTIONU n c o v e r i n g t h e P a s t 93

Video AFTER VIEWING
E Critical Thinking: Analyzing (page 173)
MIN
5 ow Tra jan’s Column
H Have students discuss the questions in small groups. Ask
4
Was Built volunteers to share and explain their answers.

Overview of the Video
ANSWER KEY
In this video, recent research sheds light on an ancient
Roman mystery: how a monument in the heart of the city VIDEO
called Trajan’s Column may have been built. A (page 172)
BEFORE VIEWING
2. Possible answers: Modern ways to remember and
A Critical Thinking: Evaluating (page 172) respect important people are to build a statue of
Have students activate prior knowledge by discussing the person or name a building after him or her.
the questions in small groups. Ask volunteers to share B (page 172)
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their ideas with the class. 1. landmark 5. surface
2. tomb 6. carve
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(page 172)
B
3. theory 7. conquer
Have students complete the exercise in pairs and then
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check answers in a dictionary. 4. sophisticated 8. lower
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C (page 173)
WHILE VIEWING a. 4; b. X; c. 2; d. 5; e. 3; f. 1
D (page 173)
C 1.16 Understanding Main Ideas (page 173)
c
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Give students time to review the statements before they 1. 656 5. 126
watch the video. Play the video. Review answers as a class. 2. 77 6. 113
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3. 29 7. 1588
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Ideas for … EXPANSION 4. 155

Have students write a short summary of the E (page 173)
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information in the video using the statements in 1. Possible answers: The man would find that
exercise C. Ask them to share their summaries in pairs. everything took a long time to do and required
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Then have them cover their paragraphs and take turns a lot of physical effort. He wouldn’t be able to
summarizing the video in their own words. communicate easily with people who were far away
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or not with him. He might suffer because of the hot

D 1.16 Understanding Details (page 173) or cold weather. He wouldn’t be able to travel easily.
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Play the video. To review, call on students to read the 2. Possible answers:
answers aloud.
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a chef: ingredients and methods used in cooking

a fashion designer: how dyes and materials were
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made; what materials were used
Have pairs of students research an important monument
or structure and answer the following questions: a linguist: what early languages were like; what
languages have disappeared and why
1. What does it look like? Include details about size.
What material was it made from? an architect: how buildings were built and what
materials were used
2. When was it made?
3. Why was it made?
4. Possible answers: People might be more
4. How has its condition changed since the time it was understanding of history and more compassionate
built? toward others. They might be more appreciative
Have each pair join another pair to present a of what they have now. We could more easily
monument or structure. Encourage them to show a understand the real facts behind historical events.
visual as they present. This could make the world a better place.

Lesson B Ideas for … PRESENTING PRONUNCIATION: Stress
in Phrasal Verbs
0
MIN 3.16 Review the information in the box. Play the
3
VOCABULARY audio. Ask students to pay attention to the stress in

the phrasal verbs as they listen. Ask volunteers to read
A 3.15 Meaning from Context (page 174) the examples aloud. Provide feedback on stress. In
Play the audio. Have students complete the definitions dictionaries, the symbol ˈ shows primary stress, and
individually and then form pairs to compare answers. the symbol ˌ shows secondary stress. Write examples
on the board, and say them aloud for the class:
Ideas for … EXPANSION 1. ˌplay aˈround
Ask pairs of students to talk about which fact in the 2. ˈplay at
article they found most interesting. 3. ˌplay ˈdown
B Critical Thinking: Analyzing (page 174) D 3.17 (page 175)
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Have students take turns asking and answering the Ask students to look back at exercise C. Have students
questions in pairs. Ask volunteers to share their answers underline the word in each phrasal verb that should be
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with the class. stressed. Play the audio. Have pairs of students say the
sentences with the correct stress.
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Phrasal Verbs E (page 175)
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Review the information in the box. Explain that phrasal Give students time to respond to the questions
verbs can be two or three words. Give examples of individually. Ask them to underline the phrasal verbs in
three-word phrasal verbs (look forward to, get rid of).
c each question. Then have them take turns asking and
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Give students example verbs, and ask them to come answering the questions in pairs. Ask volunteers to share
up with the phrasal verb that has the same meaning: their answers with the class.
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reduce (cut down), stop (give up), refuse (turn down).

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ANSWER KEY
C(page 175)
VOCABULARY
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Arrange students in same-level groups, and ask them to

A (page 174)
complete the exercise.
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1. artifact
Ideas for … EXPANSION 2. scan
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Ask pairs of students to replace each phrasal verb 3. settlements

with a single-word verb that has the same meaning. 4. device
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Remind them there may be more than one possible 5. satellites

answer. Possible answers:
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B (page 174)
1. Did you find/acquire/obtain any useful data?
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2. This coin was made in the time of Caesar.

3. We need to understand/decide the best schedule.
3. Possible answers: We use scanning in medicine,
4. Ana needs to begin/start/continue her research. in airport screening, in microscopes, and for on
5. I will research/investigate how to get tickets. a printer.
C (page 175)
1. c; 2. a; 3. e; 4. d; 5. b
If higher-level students finish the exercise early, have
them write five more sentences using phrasal verbs. D (page 175)
Then have them exchange sentences in pairs and 1. Did you come across any useful data?
replace the phrasal verbs in their partners’ sentences 2. This coin dates from the time of Caesar.
with single-word verbs.
SAMPLE COPY, NOT FOR DISTRIBUTIONU n c o v e r in g t h e P a s t 95

takes notes on the discussion. The reporter uses the
3. We need to figure out the best schedule.
recorders’ notes to report back to the whole class. Ask
4. Ana needs to get on with her research. them to make a list and choose one key advantage and
5. I will look into how to get tickets. disadvantage to share with the class.
E (page 175) Answers will vary. TIP Remind students that they can organize their notes
and summarize their answers using T-charts.
MIN
5
LISTENING: A Discussion ANSWER KEY
4
about Archaeology
LISTENING
A ( page 176) Possible answers:
BEFORE LISTENING For question 1, listen for clues at the beginning of
the discussion to see when the students meet. For
A(page 176) question 2, listen to the tone of voice and friendly
Have students preview the questions and answer choices language that is used. For question 3, listen for the
in exercise B. Have them consider what information they main idea.
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should listen for and share their ideas with the class. B (page 176)
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1. c; 2. c; 3. b
WHILE LISTENING C (page 177)
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c
Listening for Main Ideas (page 176)
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B 3.18
D ( page 177) Possible answer:
Play the audio. To review, read each question aloud, Questions 1 and 2 required them to draw
and elicit the correct answer from students. Ask them
to provide additional details or reasons to support their
cconclusions.
hi
choices. E (page 177)
1. b only; 2. a only; 3. b only; 4. both a and b
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C 3.18 Listening for Details (page 177) F (page 177)

Have students refer to their notes to complete the
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Possible answers:
exercise individually. Play the audio. Ask students to
Advantages of researching alone: You can work at
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check their answers as they listen.

the times that are most convenient for you and at
D(page 177) your own speed. You can also work wherever you
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want—at the library, at a coffee shop, or wherever.

drawing conclusions. Ask students to share their ideas in Disadvantages of researching alone: You have to do
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small groups. all of the work yourself and cannot share the work
with anybody else. You cannot understand difficult
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E 3.19 Critical Thinking: Drawing concepts better by discussing them with others.
Conclusions (page 177) Advantages of working in a group: You can share
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Give students time to review the conclusions before the work. You can understand difficult concepts by
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they listen to the audio. Play the audio. Pause after each discussing them with others.
excerpt to give students time to choose the correct Disadvantages of working in a group: You may
answer. Review answers as a class. have to work at a time and place that is convenient
for everybody. You may not get along well with
everybody in the group. Some people may not do
AFTER LISTENING an equal amount of work.
F(page 177)
Arrange students in mixed-level groups. Tell them they
have 5 to 10 minutes to complete the exercise. Have
them assign group roles so that everyone participates.
The group leader keeps the conversation on track.
The time keeper keeps track of the time. The recorder

MIN
0
to relate their own experiences. Ask volunteers to share
3
S
SPEAKING their opinions about time travel with the class.
A(page 178) TIP Consider giving students time to look up the latest
Review the information in the Everyday Language box research and expert opinions on time travel. Have them
about how to relate information to your own experience. take notes on different opinions and share their findings
Read the examples aloud. Elicit additional phrases for with their partners.
how to mention your own experience from students. ANSWER KEY
Write their ideas on the board. Give students time
to respond to the questions individually. Then have SPEAKING
them discuss the questions in small groups. Encourage A (page 178)
students to use the phrases in the Everyday Language box
to share their own experiences.
2. Possible answers: One way to make sure everyone
B Critical Thinking: Ranking (page 178) contributes equally is to assign each person
Have students rank the criteria individually and then specific tasks before starting work. Another way is
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share their ideas with a partner. Take a class survey to see to assign a leader whose job is to make sure each
which criteria are the most and least important for the person is making an equal contribution.
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class. B–E (pages 178–179) A nswers will vary.
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C(page 178)
MIN
In small groups, have students recall details about each
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5
F INAL TASK: Presenting about
S
type of technology for archaeological research. Then 3
Life in the Past or Future
have students discuss which one they would be most
interested in researching and why.
c A(page 179)
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Read the task in the box aloud. Review the topics. Have
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students look back at the criteria they listed in exercise B

Have pairs have students choose one of the types of to help them select one of the topics.
technology listed in exercise C to learn more about.
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Ask them to research how this type of technology is

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useful in other areas, such as medicine, journalism, Ideas for … PRESENTING THE PRESENTATION
photography, agriculture, or hospitality. Have each pair SKILL: Introducing Your Talk
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join another pair to share their findings. Review the information in the box. Ask students
to consider which introduction they are most
D(page 178) comfortable with or most interested in and why.
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Give students time to write down answers to the

questions individually. Remind them to give reasons
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and provide specific examples to help explain their
Have students look back through the unit and decide
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answers. Have them take turns asking and answering the

questions. what information they will include in their presentations.
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Allow them to research additional facts on their phones

or tablets, if necessary. Then have them organize their
information in note form.
Have students find classmates who had similar
TIP Provide an example outline for students to use
answers to question 4 in exercise D. Ask them to form
as a model.
a group and discuss the design and details of the
technology they hope humans will develop in the C(page 180)
future. Encourage them to draw out their ideas. Then
In small groups, have students share their introduction
have each group present the technology they chose
plans and reflect on what they did well and what they
to the class.
want to improve from past presentations.
(page 179)
E
Have students discuss the questions in pairs. Remind
them to use the phrases in the Everyday Language box
SAMPLE COPY, NOT FOR DISTRIBUTIONU n c o v e r i n g t h e P a s t 97

ANSWER KEY
Arrange students in mixed-level groups for exercise C. FINAL TASK
Higher-level students can provide helpful tips and A–E (pages 179–180) Answers will vary.
suggestions about how lower-level students can
improve their delivery.
REFLECTION
• Have students answer questions 1 and 2 on their own.
D (page 180)
Give students time to practice their presentations in groups.
pairs. Remind them to relate the information to their • Ask students to discuss similarities and differences in
personal experiences and give reasons to support their their answers for questions 1 and 2.
conclusions. • For question 3, have students compare answers and
E Presenting (page 180) on the board. Lead a class review of the challenging
Have students present in small groups or to the class. words, and re-teach terms as necessary.
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Aim to leave 2 to 3 minutes after each presentation for
follow-up questions.
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c
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Emotions and
Personality
MIN
10
0
S
Psychology
ACADEMIC SKILLS Read the title of the unit aloud. Ask students to name as
LISTENING Listening for Consequences many emotions as they can. Get them started by writing
happy and sad on the board. Lead a class brainstorming
Using a Word Web
session, eliciting different words to express emotions
SPEAKING Defending an Opinion from students. Write their ideas on the board.
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Using Punctuation Marks Direct students’ attention to the photo and caption.
CRITICAL THINKING Making Judgments Explain to students that “Ring of Fire” is a popular roller
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coaster at fairs and in amusement parks in the United
States. Ask leading questions, such as:
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• Who is in the photo? (a young woman)
UNIT OVERVIEW
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• Where is she? (at a fair near Memphis, Tennessee, USA)
Psychologists study the mind, examining human • What is she doing? (riding a rollercoaster called the Ring
behavior and discovering how people’s thoughts, of Fire)
beliefs, and lifestyle choices shape personality—the set
c • Have you ever been to a fair with roller coasters?
hi
of traits that make each person unique. Whether they’re • Would you like to be in this situation? Why or why not?
introverts or extroverts, happy most of the time or often
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depressed, people feel and act in different ways for many
volunteers to share their ideas and experiences with the
different reasons.
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class.
• LISTENING A A Lecture about Fear: A professor
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lectures about the question of whether the human fear ANSWER KEY
response is instinctive or learned.
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• VIDEO A Tribute to Discomfort: This video

demonstrates the stunning work and unique sense of 1. Possible answers: Emotions may include fear,
happiness, or joy.
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humor of photographer and explorer Cory Richards as

we follow his quest to create photographs that connect 2. Answers will vary.
all of humanity.
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• LISTENING B A Conversation about Food and EXPLORE THE THEME (pages 182–183)
at
Emotions: Two friends talk about how food can affect

Read the title aloud. Have a volunteer read the
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our emotions in both the short term and the long term.
information box below the title aloud for the class.
For the final task, students draw on what they have Explain to students that the word snapshot in this
learned in the unit to research and prepare an interactive context refers to a short description that tells you
presentation on one of the following topics: the effects of what a particular place or situation is like at a particular
sleep on the brain, how different genders show the same time. Check students’ understanding by asking a few
emotions, the relationship between personality type and comprehension questions, such as:
exercise, or behavior and emotions in young children. • What does the Gallup Positive Experience Poll
For additional information about the topics in this unit, measure? (our global state of emotions)
here are some suggestions for online search terms: ring • Whom do they interview? (people from around the
of fire roller coaster, Gallup Global Emotions Report, Positive world)
Experience Index, Paul Ekman, Gasherbrum II, Cory Richards, • What are people interviewed about? (their feelings and
Jung’s Theory of Introvert and Extrovert Personalities, food emotions during their daily experiences)
and emotion, Big 5 personality traits

Have students look at the information about the Gallup
Positive Experience Poll on page 183. Ask a volunteer to Lesson A
read the questions aloud. Give students time to read the
MIN
survey results individually. Then ask volunteers to take 0
S
turns reading the results aloud for the class. VOCABULARY
Direct students’ attention to the photo. Read the caption
aloud. Have students discuss the questions in small
groups. Ask students to share what they found most Have students look at the photo. Ask them what emotion
surprising about the survey results with the class. they think the baby is feeling. Survey the class to see
whether they think culture makes a difference in the
TIP Consider asking students to first respond to
facial expressions people make. Play the audio. Ask
question 3 individually in writing so their answers aren’t
students to think about the meanings of the words in
influenced by the answers of their group members. Then
blue as they listen. Invite volunteers to role-play the
have them share their answers with their group.
conversation for the class.
TIP Be aware that some research suggests that some
Ideas for … EXPANSION cultures do show the same emotion with different facial
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Have pairs of students discuss the following questions: expressions, contrary to Ekman’s research presented in
1. Why do you think the top ten countries listed in the this conversation.
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survey results reported more positive experiences
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than other countries in the world? Ideas for … CHECKING COMPREHENSION
2. Where do you think your home country and the Write on the board: Are facial expressions universal? Ask
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country where you currently live would rank on a students to take turns answering the question in pairs.
Positive Experience Index? In other words, what Remind them to base their answers on the research
percent of people would report positive daily
c presented in the conversation and include a variety of
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experiences? Why? perspectives and examples. Invite volunteers to share
their answers with the class.
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ANSWER KEY
B (page 184)
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EXPLORE THE THEME (page 182) Have students discuss the questions in pairs. Encourage
them to draw on their personal experience to answer the
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1. Possible answers: They may be happy because

they’ve been married for a long time; they may be questions. Ask volunteers to share their answers with the
happy that it’s his birthday; they may be laughing class.
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about something.
2. Answers will vary. Ideas for … expansion
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3. Answers will vary. Write the names of several emotions on index

cards, one emotion per card. Consider including
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happiness, sadness, surprise, anger, jealousy, anxiety,

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fear, nervousness, loneliness, disgust, trust, love,

disappointment, relief, frustration, confusion, shame,
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sympathy, and so on. Divide the class into Team A and

Team B, and give the teams an equal number of cards.
Have one member of Team A take a card and make a
facial expression to express the emotion written on
the card. Team B tries to guess the emotion. If they
get it correct, they get a point. Explain that the game
does not involve any words, only facial expressions.
Repeat until there are no more cards. Make sure group
members take turns participating.
(page 185)
C
then form pairs to compare answers. Remind them to

use context clues in the conversation and the parts
C (page 185)
of speech given to help them match each word to its
definition. 1. expressions 6. personality
2. makes sense 7. tendency
D (page 185)
3. results 8. universal
Have students complete the exercise in pairs. Remind
4. trigger 9. confirm
them that they may have to change the word forms to
fit the sentences. To review, call on students to read the 5. instinctively 10. react
complete question aloud for the class. D (page 185)
1. triggers 5. result
E (page 185)
2. confirm 6. instinctively
Give students time to write three more questions about
emotion and personality using the three vocabulary 3. universal 7. personality
terms in the box. Have them take turns asking and 4. expression
answering the questions in pairs. Have them work E (page 185) P
ossible answers:
with different partners than they had for exercise D.
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Does it make sense that not all reactions are
Then ask students to stand up and talk to at least three instinctive? How do you react when you are
different classmates. To review, ask volunteers to read very angry? Do you have a tendency to be very
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their questions aloud, and call on students to share their emotional?
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answers.
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Ideas for … CHECKING COMPREHENSION 5
MIN
4 LISTENING: A Lecture
S
Have students write a new sentence using one or
about Fear
two of the vocabulary words in exercise B. Ask them
c
hi
to write their sentences on the board, omitting the
vocabulary word, but drawing a line where it should
BEFORE LISTENING
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be. Have pairs of students guess the missing word in

each of the sentences. To review, have the student
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who wrote the sentence write in the missing word in

the blank. Ask students to respond to the photo by discussing
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the following questions in pairs:

1. How do you think the skydiver is feeling in this
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Ideas for … expansion photo?

Have pairs of students discuss an experience when 2. What other extreme sports might cause a similar
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they couldn’t communicate with words but were able reaction?

to communicate with facial expressions and body 3. Have you ever done extreme sports? If so, what was
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language. Ask volunteers to share their stories. the experience like? If not, do you want to? Why or
why not?
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ANSWER KEY
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(page 186)
A
VOCABULARY
Draw the following chart on the board, including the
B (page 184)
example:
Something I fear Instinctive? Learned?
2. Possible answers: Emotions that are easy to
recognize may include happiness, anger, fear, or 1 making small talk with P
shock. This may be because these are instinctive people I don’t know
emotions and are shown in facial expressions. 2
Emotions that may be difficult to recognize are 3
boredom, suspicion, calmness, or curiosity. This
4
may be because these are mental states, and we
may try to hide them. 5

E m o ti o n s a n d P e r s o n a l it y 101
Review the example in the chart. Explain that you to their word web to complete the sentences with
don’t believe this fear is instinctive because it’s not an information from the lecture. Review answers as a class.
automatic or unconscious reaction but rather something
that you might have learned as a child from your parents Ideas for … EXPANSION
when they told you, “Don’t talk to strangers.” Have Have pairs of students take turns summarizing the
volunteers suggest other fears and discuss whether they experiment with monkeys in their own words.
might be instinctive or learned. Fill in the chart.
E Critical Thinking: Analyzing (page 187)
WHILE LISTENING Have students discuss the questions in small groups.
To review, ask volunteers to explain their ideas with
B 3.21 1.17 Listening for Main Ideas examples. Lead a class brainstorming session on different
(page 186) ways to overcome the fears.
Give students time to review the statements and answer
choices before they listen to the audio. Play the audio. To ANSWER KEY
review, call on students to read the complete sentences
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LISTENING
aloud.
A (page 186)Answers will vary.
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Ideas for … PRESENTING THE NOTE-TAKING SKILL: B (page 186)
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Using a Word Web 1. the human fear response
Tell students that word webs are a visual way to 2. react instinctively
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show how different ideas connect to a main concept. 3. useful
Review the information in the box. Refer to the word
4. learned to fear
web in exercise C as you explain the structure of a
c 5. didn’t impact
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word web. Point out that the topic should be written
in the center circle, and then the main ideas with C ( page 187) Possible answers:
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details should be added in the surrounding circles. ancestors: reacted instinctively; reactions for survival
Explain to them that word webs can also be called
fear response: keeps us out of trouble
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mind maps. Ask them whether they have used or are

familiar with word webs. fear response: inherited or learned?
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lab monkeys: learned fear of snakes

flowers: monkeys didn’t learn fear of flowers
Listening for Details (page 187)
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C 3.21
learned: some fear is learned
Have students recall main ideas and details from the
lecture and predict what kinds of information they might D (page 187) Possible answers:
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write in the word web. Play the audio. As students listen, 1. the human fear response
ask them to write down one or two words in the word 2. instinctive reactions, such as putting on a car’s
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web that express the main ideas from the lecture. Then brakes
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ask students to add details in each circle, explaining how

3. the monkeys learning to fear the snakes
the main ideas connect to the topic of fear. Draw the
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blank word web on the board, and invite volunteers to 4. one cannot learn to fear something
write in their answers. E (page 187)
TIP Tell students that the information they choose to write 1. Answers will vary.
in their word web will most likely be different from the 2. Answers will vary.
information their partners choose to write. Explain that this 3. Possible answer: You can overcome a fear by
variation is expected, and there is no one correct answer. experiencing it in small steps or for short periods
of time. For example, if you are afraid of heights,
you might try experiencing some lower heights
AFTER LISTENING for short periods of time. Also, you can notice
D (page 187) what thoughts come up and change what you
tell yourself about the experience.
then form pairs to compare answers. Ask them to refer

MIN
5
C (page 189)
4
S
SPEAKING
Give students time to reflect on their teenage years.
A Personalizing (page 188) Encourage them to write down the main points about
Have pairs of students take turns reading the summary a time when they were in a risky situation or showed
aloud. If possible, show a photo of the brain structure, poor judgment. Then have them take turns sharing the
including the prefrontal cortex, as students review the situation in pairs. Together, have them draw conclusions
information. about what was happening in their brains that may have
Before students discuss the questions, check for their caused this behavior. Invite volunteers to share their
understanding of the summary by asking: stories and conclusions with the class.
– What kinds of human behavior is the prefrontal cortex TIP Students who do not feel comfortable talking about
responsible for? (decision-making and self-control) their risky behavior as teenagers can either make up a
situation or discuss a situation that involves someone
– When does this part of the brain mature? (adulthood) they know for exercise C.
– What negative behaviors are caused by the changes
in the brain? Why? (They have weaker reasoning skills Ideas for … PRESENTING GRAMMAR FOR
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and more social anxiety because the prefrontal cortex isn’t SPEAKING: Used To and Would
completely developed.) Review the information in the box. Explain that used
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– What positive behaviors are caused by the changes? to is a way to explain something that was true in the
(They are willing to try new things and have a desire to past, but that is no longer true in the present. Remind
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make new friends.) them not to confuse this with be used to. This phrase
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Then have students discuss the questions in pairs. means the same thing as be accustomed to. Review the
Encourage them to draw on their personal experiences rules, and ask volunteers to read the examples aloud
and ask each other follow-up questions to keep the for the class. Tell students that the verb that follows
conversation going.
c used to and would must be in the base form. Point out
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TIP Some students may not feel comfortable talking the base forms of the verbs worry, like, be, fight, and get
ap
about questions 1 and 2 in exercise A. In this case, along in the examples.

suggest that they generalize their teenage behavior and Ask students to write four sentences about the past
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focus on responding to question 3. of a family member or close friend: two sentences

about repeated past actions (one with used to and
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Ideas for … EXPANSION one with would) and two sentences about past states
Have students look at the photo at the bottom of or conditions (one with used to and one with would).
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page 188. Read the caption aloud. Ask them: Does For example: My mom used to live in Beijing. She would
this situation look familiar to you? How many of you cook a lot of traditional Chinese food back home. Have
them form pairs to share their sentences. Encourage
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have used your cell phone while driving? What do

you typically use it for? In small groups, have students students to give each other feedback on word use and
sentence structure.
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research recent regulations about cell phone use

while driving in the area where they currently live. Ask
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them to share their findings with the class. D (page 189)

Have students complete the questions with the correct
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B Critical Thinking: Making Judgments form of use to or would individually. Remind them that
(page 189) they should not use the -d (use to/used to) in questions
Review the information in the Critical Thinking box about or negatives. Give students time to write down their
how to make judgments. Emphasize the importance of own responses. Then have them take turns asking and
using various pieces of information when one is making answering the questions in pairs.
a judgment about a situation. Have volunteers take turns
reading the situations aloud for the class. Ask them to
discuss the situations in small groups. Remind them to
give reasons that support their judgment. Ask volunteers
to share their judgment about one of the situations.
Ask the class whether they agree or disagree with the
judgment and why.

Ideas for … EXPANSION H Critical Thinking: Synthesizing (page 190)
Have students stand up and take turns asking and Have students discuss the questions in small groups.
answering the questions in exercise D with two other Ask volunteers to share their answers with the class. Ask
classmates. Then have them write a short summary students whether their perspective of their teenage years
based on the answers of one of the students they has changed after this lesson and how.
interviewed. Tell them to not include the name of the
student in the summary. Ask students to read their Ideas for … EXPANSION
summaries aloud for the class. Afterward, ask the rest In small groups, have students identify a common
of the class to guess who the summary was about. problem between teenagers and their parents. Ask
(The feminine or masculine pronouns will give them them to create a chart that lists the causes of the
clues about who it is.) problem and gives suggestions for how to solve it.
Have each group present their chart to the class.
E (page 190)
Read the topics aloud. Clarify that to feel left out means
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to feel excluded or isolated from a situation. Give students ANSWER KEY
time to write five to ten questions using use to or would
based on the topics in the list. Have them refer to SPEAKING
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the Grammar for Speaking box to review the rules for A ( page 189) Answers will vary.
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question formation. Then have them take turns asking B (page 189) Possible answers:
and answering the questions in pairs. Remind students
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1. Fernando was probably not using good
to use used to for affirmative answers and didn’t use to for
judgment and wasn’t controlling his speed. This
negative answers.
seems to be a common cause of accidents in our
F (page 190)
c community, especially with teenage boys.
hi
Remind students that a T-chart is an effective way to 2. Lara may have been embarrassed in front of the
ap
organize their ideas and compare two topics. Give them class because of increased social anxiety. I know
time to complete a T-chart. Walk around as students that I would feel embarrassed. Lara doesn’t have
much self-control.
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work to provide help or feedback as necessary.

3. Jian probably has a high desire to connect with
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Ideas for … EXPANSION peers rather than with his family. My brother is
the same way, and it makes my parents sad.
Have pairs of students draw a T-chart and label the
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columns “before the Internet” and “after the Internet.” 4. For Rachel, social acceptance is very important.
Have them think about what life was like before and I know that the social relationships on sports
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after the invention of the Internet and write their ideas teams are very important. She probably didn’t go
in the T-chart. Ask them to write at least three things to practice because she felt rejected by the team.
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in each column. Have each pair join another pair to C (pages 189) Answers will vary.
share and compare their answers. Remind students to D (page 189)
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use use(d) to and would as they discuss their answers.

1. did you use to
For example: Before the Internet, we used to check out
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books from the library to do research. We would look 2. Did you use to
in encyclopedias for answers. After the invention of the 3. would you/did you use to; would you/did you
Internet, people started to look things up online. use to
4. did you use to/would you
G (page 190) 5. did you use to
Review the information in the Everyday Language box 6. did you use to; would you/did you use to
about asking follow-up questions. Have volunteers read
E ( page 190) Answers will vary.
the examples aloud. Have students work with different
partners than they had for exercises D and E. Ask them to F (page 190) Answers will vary.
refer to their T-charts to describe themselves as children G (page 190) Answers will vary.
and as teenagers. Encourage students to ask follow-up
questions to learn more about their partners.

H (page 190) B (page 191)
1. Answers will vary. Have students refer to the notes in their chart to write a
short summary of their classmates’ answers. Ask them to
describe the common triggers of the emotion and how
3. Possible answers: Researchers can share their people respond to it. Remind them not to give names in
results with guidance counselors or sports their summaries.
coaches at high schools so that they can better
TIP Summarizing can be a difficult task. If necessary,
support teenagers in need; they can develop a
prepare an example completed chart and summary. Pass
mobile app where teenagers or parents input a
them out to students as a model, and walk them through
problem and get answers about how to solve it
how to write a summary based on the survey answers.
based on science. Information about the human
brain can help parents and teachers adjust C Presenting (page 191)
their expectations of teenagers and use better
Have students form small groups with classmates they
strategies for communication with them.
did not interview. Ask them to take turns presenting
their summaries and asking follow-up questions. Ask
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5
MIN
LESSON TASK: Presenting volunteers to share the most surprising or interesting fact
S
3
they learned.
Survey Results
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TIP Explain to students that surveys are a common way
ar
to gather data for research. They are used to gain an Ideas for … EXPANSION
understanding of reasons, opinions, and motivations Have students expand the survey results by
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about a certain topic, usually through interviews or group administering the survey to 10 people outside of the
conversations. Tell them a survey is sometimes referred class. Ask them to add one more paragraph to the
summary to include the new results and turn it in for
c
to as a questionnaire or a poll. (A minor difference is that a
feedback.
hi
poll typically has fewer questions.)
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A (page 191)
ANSWER KEY
Have students choose a negative emotion they are
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curious about. If necessary, review the negative emotions LESSON TASK

discussed in this unit to give students ideas. Have them
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A–C (page 191)

complete the questions in the survey and write one more
question about this emotion. Then have them take turns Answers will vary.
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asking and answering the questions with three other

students in the class. Ask them to take notes on their
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classmates’ answers in the chart.

TIP Have students sit in small groups of four to conduct
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their interviews rather than standing up and walking

around. This will make it easier for them to form a
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different small group with students they did not

interview in exercise C.
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Video of the word visceral in the footnote. Play the video. Ask
students to complete the sentences as they listen. Tell
them to write only one word for each blank.
MIN
5
4
A Tribute to Discomfort AFTER VIEWING

Overview of the Video E Critical Thinking: Analyzing (page 193)
This video demonstrates the stunning work and unique Have students discuss the questions in small groups.
sense of humor of photographer and explorer Cory Then ask volunteers to share their attitudes toward
Richards as we follow his quest to create photographs adventure, travel, and discomfort with the class.
that connect all of humanity.
BEFORE VIEWING
Ask students: If you could make a tribute to one
A Critical Thinking: Categorizing (page 192) feeling, what would it be? Have them reflect on
Have pairs of students discuss the meanings of the a feeling they respect or admire and discuss their
ng
words and categorize them. To review, have volunteers responses in pairs.
share definitions and categories.
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ANSWER KEY
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VIDEO
Check students’ understanding of the words in A ( page 192) Possible answers:
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exercise A by asking general questions, such as:
Positive: adventure, comfortable, experience,
1. What the most exciting adventure you’ve ever triumph, unknown
been on?
cNegative: avalanche, confusing, hurt, stress, struggle,
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2. What is something you’d like to experience in your unknown
lifetime?
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B ( page 192)
3. What is a time when you triumphed over fear?
Possible answers: strong, adventurous, fearless,
4. What do you think causes an avalanche?
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young, motivated
5. Have you ever hurt yourself in an accident? C (page 193)
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6. What do you think are the most unexplored and 1. a; 2. c; 3. b
unknown parts of the world?
D (page 193)
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7. Are you comfortable speaking in public or does it

1. adventure 5. real
cause you stress?
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2. realized 6. fun
8. What is a subject that you struggle with because it’s
confusing for you? 3. comfortable 7. experiencing
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4. expression
B(page 192)
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E (page 193)
Ask a volunteer to read the information about Cory 1. Answers will vary.
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Richards aloud for the class. Have students list four 2. Possible answer: Richards may categorize
adjectives to describe Cory Richards and share them with adventure, experience, struggle, and unknown as
the class. Write their ideas on the board. positive. He sees these things as ways to learn
about yourself and grow as a person.
WHILE VIEWING
3. Possible answer: Richards may respect discomfort
C 1.18 Understanding Main Ideas (page 193) because he has gained a deeper understanding
Give students time to review the statements and answer of himself and what it means to be human when
choices before they watch the video. Play the video. Ask he has been in very uncomfortable situations. For
students to choose the best answers as they watch and listen. him, discomfort drives him toward life-changing
experiences and has pushed his career forward
D 1.18 Understanding Details (page 193) in positive ways. Answers to the second question
Give students time to review the statements before they will vary.
watch the video again. Point out and review the meaning 4. Answers will vary.

Lesson B ANSWER KEY
VOCABULARY
MIN
0 A (page 194) Answers will vary.
3
VOCABULARY C (page 194) Answers will vary.

A (page 194) D (page 195)
As a class, brainstorm a list of adjectives to describe 1. upset 6. introvert
personality and write the adjectives on the board. Have 2. differ 7. outgoing
students reflect on their own personalities and write at 3. lead to 8. thrive
least six adjectives to describe them.
4. anxiety 9. extrovert
B 3.22 Meaning from Context (page 194) 5. lack 10. awkward
Read the title aloud. Have students guess at the meaning E (page 195) Possible answers:
of the two terms. Play the audio. Ask students to think 2. expression; transmission
about the meanings of the words in blue as they listen.
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3. creative; instinctive
TIP A person whose personality has a balance of
4. sociology; biology
extrovert and introvert features is referred to as an
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ambivert. This third term to describe personality types is 5. likeable; believable
6. leader; worker
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becoming more widely recognized.
7. communicate; cooperate
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(page 194)
C
8. interview; international
Have students look back at the list they made in exercise
A and discuss their personality type in pairs. 9. preview; pretest
c 10. review; restart

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D (page 195) F (page 195)
ap
Have students complete the exercise individually and 1. Answers will vary.
then form pairs to compare their answers. Review
2. Possible answers: A person may feel awkward
answers as a class. Ask students follow-up questions to
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speaking in front of a large group if the person

check understanding and provide personal examples,
is shy. A person may feel awkward if he or
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such as: What makes you upset? For me, forgetting

she is asked a question that he or she feels
someone’s name makes me upset. Do tests give you anxiety?
uncomfortable about answering.
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I used to have test anxiety when I was a teenager, but now

it’s gotten better. 3. Possible answers: People may suffer from anxiety
because of too much work, too little sleep,
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Ideas for … PRESENTING THE VOCABULARY SKILL: money worries, or traffic problems.
Identifying Latin Prefixes and Suffixes
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MIN
5
Review the information in the box. Remind students LISTENING: A Conversation
4
S
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that a prefix changes the meaning of the word and a about Food and Emotions
suffix changes the part of speech. Read the examples
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in the box aloud. Ask pairs of students to discuss

which prefixes and suffixes they have used or are BEFORE LISTENING
familiar with and which ones are new.
A Personalizing (page 196)
E(page 195) Give students time to reflect and formulate responses to
Have students do the exercise individually. Encourage the questions individually. Then have them discuss the
students to use a dictionary as necessary. To review, have questions in pairs to personalize the topic.
volunteers write their words on the board, underlining
the prefixes and suffixes.
(page 195)
F
Have students discuss the questions in pairs. Encourage
them to use the new vocabulary in their answers.

Emotions and Personalit y 107
WHILE LISTENING photos. Ask them: Do you like these foods? When would
you eat them? How do you they make you feel? Why?
Ideas for … PRESENTING THE LISTENING SKILL: Play the audio. As they listen, ask students to write the
Listening for Consequences letter of the food that each person might eat based on
Review the information in the box. Explain to students what they say. Have students form pairs to compare their
that there are different ways they can express the answers and explain their inferences.
relationship between actions and their consequences F Critical Thinking: Evaluating (page 197)
in speech and in writing. Have volunteers take turns
reading the examples aloud for the class. After each Give students time to reflect on their own eating habits
example, ask volunteers to explain the relationship by responding to the questions individually. Then, have
between the ideas in their own words. them discuss the questions in small groups. Remind
students to use phrases that signal consequences to help
explain their answers.
B 3.23 (page 196)
TIP For question 1, ask students to support their answers
Give students time to complete the statements with their
with details and examples from the conversation. For
own ideas. Do number 1 together. Ask students: Do you
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example, their answers can begin with “According to
ever get stressed? What do you tend to do when you
Mae, …” or “Well, Sam said, …”
get stressed? What is the consequence of that stress?
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Play the audio. Have volunteers share whether their
ANSWER KEY
consequences were different, and if so, how.
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LISTENING
C 3.24 Listening for Main Ideas
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(pages 196–197) A ( page 196) Answers will vary.
Give students time to review the questions before they B ( page 196) Answers will vary. Here is what is said in
listen to the audio. Play the audio. Ask students to answer
c the conversation:
hi
the questions and then form pairs to compare answers. 1. I have a tendency to want junk food when I’m
stressed.
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Ideas for … MULTI-LEVEL CLASSES 2. If you eat healthy food today, you’ll be in a better
mood in two days.
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Give lower-level students more time to answer the

questions. Suggest that they take notes as they listen 3. If you’re in a good mood, you’ll feel more
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and then refer to their notes to write in their responses confident and less stressed.
after listening. 4. Diets that contain a lot of sugar can lead to
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depression.
D 3.25 Listening for Details (page 197) 5. Extroverts eat less healthily because they’re
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Give students time to review the statements before always socializing.

listening again. Play the audio. Review answers as a class. C (pages 196–197)
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Ask volunteers to correct the false statements.

1. He feels stressed because he has a lot to do
before his job interview.
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2. She wants him to throw it out because it’s not
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Group students of similar levels together to check good for him.

their answers. If the higher-level groups finish quickly,
3. You might eat less healthily because you’re eating
ask them to list some of the details they remember
in more social situations.
from the audio or to role-play the conversation as they
remember it. 4. Sam says he’s thinking short term and does not
throw his snack away.
D (page 197)
AFTER LISTENING
1. T
E 3.26 Critical Thinking: Making Inferences 2. F; Your personality can determine what and how
(page 197) you eat.
Tell students they are going to hear four different people 3. F; Extroverts often eat in social situations, leading
talk about their emotions in their daily life. Have pairs of to less healthy diets.
students discuss what kinds of food they see in the four 4. T

E (page 197) Possible answers: 2. And then, you should pause at a comma; however,
1. d; 2. b; 3. c; 4. a there are two more times when you need to pause:
at a semicolon and at a colon.
3. But how would you use rising intonation with a
MIN
question mark? Like this.
0
4. And it’s so much fun to show emphasis with an
3
SPEAKING
exclamation mark! Don’t you think?
A (page 198) 5. These are some ways you can use “punctuation
Have students look back at the list of personality traits marks,” such as the ones listed in the box, in your
they wrote about themselves in the Vocabulary section speech.
of this lesson. In small groups, have them discuss the
questions. Invite volunteers to share their ideas with the E (page 199)
whole class. Have students practice using punctuation marks as they
read aloud. Have them continue to practice by reading
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B 3.27 Critical Thinking: Applying (page 198) aloud one or more of their own answers from exercise D.
Direct students’ attention to the word web. Read the title Invite volunteers to read one of their answers aloud for
the class.
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aloud. Play the audio. Ask students to write down details
as they listen to explain how the five ideas connect to
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F 3.28 (page 199)
the topic of personality. Be sure students understand
the meaning of each aspect before moving on. Have Give students time to review the questions before
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pairs of students take turns reading the description listening. Play the audio. Encourage students to take
of each person. Ask them to identify and write the notes as they listen. Ask students to form pairs and
personality aspect next to the description of the person
c compare their answers. Review answers as a class.
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it is associated with. Ask volunteers to share their ideas.
Remind them to give reasons to support their opinions. Ideas for … EXPANSION
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Have students further reflect on the listening by

C Critical Thinking: Judging (page 198) discussing the following questions in small groups:
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Ask students to rate their personality or the personality 1. In the listening, Alma says that we have to be
of a family member for each of the five aspects in the
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realistic about the personality changes we want to

word web in exercise B. Remind them to combine this make. In your opinion, what are some examples of
new information with their own knowledge and previous realistic and unrealistic personality changes? Why?
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experiences to make the judgments.

2. Luis talks about how his grandfather got calmer and
D(page 199) more pleasant as he got older. Do you think your
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Ask pairs of students to give real-life examples that personality has changed as you’ve aged? How? Do
you think it will continue to change? How?
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demonstrate their ratings in exercise C. Encourage

students to ask each other follow-up questions to
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continue the conversation.

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Defending an Opinion
Ideas for … PRESENTING PRONUNCIATION: Using
Punctuation Marks Review the information in the box. Remind students
that it’s important to support our opinions with facts
Tell students that punctuation marks are not only useful
and research, as well as personal experience. Read
in writing, but also in speech. Review the information
the examples aloud. Ask students which phrases they
in the box. Provide examples of punctuation mark use
have used or are familiar with and which are new.
within context, and read them aloud for the class to
model correct pronunciation. For example, write the
following examples on the board, and say them aloud G Critical Thinking: Analyzing (page 199)
as you point to the pronunciation marks: Read the life events aloud for the class. Give students time
1. This is how you would use falling intonation with a to consider how each could change, or has changed, their
sentence ending in a period. personality. Have them make some notes with real-life
examples. Then have students share their analyses in

pairs. Remind them to use the phrases from the Speaking A (page 200)
Skill box to explain and defend their opinions. Invite
Read the instructions aloud. Then read each topic aloud.
volunteers to share their ideas with the class.
After each topic, ask students to raise their hands if
ANSWER KEY they are interested in presenting on that topic. Pair up
students who raised their hands at the same time. Have
SPEAKING the paired students write down five research questions.
A (page 198) Answers will vary. Approve their questions before they move on. Give
B (page 198) students time to research answers to their questions.
1. dependability Remind them they will need to provide facts, as well as
personal experience, to make their presentation stronger.
2. extroversion
TIP This final task requires students to conduct research
3. neuroticism online. Allow them to use their phones or tablets in class,
4. openness or reserve library or computer lab time before class.
5. agreeableness
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Have students organize their research findings in an
outline according to their research questions. Ask
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E (page 199) Answers will vary. them to decide who is going to present on which
F (page 199) part. Remind them to include one or two questions for
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1. 13%; Answers will vary for the second question. audience members. Ask them how else they are going
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to interact with their audience. Provide feedback and
2. They want to be more extroverted.
suggestions as necessary. Give students time to practice
3. You can do it with a realistic plan to change their presentations. Encourage them to give each other
behavior patterns in certain situations.
c
feedback on all the presentation skills they’ve learned
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G (page 199) Possible answers: so far.
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1. Research suggests that getting a job that you

really like can give you more confidence.
Have pairs present their research findings to the class.
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2. Most people would agree that having a baby

After each presentation, ask audience members to
makes you more responsible.
provide feedback on how engaged they felt.
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3. As far as I know, getting married may or may not

change your personality. ANSWER KEY
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4. I read that moving to a new place can create

FINAL TASK
stress in your life. I don’t think it would change
A–C (page 200) Answers will vary.
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your personality, though, unless you moved to a

different country.
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REFLECTION
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5
MIN
FINAL TASK: Presenting • Have students answer questions 1 and 2 on their own.
S
3
Research
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groups.
Ideas for … PRESENTING THE PRESENTATION • Ask students to discuss similarities and differences in
SKILL: Interacting with the Audience their answers for questions 1 and 2.
Tell students that it’s important to keep the attention • For question 3, have students compare answers and
of the audience when presenting. Explain that the best then write the words about which they are still unsure
way to do this is to interact, or engage with, different on the board. Lead a class review of the challenging
audience members. Review the ideas and tips in the words, and re-teach terms as necessary.
box. Ask students to respond to the information in the
box. Ask them: Which of these ideas do you think is
most effective in engaging an audience member? How
comfortable are you interacting with the audience?

Audio Scripts
CD1 Guest: Sure. Most people assume my job has to do with the
environment. They imagine I protect rainforests or something.
Host: My thought was that you might study how people react to
nature.
Unit 1: The Science of Shopping Guest: Well, not really. Environmental psychologists study two
things: first, how people behave in different situations, and
Lesson A Vocabulary second, why they act in those ways. Now, an environmental
psychologist could focus on any situation such as work, home,
Track 1.2 B. Page 4 school, or wherever else. But my personal focus is on how people
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addictive behave in commercial situations, especially retail ones.
alter
Track 1.5 C. Listening for Main Ideas Page 6
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assume
D. Listening for Details
bargain
Host: With me today is Melissa Travis. Welcome, Melissa.
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bump
Guest: Thanks. I’m happy to be here.
commercial
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Host: Now, I understand that you’re an environmental psycholo-
complex gist, but I’m not quite sure what that is. Could you explain?
consumer Guest: Sure. Most people assume my job has to do with the envi-
purchase
c ronment. They imagine I protect rainforests or something.
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retail Host: My thought was that you might study how people react to
nature.
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Track 1.3 C. Page 5 Guest: Well, not really. Environmental psychologists study two
1. In the United States, many teenagers’ first work experience is a things: first, how people behave in different situations, and
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job in retail or in a restaurant. second, why they act in those ways. Now, an environmental
2. Although the store only altered the location of a few of the psychologist could focus on any situation such as work, home,
school, or wherever else. But my personal focus is on how people
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departments, many customers disliked the changes.

3. Ben had assumed that the store closed at six and was behave in commercial situations, especially retail ones.
disappointed when he got there and found the door locked. Host: You mean shopping?
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4. Customers frequently bumped into and knocked over the Guest: Exactly. I’m also interested in behavior at movie theaters or
sign because of its inconvenient position. restaurants, say, but shopping is my main focus.
5. Most people do not use a credit card when they make a very
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Host: Isn’t it pretty easy to predict shopping behavior? Don’t most

large purchase such as a new car. folks just buy what they need and then leave the store?
6. During the end-of-year sale, hundreds of customers visited
Guest: That may be what you do, but actually, no. The way that a
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the department store hoping to find a great bargain or two.

consumer behaves when shopping is often complex.
7. Many consumers use their phones to check prices online
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before purchasing anything in a store. Host: How so?

8. In a survey of people who have bought items through online Guest: Well, for instance, there’s the issue of personal space.
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sites like eBay, some said they felt online shopping was so Researchers have found that most people like a certain amount of
addictive that they couldn’t stop doing it. personal space when shopping. Imagine that a shopper is looking
9. According to the plans, the new apartment building will have closely at an item. If several other shoppers bump into this person,
commercial space for offices, restaurants, and stores on the he or she will likely just leave the store without buying anything.
first floor. Host: Don’t take this the wrong way, but isn’t that obvious?
10. The store’s refund process was so complex that many customers Nobody likes getting bumped, after all.
decided it was easier to keep an item than to return it. Guest: But what’s interesting is that this behavioral pattern
doesn’t always hold true. Sometimes shoppers don’t mind getting
Listening: An Interview About Consumer Behavior bumped. Many stores have permanent areas set up for discount
items. And in these areas, consumers will stay and shop: they don’t
Track 1.4 B. Critical Thinking: Predicting Page 6 seem to mind getting bumped or brushed by others. So a variety
Host: With me today is Melissa Travis. Welcome, Melissa. of factors—the amount of space, the price of an item, the number
of other shoppers, even the time of day—all alter how people
Guest: Thanks. I’m happy to be here. behave when shopping.
Host: Now, I understand that you’re an environmental psychologist,
but I’m not quite sure what that is. Could you explain?

Host: Hmm, I see your point, and I bet you could tell us more Speaking
interesting tales about this, but why does it all matter? I mean, why
is it important to know how people behave in retail situations? Track 1.8 Pronunciation: Question
Guest: Well, if stores want to sell more goods—and of course, Intonation Page 9
selling electronics or clothes or whatever is the whole purpose Is the store on the corner still open?
of a store—then it helps to know how and why humans behave.
What did you buy yesterday?
I’ve already mentioned that most customers like to have space.
Because of this, stores have learned to place goods in areas where What did you buy yesterday?
shoppers aren’t likely to be bumped.
And take sales as another example. Everybody loves getting a Lesson B Vocabulary
bargain. In fact, studies have shown that buying something for a
good price can improve your mood. It can make you feel so good, Track 1.9 A. Page 14
in fact, that shopping can even be addictive. Not only that, but A: You didn’t mark your gender on this application form, Bob.
when people are in a good mood, they sometimes act based on B: I must have forgotten. Filling out applications is such a chore.
their emotions or without thinking. This means they might buy Would you mind checking the box next to “male” for me, please?
more than they need of something, or even buy something they
don’t need at all. A: Is it true that you met Lionel Messi yesterday? For real?
Host: So you’re saying that stores are trying to alter how we behave B: Yeah! And it was great, especially because I speak some Spanish,
so I could interact with him better than the other people with me!
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in order to encourage us to spend more? Does that mean some of
my decisions about what to buy are not really my decisions? A: How did your experiment go, Achmed?
Guest: Well, I can’t say that’s always true, but to some extent, yes. B: I can’t say for sure yet, but I came up with a good way to con-
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Host: Huh. It makes sense that stores would do that, I guess, but I duct it, I think, so I hope the findings will be useful.
hadn’t ever considered it before. So is there anything we can do to A: Did you hear that Professor Albright has lost her job?
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be smarter shoppers? B: Yeah, and I’m upset about it. She’s worked here for over 25 years
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Guest: Well, another way that stores try to change our behavior apparently. I think the college should have shown more loyalty
is to use our emotions to make us buy things. We all worry about to her.
not looking good or feeling good, right? Stores know this and A: How was your weekend, David?
try to sell items designed to make us look or feel better. But next
time you’re shopping, don’t buy a product that says it will give you
c B: Not so good. I went to the mall on a mission to buy a gift for my
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sister. I was there for hours, but I couldn’t find the right gift. It
more energy. Instead, try thinking about why you’re tired, which is
was pretty frustrating.
probably just because of a lack of sleep. If you can get more sleep,
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you won’t need to buy something that, at best, can only have a A: Excuse me. Where could I find Marketing Basics?
temporary effect on your energy level. B: Sorry to tell you this, but that book’s out of stock just now. We
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Host: That’s a good point. I guess I can’t buy energy—or good thought we had ordered sufficient copies, but more students
looks. Too bad. Any other tips? purchased it than we expected.
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Guest: Be careful about when you go shopping. Studies show that

we often buy more than we need if we’re hungry or unhappy, for Listening: A Lecture about Gender and Shopping
example. And here’s my last tip: if you’re the kind of person who
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shops online and often buys things that you later regret, delete Track 1.10 B. Listening for Main Ideas Page 16
your credit card details from the site after each purchase. If your Professor: Good morning, everyone. Let’s continue our discus-
card is not saved on the website, you’ll have to enter the details sion of modern society by talking about gender and gender roles.
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each time. Having to do that gives you time to think, and during Today we’re going to be looking at shopping, and asking if there’s
that time, you may decide you don’t really need another shirt or a difference in how women and men shop. Just out of interest,
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pair of shoes or whatever. Plus, it’s safer if your card details are not how many of you think men and women do behave differently
stored online. when shopping?
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Host: Now that’s a tip I can certainly use. I shop online a lot. Me- OK, that’s pretty much all of you. And you’re right, of course.
lissa Travis, thank you. That was very interesting. Studies show that women and men do shop differently. I’m going
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to be speaking in general terms, so remember that not every

Track 1.6 Listening Skill: Recognizing a woman or every man will behave in these typical ways.
Speaker’s Attitude Page 7 Let’s discuss one study in particular, titled “Men Buy, Women Shop.”
I’m really excited we’re going shopping tomorrow. It’s a slightly older study, but I think the findings are interesting,
It’s too bad you can’t come shopping tomorrow. and I’ll return to the title in a moment. Before I explain what the
findings are, let me give an overview of the steps they took to
She can’t come shopping tomorrow.
conduct the study. Researchers interviewed about 1,200 American
Track 1.7 E. Page 7 consumers by telephone. They were asked about how they would
1. Well, I can’t say that’s always true, but to some extent, yes. interact with store employees, about their shopping habits and
preferences, about their loyalty to particular stores, and so on.
2. Don’t take this the wrong way, but isn’t that obvious? Nobody
likes getting bumped, after all. Now, this study was given an interesting title: “Men Buy, Women
3. Huh. It makes sense that stores would do that, I guess, but I Shop.” Just take a moment to think about that. “Men Buy, Women
hadn’t ever considered it before. Shop.” Hmm. What do you think it means? Carlos?
4. So you’re saying that stores are trying to alter how we behave
in order to encourage us to spend more?
112 AUDIO SCR IP TS SAMPLE COPY, NOT FOR DISTRIBUTION

Carlos: Well, I think the title probably summarizes the goal clerk. A bad experience might be a sales clerk who wasn’t polite,
of shopping. For men, I guess the goal is simply to purchase or one who didn’t take the time to build a relationship with the
something. For women, though, the goal is to have the experience customer.
of shopping; you know, the whole process of walking around the OK, so we’ve discussed some of the findings from a study that
store, looking for things. suggests there are gender differences in retail situations. So now
Professor: Good. So men have a goal, and women want the let’s ask an important question. Why do men and women behave
experience, sort of like what’s represented in this diagram. Women in different ways when shopping? Why don’t you discuss this
go in, walk around, look at a lot of different things before they question with the people sitting around you for a few minutes?
make a purchase. Men go in and make a purchase. Amal, what do
you think of that suggestion? Speaking
Amal: Yeah, I think that’s probably true. I’ve got a twin brother, and
it drives me crazy to go shopping with him. He just wants to get in
Track 1.12 A. Page 18
and out of the store as fast as possible. But I want to look around, Man: What’s that you’re reading, Ann?
to see things, to try things on, you know? Woman: An article with some interesting statistics about con-
Professor: Yes, I think you’re both right. The title suggests that sumer behavior.
shopping is a mission for men, a chore or task. When shopping, Man: Oh, yeah? Like what?
men often have an item in mind. And, they want to find it, pay for Woman: Well, the article says that 68 percent of North Americans
it, and take it home as quickly and easily as possible. For women, like finding bargains.
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though, shopping is about the experience. It’s about comparing
different items. It’s about spending time in a store. It’s about Man: Well, who doesn’t love a bargain, right?
interacting with people. Woman: OK, you’re right, but did you know that about 46 percent
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Anyway, let’s look at some of the study’s findings in more detail. of people worldwide say that they prefer to spend as little time
For me, several interesting conclusions came out of the study. grocery shopping as possible?
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One was the kinds of things that could upset male and female Man: That’s me! I hate grocery shopping.
shoppers. Men, on the one hand, find certain things frustrating. Woman: Here’s another interesting fact: almost eighty percent of
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These include not being able to find a parking spot, learning that consumers have canceled a purchase because of poor service.
an item they want is out of stock, and seeing a long line at the
Man: Wow! That’s a really high percentage.
cash register. For women, on the other hand, frustration was more
likely to come from not being able to find a sales associate or—
c Woman: And shoppers who have a bad experience are nearly
20 times more likely to talk about it than to say nothing.
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worse –finding one who wasn’t helpful or who lacked sufficient
product knowledge. Man: That sounds about right to me. I always tell people when
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Another interesting finding was also related to sales associates. Both I experience poor service. Does it say anything about online
men and women said they would leave a store without buying shopping?
anything if they had a bad experience with an employee. But for Woman: Well, apparently, close to six out of ten Americans do
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men, such “bad experiences” were usually related to the product, research online before buying a product. That’s nearly 60 percent.
for example, if a store clerk didn’t help a male shopper find an item Man: Interesting. Say, could I read the article after you’ve finished?
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or failed to process the sale of the product efficiently. For women,

in contrast, “bad experiences” were related to the sales clerk. A bad Woman: Sure.
experience might be a sales clerk who wasn’t polite, or one who
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didn’t take the time to build a relationship with the customer. Unit 2: Mother Nature
OK, so we’ve discussed some of the findings from a study that
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suggests there are gender differences in retail situations. So now

let’s ask an important question. Why do men and women behave Lesson A Vocabulary
in different ways when shopping? Why don’t you discuss this Track 1.13 A. Meaning from Context Page 24
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question with the people sitting around you for a few minutes?
The King Penguin: Challenges to Reproduction
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Track 1.11 C. Listening for Details Page 17

Many islands in the Antarctic such as the Possession Islands have
Professor: Anyway, let’s look at some of the study’s findings in
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huge colonies of king penguins. These birds come to the islands to

more detail. For me, several interesting conclusions came out reproduce. Although scientists believe the worldwide population
of the study. One was the kinds of things that could upset male is increasing and king penguins are not in danger of extinction,
and female shoppers. Men, on the one hand, find certain things individual birds often have to struggle to stay alive.
frustrating. These include not being able to find a parking spot,
learning that an item they want is out of stock, and seeing a long Weather is one challenge that the birds face. This far south,
line at the cash register. For women, on the other hand, frustration cold temperatures make it hard to keep eggs warm. Female birds
was more likely to come from not being able to find a sales share this responsibility with their mate. Perhaps surprisingly,
associate or—worse—finding one who wasn’t helpful or who climate change can also threaten the birds. After eggs hatch,
lacked sufficient product knowledge. parents feed their chicks. Warmer oceans mean less food nearby.
As a result, chicks are left unprotected for longer periods while
Another interesting finding was also related to sales associates. their parents hunt.
Both men and women said they would leave a store without
buying anything if they had a bad experience with an employee. Another factor is space. Some colonies have a hundred thousand
But for men, such “bad experiences” were usually related to the or more birds, each of which must find and defend a territory
product, for example, if a store clerk didn’t help a male shopper of less than three feet (one meter) across. Predators are another
find an item or failed to process the sale of the product efficiently. challenge. Adults must protect young penguins from seals and
For women, in contrast, “bad experiences” were related to the sales other sea mammals, and sometimes even from other birds.
SAMPLE COPY, NOT FOR DISTRIBUTION AUDIO SCR IP TS 113

Listening: A Panel about a Film Contest Track 1.16 A. Page 28
1. academic
Track 1.14 B. Page 26 2. reproduction
C. Page 27 3. responsibility
Shannon: OK, so let’s move on to the final documentary in our 4. complexity
discussion. What did you think of “The Penguins of Possession 5. frustration
Island?” Abdul? 6. interaction
Abdul: When I heard the title and topic, I thought it would be
boring. The life of king penguins didn’t sound that interesting, and Track 1.17 C. Critical Thinking:
they aren’t in danger of extinction, you know. But actually, I loved Interpreting a Flowchart Pages 28–29
it. For me, it was the clear winner for best documentary. Take a look at the flowchart in your book. It shows cloning,
Shannon: Hmm. Why do you say that? which is a special type of reproduction. So, cloning is a process
Abdul: Well, I think the filmmakers did a great job showing the with several steps. First, scientists take a body cell from an adult
challenges these birds face, and some of the camerawork was animal, such as a sheep. Next, scientists remove the nucleus from
just incredible. When the camera pulled back to show the size that cell. Remember that the nucleus is the part of a cell that
of the colony, I was amazed! I couldn’t believe how many birds contains DNA and that DNA has the genetic information. OK, now
there were, or how noisy it was. Then when the camera zoomed after that, scientists take the nucleus out of the egg of another
in to contrast the huge colony with each bird’s tiny territory, I was sheep and replace it with the first nucleus. In other words, they
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amazed again. That was a skillful piece of filmmaking. There’s more use an egg cell from the second sheep, but the nucleus with
I could say, but what do you both think? genetic information from the first sheep. In cloning, scientists
use chemicals or electricity to make the egg cell start dividing.
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Shannon: Martha? After this happens, the egg is put into the body of a different
Martha: Actually, I’m with Abdul. I think it is amazing. adult female. And after the usual period—in the case of sheep,
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Shannon: Did anything specific stand out for you? pregnancy lasts about five months—the second animal gives
birth to a baby that is a clone of the first animal.
Martha: I loved how the film had humor and seriousness—even
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danger sometimes. Take the way the filmmakers followed that
one bird who wanted to reproduce and had to search for a mate. Lesson B Vocabulary
It was funny at first. Then as the search went on and on, I began
to feel sorry for it. I don’t like it when nature documentaries get all
c Track 1.18 A. Meaning from Context Page 34
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anthropomorphic and try to show animals as being like humans. Host: Joining me today is Dr. Sam Darrow, a botanist who
The director never did that, which impressed me. But yet we still specializes in the study of orchids. Welcome, Dr. Darrow. So, tell
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got the idea that adult birds take responsibility for their young, just me: what factors led to your interest in orchids?
like humans. Dr. Darrow: When I was a child, my father grew orchids at home.
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Shannon: But what about the scenes where the predators At first, I loved them for their beauty. But over time, I noticed how
attacked young penguins? Didn’t you find them too strong? amazing they are.
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Martha: I had to stop watching once or twice, I admit, but for me, Host: Amazing? How?
the director needed to include scenes like that. I mean, these birds Dr. Darrow: Well, like every living organism, orchids need to
do have to struggle for life sometimes, right? Attacks by predators reproduce. Their primary way to do this is to manufacture nectar,
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do threaten these birds. Predators are a major factor in their lives. which insects love. When insects visit orchids and consume this
Anyway, what do you think, Shannon? sweet liquid, they get covered in pollen. This is a substance that
Shannon: Some parts were great, I agree. I particularly liked how contains DNA. The insects transfer this DNA to other orchids, and
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the director made us feel how cold the island was without ever reproduction can take place.
mentioning the weather. The images really made me feel the Host: So, that’s an interesting method: use something sweet to
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cold! But I really didn’t like the music. In my view, the music was attract insects in order to reproduce. What other ways do they
too modern somehow. It didn’t match what we were watching. attract insects?
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Having said that, “Penguins” is clearly the best documentary. Thank

you for joining me in this panel discussion. Dr. Darrow: One species of orchids smells like dirty diapers. To
us, this scent is unpleasant, but it’s attractive to some insects.
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Abdul: My pleasure! And Epidendrum orchids resemble milkweed, a favorite food of

Martha: Thank you! butterflies, but actually aren’t food at all.
Host: So it’s a trick.
Speaking
Dr. Darrow: Right! Butterflies visit expecting food, but get only
Track 1.15 Pronunciation: Syllable pollen. Other orchids play different tricks. Some look like typical
Stress before Suffixes Page 28 places where insects make homes or find shelter during bad
weather. Insects visit, get covered with pollen, but soon leave
romance romantic when they find out the flowers are not good places to live.
possible possibility Host: Thank you, Dr. Darrow. I’ve learned a lot.
educate education

Listening: A Conversation on Campus Leo: Actually, I remember reading that a lot of orchids are
epiphytes.
Track 1.19 Listening Skill: Listening Elena: Oh, so orchids that grow in trees are epiphytes?
for Content Words Page 36 Leo: Yes, generally speaking. They are called epiphytic orchids.
When I was a child, my father grew orchids at home. At first, I Elena: Wow. You know a lot! I’ll bet Professor Darrow is going to be
loved them for their beauty. But over time, I noticed how amazing happy you transferred into his class.
they are.
Leo: Well, I love orchids and have been studying them as a hobby.
Track 1.20 A. Page 36 Elena: Well, here we are: the conservatory greenhouse.
Leo: Excuse me? Sorry to bother you, but do you know the way to Leo: What a cool building!
the conservatory greenhouse? This map isn’t helping me much. Elena: Actually, it’s really warm in there. But yes, it’s a great place
Elena: Yeah, the map isn’t great and the campus does resemble a for plants and plant lovers. Let’s go in. I’ll introduce you to some of
maze, doesn’t it? Anyway, you’re in luck. I’m actually on my way to my friends.
the conservatory greenhouse right now. We can walk together.
Track 1.22 C. Listening for Details Page 37
Track 1.21 B. Listening for Main Ideas Page 37 Leo: So, do you know what he’s going to cover today?
Leo: Excuse me? Sorry to bother you, but do you know the way to Elena: If I remember correctly, we’re going to discuss some of
the conservatory greenhouse? This map isn’t helping me much. the methods that organisms, especially plants, use to survive in
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Elena: Yeah, the map isn’t great and the campus does resemble a tropical areas.
maze, doesn’t it? Anyway, you’re in luck. I’m actually on my way to Leo: That sounds interesting. He’ll probably talk about epiphytes.
the conservatory greenhouse right now. We can walk together.
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I actually saw a great nature documentary about them just the
Leo: Wow, that is lucky! I was worried I would be late for class. other day.
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Elena: Late? Are you in Professor Darrow’s class? Elena: I’m sorry? Epi what?
Leo: Yeah. I’m Leo, by the way. Leo: Epiphytes. They’re plants that get water from the air, so they
Le
Elena: And I’m Elena. Nice to meet you. tend to live in places that have high humidity levels. You know, like
in the tropics. Hot, humid climates.
Leo: Nice to meet you, too. This is actually just my second day on
campus. I just transferred here. Elena: That sounds pretty cool.
Elena: Welcome. Where did you transfer from?
c Leo: It gets better: Most epiphytes grow on the branches of trees,
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usually near the top where there’s plenty of sunlight. There’s not
Leo: West Valley.
much shelter up there, but there aren’t many animals that might
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Elena: Oh, West Valley. Nice. want to consume them.

Leo: So, do you know what he’s going to cover today? Elena: So, epi—
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Elena: If I remember correctly, we’re going to discuss some of Leo: Epiphytes.

the methods that organisms, especially plants, use to survive in
Elena: So epiphytes grow on trees? How do they do that?
eo
tropical areas.
Leo: You know, I’m not really sure. Perhaps they manufacture
Leo: That sounds interesting. He’ll probably talk about epiphytes.
some kind of substance that helps them stay attached to the tree?
I actually saw a great nature documentary about them just the
lG
Maybe Professor Darrow will cover it in class today.

other day.
Elena: Maybe … but he specializes in orchids, so I imagine those
Elena: I’m sorry? Epi- what?
will be his primary focus.
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Leo: Epiphytes. They’re plants that get water from the air, so they
Leo: Actually, I remember reading that a lot of orchids are
tend to live in places that have high humidity levels. You know, like
epiphytes.
in the tropics. Hot, humid climates.
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Elena: Oh, so orchids that grow in trees are epiphytes?

Elena: That sounds pretty cool.
Leo: Yes, generally speaking. They are called epiphytic orchids.
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Leo: It gets better: Most epiphytes grow on the branches of trees,

usually near the top where there’s plenty of sunlight. There’s not Elena: Wow. You know a lot! I’ll bet Professor Darrow is going to be
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much shelter up there, but there aren’t many animals that might happy you transferred into his class.
want to consume them. Leo: Well, I love orchids and have been studying them as a hobby.
Elena: So, epi— Elena: Well, here we are: the conservatory greenhouse.
Leo: Epiphytes. Leo: What a cool building!
Elena: So epiphytes grow on trees? How do they do that? Elena: Actually, it’s really warm in there. But yes, it’s a great place
Leo: You know, I’m not really sure. Perhaps they manufacture for plants and plant lovers. Let’s go in. I’ll introduce you to some of
some kind of substance that helps them stay attached to the tree? my friends.
Maybe Professor Darrow will cover it in class today.
Elena: Maybe … but he specializes in orchids, so I imagine those
will be his primary focus.

Unit 3: On the Move people move from one region to another region within the
same country. Let’s quickly illustrate this. Show of hands, please:
How many of you were not originally born in this country? OK, I
Lesson A Vocabulary count four hands raised. That means four of you are international
immigrants. Now, the rest of you, how many of you were not
Track 1.23 A. Meaning from Context Page 44 originally born in this city? Wow! It looks like pretty much all of you
1. are migrants of some sort. Perhaps that’s why you all chose to take
Professor: As we said in our last class, migration is when people this class?
move to a new area or country, and settle and make their home Anyway, so let’s move on to discuss an important question
there. We discussed forced migration last time; that is, migration about voluntary migration: Why do people do it? Why do people
that people have not freely chosen to do. Today, however, we’ll choose to emigrate from their home? Why do people choose
discuss its opposite: voluntary migration. to immigrate to a place they probably don’t know very well?
2. There are several theories that claim to answer this question. In
simple terms, though, I find it helpful to talk about push factors—
Professor: If we think about this movement, this migration,
negative things that push people away from somewhere –and
as being away from one place, we call it emigration. The prefix
pull factors—positive things that pull people towards somewhere.
e- added to migration means from or out. However, if we think
Let’s discuss some examples of these two factors.
about this movement as being towards somewhere, we call it
immigration, with the prefix im- meaning in or into. Broadly speaking, push factors fall into three categories: relating to
the economy, to society, or to the environment. Economic push
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3.
factors include things like a lack of jobs in a region; economic
Professor: We tend to think of migration as the movement of depressions resulting in a weak economy; and finally, a lack of
peoples across international borders; that is, from one nation to
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economic stability. Societal push factors are those related to the
another. International migration is probably the most familiar to culture or society of a region. In some cases, they may include
us as it’s often in the news. But domestic, or internal, migration is
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discrimination against a minority by the majority. More commonly,
actually more common. That’s the kind of migration that happens push factors include things like high crime rates, low-quality
when people move from one region to another region within the services such as poor medical care or limited access to quality
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same country. education, low-quality or expensive housing, and so on. And
4. environmental push factors include natural disasters such as
earthquakes, floods or droughts; pollution; and climate change,
Professor: Economic push factors include things like a lack
of jobs in a region; economic depressions resulting in a weak
c especially if it affects crop production.
hi
economy; and finally, a lack of economic stability. Societal push Pull factors can also be categorized as relating to the economy,
factors are those related to the culture or society of a region. In society, or the environment. Economic pull factors include access
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some cases, they may include discrimination against a minority by to jobs, economic stability or better conditions, and the like.
the majority. Societal pull factors include things like low crime rates; access to
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5. high-quality medical care, education, and housing; and facing little

or no discrimination. And environmental pull factors include few
Professor: Despite this, migrants, especially international ones, natural disasters, no pollution, a good climate that allows enough
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may face problems in their new home. For instance, there may be food to be grown, and so on.
a language barrier to overcome.
OK, now the exact reasons why a particular person or group
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chooses to migrate are typically a combination of various push

A Lecture about Migration and pull factors, with economic factors often being the main ones.
But even in cases where a combination of push and pull factors
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Track 1.24 B. Listening for Main Ideas Page 46 is strong, the decision to migrate and settle in another place is
C. Note Taking Page 47 often a difficult one. On the one hand, life at home may have
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many problems and life in a new place looks like it would be much
Professor: Hello, everyone. Today we are going to continue our better. On the other hand, life at home is familiar, and it’s often
discussion about human migration. As we said in our last class,
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easier to do nothing than to move. Not to mention that life in a

migration is when people move to a new area or country and new place is likely to be unfamiliar and hard in many ways.
settle and make their home there. We discussed forced migration
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Many migrants choose to settle in regions that have a

last time; that is, migration that people have not freely chosen to
large proportion of other migrants from their home region.
do. Today, however, we’ll discuss its opposite: voluntary migration.
This gives them the benefits of migrating to a new place together
Now as we said last class, migration occurs when people who with the benefits of living in a familiar culture with people who
live in one place decide to move elsewhere and settle and make speak their language, who understand their culture. People who
their home there. If we think about this movement, this migration, can help them become accustomed to their new home, in other
as being away from one place, we call it emigration. The prefix words. Despite this, migrants, especially international ones, may
e- added to migration means from or out. However, if we think face problems in their new home. For instance, there may be a
about this movement as being towards somewhere, we call it language barrier to overcome. Some citizens of the new region
immigration, with the prefix im- meaning in or into. may be uncomfortable with the arrival of so many immigrants,
We tend to think of migration as the movement of peoples which can lead to discrimination. The immigrants may not have
across international borders; that is, from one nation to another. enough money to be able to live comfortably, especially at first.
International migration is probably the most familiar to us as it’s Still, despite all of these issues, human migration continues.
often in the news, but domestic, or internal, migration is actually
more common. That’s the kind of migration that happens when

Speaking Marina: Actually, shouldn’t we decide on a title for our talk first?
Lucas: Oh, good point! How about “Human Migration: The Final
Track 1.25 Pronunciation: Linking Page 49 Frontier” or “Human Migration: To Boldly Go Where No One Has
The magazine publishes a list of the most livable cities. Gone Before?”
This neighborhood has some cheap places to live. Cheryl: Aren’t those just phrases from that TV show, Star Trek?
High housing costs are often a barrier to owning a home. Lucas: Yeah, but I think that’s good. I mean, the colonization of
other planets is possible, but it still sounds like science fiction,
Track 1.26 D. Page 50 don’t you think?
The Economist magazine publishes an annual list of cities with Cheryl: Well, I’d prefer something simpler. How about “Human
the best living conditions. These “World’s Most Livable Cities” have Migration: Beyond Earth”?
many of the things that people want in a city. These things include
Marina: I like it. It’s short but still gets across the idea that one day
access to healthcare, good or great transportation, and relatively
people might live on other planets.
cheap places to live. In recent years, Melbourne in Australia, Vienna
in Austria, and Vancouver, Toronto, and Calgary in Canada have all Lucas: Fair enough. “Human Migration: Beyond Earth” it is. Now,
been in the top five. back to what information we need to include.
Marina: For me, we should start off with a quick overview of the
Lesson B Vocabulary various push and pull factors that could explain why people might
choose to leave Earth.
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Track 1.27 A. Meaning from Context Page 54 Cheryl: Yeah, that’s really important. I mean, it’s one thing to
relocate to another city or even to emigrate to another country,
1. The professor began her lecture with an overview of migration
but it’s another thing to leave Earth entirely. The push and pull
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within the United States in the middle of the nineteenth
factors really have to be powerful ones.
century. She said that for much of that period, the midwest and
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western regions were seen as the frontier. Marina: OK, so we’ll begin by discussing why people might want
2. The speaker explained that these days, more and more people to move off-planet, and then should we talk about how they’re
going to get there?
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are choosing to relocate from rural to urban areas. These
people believe they have the prospect of a better life in a city. Cheryl: You mean discuss the kinds of technology that are
3. The architect described a new high-tech habitat designed for needed for it to happen?
areas with dangerous climates. Its most important aspect is
its weight. Although designed for two dozen people to live in c Marina: Yeah. I think that’s important. We’ll need rockets to get
hi
them to Mars—or wherever—that don’t cost billions. And in
comfortably, it weighs less than a car. addition to how they’ll get there, we should discuss the challenges
ap
4. The presenter argued that in the future, humans might live they’ll encounter there. I mean, other planets are dangerous.
elsewhere in the solar system such as on Mars or even Mercury, The colonists would need safe habitats in order to survive and
the closest planet to the sun. He said that humans might ways to grow food. Without those things, the prospect of space
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colonize other planets within the next few decades. colonization is unlikely.
5. The engineer gave a talk on some of the dangers people would Cheryl: Good points. For sure we should discuss how people
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encounter if they were to move to another planet. Despite the might migrate off Earth. And what about talking about when
risks, she was optimistic that new technologies would soon that’s likely to happen?
allow humans to survive on other planets.
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Marina: I think when is important, but won’t that come up

Track 1.28 E. Page 55 naturally when we discuss the technology that’s needed and how
long it’ll take to develop?
In his classic science fiction novel Red Mars, Kim Stanley Robinson
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tells the tale of a human colony on Mars. The story describes Lucas: I think Marina’s right. Let’s talk about how and when
the initial struggle for survival of a small number of people in an together. I was thinking that we should also talk about who might
emigrate off Earth. I mean, it’s not like everybody on the planet is
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artificial habitat on the surface of Mars. The other two books in

the trilogy, Green Mars and Blue Mars, focus on the challenges— going to want to buy a ticket to another world, is it? But perhaps
who is something we should discuss at the same time we talk
at
physical, emotional, and even social—that these people

encounter as they live on the frontier of human civilization. They about why.
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also tell how the colonists turn Mars into a planet suitable for Marina: Makes sense to me. Different groups of people are likely
human life and then colonize other places in our solar system. to have different reasons for wanting to leave. So it’ll be natural if
we discuss who and why at the same time. OK, any other things
we need to include?
Listening: A Study Group Discussion
Cheryl: Well, I think we should talk about where humans might
Track 1.29 B. Listening for Order go. Which planets, I mean. Let’s stick to the solar system, though.
of Events Page 56 That’s where we’re likely to emigrate first. From what I’ve read,
the technology to colonize planets that are light years from Earth
C. Listening for Details won’t be available for decades, but some people say humans
Marina: Hi, Lucas. Hi, Cheryl. Sorry I’m a couple of minutes late. could begin to colonize Mars or the Moon in the relatively near
Lucas: No problem, Marina. I only just got here myself. future.
Cheryl: Me too. Anyway, now we’re all here, shall we get started? Lucas: Good ideas, Cheryl. We definitely need to talk about
Lucas: Sure. First we need to discuss what we’re going to include where, and I think it’s a good idea to limit our discussion only to
in our presentation, don’t you think? places within the solar system. Does it make sense to talk about
where at the end of our talk, though? To my mind, it would make

more sense to talk about where humans are likely to go before
we discuss how they’re going to get there. I mean, doesn’t the
Unit 4: Our Changing Planet
technology we need to develop depend on where we’re going?
Marina: Yeah, I think Lucas is right. Let’s cover the where before Lesson A Vocabulary
the how. OK, anything else we should talk about? Track 1.32 B. Meaning from Context Page 64
Cheryl: Hmmm. Not that I can think of.
a. The landscape consisted of grass-covered hills with rocky
Lucas: Me neither. peaks.
Marina: OK, so now we need to decide who’s going to say what. b. Over very long periods, heat and pressure can turn mud into
I’d say we should each focus on one or two aspects of the topic. solid rock.
Lucas: Good idea. If it’s OK with you both, I’d like to be the one to c. Years of wind and rain caused the rocks to erode into unusual
talk about how humans are going to colonize other worlds and shapes.
when that’s likely to happen, you know, the technology side of d. This particular beach is often exposed to strong winds.
things. e. During an extended period without rain, a crack formed in the
Cheryl: That’s fine with me. I’m really interested in the push and ground.
pull factors and in who might decide to leave Earth. That would f. Photographs of the gas clouds rising from the volcano were
leave where humans might move to for you to cover, Marina. Is very dramatic.
that OK? g. It is important to wear appropriate shoes when hiking in the
ng
Marina: I don’t have a preference for what I talk about, so that’s all canyon.
fine with me. So when we actually deliver our talk, it’ll be Cheryl h. The textbook gave a step-by-step explanation of the formation
first, me second, and Lucas last. of valleys.
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Lucas: That’s right. So should we meet same time, same place i. The earthquake was so strong it caused the roof of the cave to
next week? We can go over the research we’ve done and practice collapse.
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our talk. j. According to the guide, the area has many unique geological
Cheryl: Works for me. features.
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Marina: And me.
Listening: An Earth Sciences Lecture
Track 1.30 D. Page 57
The students discuss a presentation they are going to give. First,
cTrack 1.33 B. Listening for Main Ideas Page 66
hi
they decide on “Human Migration: Beyond Earth” as the title of Professor: Today we’ll begin by discussing some limestone
their presentation. After that, they agree that their talk should landscapes. As you probably know, this rock is formed when
ap
include information about the various push and pull factors that sea creatures die and fall to the ocean floor. Over time, layers
might cause people to leave Earth. They also discuss the types of skeletons build up and the bottom layers are pressed down.
gr
of technology that humans will need if they are going to live on Eventually the pressure turns them into limestone. Interestingly,
other worlds and when emigration to such places might happen. the term limestone doesn’t come from the color of the rock—
which is typically white or gray, not green—but from “lime,” an
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After that, the students decide that their talk should mention
which groups of people are likely to want to leave Earth. Finally, important industrial product made from limestone. Anyway,
they agree that their presentation should include information limestone is a relatively hard rock, but water can wash it away,
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about which other places in the solar system such as the moon or especially water that is slightly acidic. Uh, we usually think of acid
Mars humans might emigrate to. rain as being caused by human industry, but sometimes acid rain
can be caused by gases from volcanoes.
na
Speaking Now as I was saying, water can erode limestone. Typically, some
parts of the rock are weaker than others, and these areas are
Track 1.31 C. Pages 58–59 eroded first. This leads to holes and cracks in the rock. If this
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1. By 2024, it is estimated that the world’s population will be continues for thousands or even millions of years, some very
dramatic landscapes can form. Let me show you a photo of one
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approximately 8 billion people.

2. To colonize Mars, SpaceX plans to spend at least $10 billion such landscape. Can anyone tell me what kind of landscape
we’re looking at here? No? OK, well this is a photo of a classic
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over the coming years.

karst landscape, that’s K—A—R—S—T, karst. Like many other
3. SpaceX’s Interplanetary Transport System (ITS) may be able to
terms related to geology or landscapes, that name was originally
carry up to 200 people per trip.
borrowed into English from a German word.
4. The cost to send a single colonist to Mars is estimated at
between 100,000 and 200,000 dollars. Anyway, karst landscapes form in areas where limestone is
5. The first ITS flight to Mars with human beings on board is exposed to the weather. Here’s a photo of a particularly amazing
planned for the year 2024. karst landscape. This is Tsingy de Bemaraha National Park located
near the western coast of the island of Madagascar. The word
6. The average length of the first trips from Earth to Mars on the
Tsingy can be translated into English as something like “place
ITS is estimated at 115 days.
where one cannot walk without shoes,” and I think you can see
7. The average temperature on Mars is roughly -80 degrees why that’s an appropriate name. The limestone peaks can be very
Fahrenheit (-60 degrees Celsius). sharp. In fact, some people call this area the Forest of Knives. It’s
8. Gravity is lower on Mars: a 200-pound person on Earth would really dramatic, isn’t it? Anyway, let me explain the formation of
weigh just 75 pounds on Mars. this amazing landscape in a little more detail.

At first, the Tsingy landscape forms like other karst landscapes; Tsingy can be translated into English as something like “place
that is, water begins to erode the rock and causes small holes and where one cannot walk without shoes,” and I think you can see
cracks to form. As more rain falls, water flows into these cracks why that’s an appropriate name. The limestone peaks can be very
and holes and makes them larger and larger until they form small sharp. In fact, some people call this area the Forest of Knives. It’s
caves. As more water flows into the caves, erosion continues, really dramatic, isn’t it? Anyway, let me explain the formation of
making the caves larger and larger. As the process continues, the this amazing landscape in a little more detail.
tops of some of the caves collapse, creating even bigger caves. At first, the Tsingy landscape forms like other karst landscapes;
The roofs of other caves may collapse. At this point, the landscape that is, water begins to erode the rock and causes small holes and
is a series of rock pillars and deep canyons. As more rain falls, it cracks to form. As more rain falls, water flows into these cracks
erodes the rock pillars more and more, and forms the sharp, knife- and holes and makes them larger and larger until they form small
like points that you can see here. caves. As more water flows into the caves, erosion continues,
Some tourists visit the Tsingy de Bemaraha National Park, but it is a making the caves larger and larger. As the process continues, the
difficult environment for people to walk through. As I mentioned, tops of some of the caves collapse, creating even bigger caves.
the limestone peaks are sharp. This isn’t related to our topic, of The roofs of other caves may collapse. At this point, the landscape
course, but Madagascar has experienced political instability and is a series of rock pillars and deep canyons. As more rain falls, it
this, combined with other issues, has made Tsingy less attractive erodes the rock pillars more and more, and forms the sharp, knife-
as a tourist destination. As a result of these factors, human activity like points that you can see here.
in the region is fairly light. This fact, together with the unique Some tourists visit the Tsingy de Bemaraha National Park, but
landscape and climate, means that Tsingy de Bemaraha is home to it is a difficult environment for people to walk through. As I
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some incredibly rare species of plants and animals. mentioned, the limestone peaks are sharp. This isn’t related to
Anyway, now let’s look at some other kinds of limestone landscapes. our topic, of course, but Madagascar has experienced political
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instability and this, combined with other issues, has made Tsingy
Track 1.34 C. Page 66 less attractive as a tourist destination. As a result of these factors,
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At first, the Tsingy landscape forms like other karst landscapes; human activity in the region is fairly light. This fact, together
that is, water begins to erode the rock and causes small holes and with the unique landscape and climate, means that Tsingy de
Bemaraha is home to some incredibly rare species of plants and
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cracks to form. As more rain falls, water flows into these cracks
and holes and makes them larger and larger until they form small animals.
caves. As more water flows into the caves, erosion continues, Anyway, now let’s look at some other kinds of limestone landscapes.
making the caves larger and larger. As the process continues, the
tops of some of the caves collapse, creating even bigger caves.
c Speaking
hi
The roofs of other caves may collapse. At this point, the landscape
is a series of rock pillars and deep canyons. As more rain falls, it Track 1.37 A. Page 68
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erodes the rock pillars more and more, and forms the sharp, knife- The eruption of Mount Vesuvius in AD 79 is one of the most
like points that you can see here. famous in history. Two Roman towns were destroyed and
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numerous citizens were killed. The eruption was observed by the

Track 1.35 D. Page 67 writer Pliny the Younger. He described the eruption in two letters
Today we’ll begin by discussing some limestone landscapes. As
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to Tacitus, another famous Roman. His description was so detailed

you probably know, this rock is formed when sea creatures die and and accurate that similar eruptions are called Plinian by modern
fall to the ocean floor. Over time, layers of skeletons build up and geologists. These days the sites of the destroyed towns are often
lG
the bottom layers are pressed down. Eventually the pressure turns visited by tourists. However, this may not be a safe thing to do as
them into limestone. Interestingly, the term limestone doesn’t Vesuvius is considered to be an extremely dangerous volcano by
come from the color of the rock—which is typically white or gray, many experts.
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not green—but from “lime,” an important industrial product made

from limestone. Anyway, limestone is a relatively hard rock, but
water can wash it away, especially water that is slightly acidic. Uh, Lesson B Vocabulary
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we usually think of acid rain as being caused by human industry,

but sometimes acid rain can be caused by gases from volcanoes.
Track 1.38 A. Meaning from Context Page 74
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Now as I was saying, water can erode limestone. 1. This led to local people making a big effort to preserve the
forest. They tried different things, but people found that one
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Track 1.36 E. Listening for Details Page 67 of the most effective ways of preserving it was to limit the
Now as I was saying, water can erode limestone. Typically, some number of tourists each year.
parts of the rock are weaker than others, and these areas are 2. One important aspect of modern life is finding a balance
eroded first. This leads to holes and cracks in the rock. If this between work and other parts of life. It’s not easy to balance
continues for thousands or even millions of years, some very the need to make money with the desire to enjoy life, but
dramatic landscapes can form. Let me show you a photo of one studies show that it’s important for both our physical and
such landscape. Can anyone tell me what kind of landscape mental health.
we’re looking at here? No? OK, well this is a photo of a classic 3. So, as I was saying, this had a major impact on the situation.
karst landscape, that’s K—A—R—S—T, karst. Like many other What kind of impact? Well, after it happened, demand rose,
terms related to geology or landscapes, that name was originally prices fell, and the company saw profits increase significantly.
borrowed into English from a German word. 4. After several weeks the companies decided it was necessary to
Anyway, karst landscapes form in areas where limestone is reach a compromise, and both sides reduced their demands.
exposed to the weather. Here’s a photo of a particularly amazing Like any compromise, it wasn’t perfect, but it was good
karst landscape. This is Tsingy de Bemaraha National Park located enough that both companies were reasonably happy with the
near the western coast of the island of Madagascar. The word end result.

5. Some people argued that the decision about the new park so I’m hoping it’ll be easy to find a job after I graduate. And there
would cause harm to local wildlife. They were concerned that are so many news stories these days about how humans have
animals might be hurt. As it turned out, those concerns were damaged the environment, so it seems like the right thing is to try
unnecessary: instead of being harmed, local wildlife actually and protect it, you know?
benefited. Serena: Right. But isn’t air travel bad? Traveling by airplane is one
6. The idea was that the new museum would bring more of the worst things you can do for the environment.
tourists to the city. In theory, this made sense. After all, there
Liam: You’re absolutely right, Serena. So, the idea behind
were few other tourist attractions. But that was only in theory,
ecotourism is to find a compromise. If people are going to travel
and unfortunately it didn’t work out that way in practice. In
somewhere, ecotourism says let’s make sure they travel in a way
fact, most visitors to the museum are actually local residents.
that causes as little damage as possible; let’s make sure they act in
7. The executives were sure that the company was going to a responsible way when they arrive; let’s make sure they know the
become stronger over the next few years. However, the harm that humans can do to the landscape.
company’s position in the industry was more fragile than they
knew. It was so fragile, in fact, that within a few months, sales Serena: That sounds good in theory, but how does it work in
had declined by almost fifty percent. practice?
8. So, it was decided to hire consultants to advise on how to Liam: Well, I was reading about ecotourism in Madagascar.
promote the region as a tourist destination. The suggestions Apparently there’s a national park there called Tsingy de Bemaraha
that the consultants made were effective, and the number of or something. It’s this amazing landscape—like a forest of sharp
visitors increased dramatically. rocks. A great tourist destination. But it’s hard for tourists to get
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9. After you have collected your data, you need to do an analysis there, and they’re likely to damage the landscape. It’s a pretty
of it. Exactly how you analyze it will depend on the kinds fragile place, apparently.
of data that were gathered. Have a look at page 78 of your Serena: OK.
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textbook for some examples of data analysis. Liam: So what happened was these ecotourism consultants came
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10. The main complaint among citizens is related to the city’s in. They did an analysis of the area and selected some regions
infrastructure. Residents feel roads, bridges, and even power that were especially good for tourists. They built facilities and
networks are in poor condition, and they want more money
Le
infrastructure—walkways, bridges, that kind of thing—to allow
to be spent on repairing and replacing the infrastructure. tourists to visit these regions without causing erosion or damaging
local wildlife. Apparently a couple thousand local jobs were created.
Listening: A Conversation about Selecting
c Serena: You’ve really done your research on this, huh, Liam? But
still, no offense to Southern Maine or Calgary, but New York must
hi
a College
be at the top of your list, right?
Track 1.39 B. Listening for Main Ideas Page 76
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Liam: Actually, I’m leaning towards Mount Royal University in

C. Listening for Details Calgary.
Liam: Hi, Serena. How’s it going? Serena: How come?
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Serena: Oh, hi, Liam. Everything’s fine with me. What’s new Liam: Well, for one thing, Mount Royal is the only school that
actually offers ecotourism as a major. The other two schools offer
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with you?
Liam: Not much. Well, actually, I’m trying to decide where to courses in ecotourism, but my major would have to be tourism
go to college. and hospitality, not ecotourism. For another thing, Calgary is a
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great city, apparently one of the five most livable cities in the
Serena: Which colleges are top on your list? world. And lastly, studying in Canada would save me a lot of
Liam: Just three right now: New York University, the University of money. My father’s Canadian, so I’m a dual US and Canadian
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Southern Maine, and Mount Royal University. citizen. That means my tuition fees would be lower. I worked it
Serena: What was the last one? Mount Royal? Where is it? out, and studying in Calgary would be around 25 percent cheaper
than going to school in New York and about 10 percent cheaper
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Liam: It’s in Calgary, in Canada.

than studying in Portland, Maine.
Serena: Huh. Don’t be offended, but that seems like a pretty
at
Serena: Whoa. That’s a pretty big difference. I might have to look

random selection of schools. I mean, I can understand NYU—I’d
into going to school in Canada myself.
love to go to college in New York—but why Maine or Calgary?
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Liam: Because I’d like to get a degree in ecotourism, and there Speaking
aren’t that many colleges that offer it.
Serena: Ecotourism? Hmm. You’re going to have to tell me what Track 1.40 Pronunciation: Word
that is. Stress for Emphasis Page 78
Liam: My parents said the same thing. Basically, ecotourism tries A: New York must be at the top of your list, right?
to make sure travelers have a great experience but in a way that B: Actually, I’m leaning towards Calgary.
can preserve nature and benefit local people. It’s about finding a
That sounds good in theory, but how does it work in practice?
balance between tourism and the environment.
I totally agree with what Ricardo just said.
Serena: So, it’s like tourists get to visit natural areas without having
a negative impact on them? That’s pretty cool. There are two options we need to discuss.
Liam: I know, right? I’ve always loved traveling, so getting a job
related to travel is kind of a dream of mine. And I’ve heard that
ecotourism is a real growth area in the tourism industry right now,

CD2 information at our website. The information you’ll find there is free,
it’s all about co-ops, and it’s available to you at any time. Today,
I’d like to give you some information about a co-op in Chennai,
India. It’s an unusual co-op since it was formed in response to
Unit 5: Making a Living, Making a wildlife protection measures. And since all of you are members of
wildlife organizations, I think you’ll find the story of this co-op to
Difference be especially interesting and relevant to you.
The story begins in 1972. That was the year that India took a major
Lesson A Vocabulary step in wildlife protection and passed the Wildlife Protection Act.
And although that law has been beneficial to wildlife, it wasn’t so
Track 2.2 B. Meaning from Context Page 84 good for a small tribe called the Irulas. You see, they made their
Cooperatives living catching snakes such as the Indian cobra, which were sold
for their skins. Even before 1972, the Irulas lived in relative poverty,
Cooperatives, or co-ops, are different from corporations or other despite being some of the only people in India with the necessary
conventional business models. The main difference is that the skills to catch poisonous snakes. After 1972, however, things went
employees are also the owners of the cooperative. They agree to from bad to worse. It became illegal to sell these snakeskins.
cooperate by selling their products or services together rather
than separately. If the co-op makes money, the members share What happened next, however, could serve as a model for many
the profits. This allows all co-op members to earn a good living. places. The Irulas became entrepreneurs. They saw a need for
something that only they could provide: snake venom. The
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Cooperative businesses are quite diverse. They provide venom is used to produce anti-venom—the only known cure for
every imaginable kind of goods and services and can range poisonous snakebites. And because there are approximately 46,000
from quite large to very small. For example, in Boston,
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deaths from snakebites in India each year, there is a huge demand
computer experts decided to work for themselves and formed for venom. Since the Irulas knew how to handle cobras and other
TechCollective. At TechCollective, customers can simply walk in
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poisonous snakes, they decided to cooperate and work together.
and have their computer problems solved by the same people They formed the Irula Snake Catchers’ Industrial Cooperative
who own the business. Society, and they were back in the snake business, but with one big
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difference. In contrast to their past practices, the Irulas no longer
Track 2.3 E. Meaning from Context Page 85
needed to kill the snakes in order to generate an income.
Peruvian Weavers: A Profitable Artisan Cooperative
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Now, the Society has around 300 members, and they catch snakes
just as they’ve done for many years, but now they carefully milk
hi
In the Andes Mountains of Peru, people in the village of Chinchero
were living in poverty during much of the 20th century. Their the snakes’ venom before returning them to the wild. That involves
sinking the snakes’ fangs into a piece of leather, which releases
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agricultural products—potatoes, barley, and sheep—were
bringing in very little income. In 1996, the women of Chinchero the liquid venom, and collecting the venom in a container. Using
became entrepreneurs and started the Chinchero Weaving this natural venom is the only way to produce the life-saving
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Cooperative. They began selling their traditional handmade fabrics anti-venom now found in most hospitals in India. The snakes are
to tourists. Now, the women generate more income for their work, not killed, thousands of human lives are saved, and the Irulas earn
more money from the venom than they used to get for the snakes’
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and their earnings stay within the community. Starting a co-op was
an effective way for villagers in Chinchero to bring in more money. skins. Even better, the co-op members are all owners, so there’s
However, before deciding to start a cooperative, owners of small, no longer a “middle man” getting rich from the Irulas’ hard work.
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home-based businesses need to assess their situation carefully. All of the wealth generated by the sale of venom stays in the Irula
community. These days, Irula families are doing better, their children
are attending school, and several species of snakes that might
Listening: A Talk about a Cooperative Business
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otherwise have been killed to extinction are doing well in the wild.
Track 2.4 A. Critical Thinking: Analyzing Page 86 The reason I’m telling you all of this is simple: the ideas behind
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the Irulas’ co-op can be used in many places. After all, the Irulas
Snake Hunters Find Cure for Joblessness have found an effective and sustainable way to use wild animals
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Most people run away when they see a poisonous snake, but not without harming them. Instead of being killed, the snakes are
the Irulas of India. For generations, the Irulas made their living being captured and then released. This way, the snakes are
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by catching wild snakes, including deadly poisonous cobras. In benefiting the Irula people by providing income, and they’re
the past, the snakes’ skins were sold and made into luxury goods benefiting other people in India by providing an important
such as handbags and boots. But that changed in 1972, when the medicine.
Indian Parliament adopted the Wildlife Protection Act, making the Now, I know that I’m speaking to a diverse group of people. You
Irulas’ main income source suddenly illegal. protect a wide variety of wildlife, and the different species that you
want to protect can’t all be milked for their venom. But what all
Track 2.5 B. Note Taking Page 87 of you can do is to assess your situation. If endangered animals in
C. Listening for Details your country are being killed and sold, it’s important to understand
Speaker: Good afternoon, and thank you for inviting me to speak. the reasons—especially the economic benefits that come from
My name is Marsha Nolan, and I’m the director of Worldwide Co- killing the animals. You might find another way for people to earn
op. I hope that some of you have heard of our organization? Great. even more money than before by not killing the animals.
Well, Worldwide Co-op exists to support cooperative enterprises If you need help with any of this, Worldwide Co-op has many
of all kinds. We provide online classes to help you start a new information resources along with our online classes. Please
co-op or to help you manage your existing co-op. And because a feel free to visit the website, send an email, or give me a call.
lot of the information you find online only applies to conventional Thanks again for inviting me. And now, I’m happy to answer your
companies—not to cooperatives—we provide a library of questions.

Speaking Listening: A Meeting about Social Responsibility
Track 2.6 B. Page 88 Track 2.11 B. Listening for Main Ideas Page 96
1. fifty thousand Guang: OK. Let’s get started. I’m glad that all of you could make
2. three point two million / three million, two hundred thousand it to the meeting this morning. The topic under discussion today
is social responsibility—especially as that idea relates to our
3. ninety-six hundred / nine thousand six hundred
company. Up until now, we haven’t thought much about this idea,
4. seven hundred and forty thousand you know, the idea that we as a company can contribute to our
5. eight billion community, our world, to make it a better place.
6. one million, two hundred and ninety-seven thousand, three
So, I brought some information. There’s a copy for each of you.
hundred
OK. This is information about two businesses—one large and one
Track 2.7 C. Page 88 small. They both demonstrate how social responsibility can be a
fundamental value of a business. For these companies, it’s part of
Kudzu, originally brought to the United States from Japan in 1876, their basic business mission. Yes, Jemila?
is an invasive plant species. During the 1930s, the U.S. government
provided farmers with eighty-five million kudzu seedlings to hold Jemila: Thanks, Guang. I’ve been thinking about this for some
dry soil in place. That may have been a mistake because kudzu time now. In my opinion, as a company, we take good care of our
can grow very quickly—up to sixty feet, or eighteen meters, in employees, but we’re not doing much in terms of giving back to
one growing season. It can cover as many as twenty-five hundred the larger community. I’m really interested in this question of how
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acres of land each year. Currently, kudzu covers around seven we can do more.
point four million acres of land in the United States. Guang: That’s great! I’m happy to hear you’ve been thinking about
this, too.
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Track 2.8 Pronunciation Skill: Jemila: I definitely have been. Other companies seem to be more
Pronouncing Large Numbers Page 90 active in our community. You know, they support charities.
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sixty-seven thousand, four hundred Guang: That’s true. Lucas?
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three million, eleven thousand, three hundred and eighty-two Lucas: Yeah, I’m wondering why you chose these two companies.
One is a huge drug manufacturer, and this one looks like a small
Lesson B Vocabulary company that makes handbags and backpacks. They both seem
Track 2.9 A. Page 94 c to be very different from our company, so could you explain why
you chose these particular companies?
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accessible Guang: Sure. I think they’re both good models for us. Even
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affordable though we’re a software engineering firm, the concept of social

responsibility is the same as it is with these companies. We want
charity to give back to our community and make the world a better place,
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concept right? So these examples can help us think about what actions
corporation would be appropriate for our company.
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demonstrate Alice: Guang, there’s quite a lot of information here. Can you
explain what these companies are doing, you know, in a nutshell?
donate
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Guang: Sure. Thanks, Alice. The large company is GlaxoSmithKline,

fundamental
GSK, the big pharmaceutical company. Although they’re doing
outcome several things that are socially responsible—for example, they
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response provide medical training in places that need it, and they’re
working to reduce noise levels and energy usage at their
Track 2.10 C. Page 95 manufacturing plants—the most impressive thing they’ve done
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is to make medications more affordable and accessible in parts of

The Give Back Box the world that are not very wealthy.
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The concept behind the Give Back Box is pretty simple. When Alice: That’s interesting, though surprising as well. I thought they
someone receives a box from an online retailer such as Amazon or
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were just interested in making a profit. You know, they are such a
Overstock, they can fill it with clothing or household goods they big pharmaceutical company.
want to donate. Using a free shipping label, the box is shipped to a
local charity where the goods are sold at very affordable prices or Guang: Well, they are making a profit in every country where
given away for free to people who need them. they do business. So, social responsibility doesn’t mean no profit.
That’s a key: we can be socially responsible without decreasing
Give Back Box itself is not a charitable organization. They’re a profits. Jemila?
for-profit company, but one of their fundamental goals is to do
more than make money. Founder Monika Wiela sees the company Jemila: I’d like to know what this other company does—State
as a way to help people in need and, at the same time, help Bags. They seem more like our company. They’re a small business,
online companies demonstrate their social responsibility. So far, or at least they’re not a multi-national corporation!
the response from customers has been good. They’re eager to Guang: Sure. State Bags makes these beautiful backpacks and
help others by donating goods, and they’re happy to re-use their bags that you see in the picture. From the beginning, this business
cardboard boxes as well. has had a “Buy one, Give one” model, so for every bag a customer
buys, State Bags donates a backpack full of supplies—mostly
things for school—to a child who needs it.

Jemila: That sounds great! What a good idea. And how has the meet certain criteria, certain principles. The most important of these
response been from their customers? is that a product must serve a useful function. It has to help people
Guang: Well, the response has been good. Their customers like do something better, or more easily, or less expensively, or … well,
the idea of doing something to help kids, and State Bags is doing you get the idea. In other words, good design begins with the
well as a business, especially for a young company. purpose of the object.
Lucas: Well, that’s the kind of outcome we’re looking for too. If Um, let me give you an example. When I was at design college,
our customers feel good about doing business with us, and we’re my professor gave me an assignment. The task was to design and
turning a profit at the same time, it’s a win-win situation. make a chair using any materials I wanted. Well, I spent several
weeks coming up with a design and then making a prototype.
Alice: Exactly. Even though we’re a small company, we can still And when I’d finished—wow! —I was pretty pleased. I felt my
make a difference. Why don’t we do some brainstorming? design was really stylish.
Track 2.12 C. Listening for Similarities I showed the prototype to my professor with pride. I was sure she
and Contrasts Page 97 would say something positive about my design, but she just said
“Try sitting on it.” So I did as she suggested, and, well, perhaps
1. One is a huge drug manufacturer, and this one looks like a you can guess what happened next. My chair broke. As you
small company that makes handbags and backpacks. They can probably imagine, that wasn’t at all embarrassing! Still, that
both seem to be very different from our company. experience taught me the importance of function: my chair looked
2. That’s interesting, though surprising as well. I thought they good, but it served no function because nobody could sit on it.
were just interested in making a profit.
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Anyway, “try again,” my professor said, so I did. I came up with
3. Their customers like the idea of doing something to help kids, another design and built another prototype. And I was even
and State Bags is doing well as a business, especially for a young more pleased with this chair than the first one. You could sit on
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company. That’s the kind of outcome we’re looking for, too. it, it looked good, and I had come up with a truly innovative and
4. Even though we’re a small company, we can still make a unusual design. So again, I showed my prototype to my professor
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difference. Why don’t we do some brainstorming? expecting a positive reaction. But she just said “Have others sit on
it” and walked away.
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Unit 6: Design with Purpose I was disappointed, but she was right. You see, when I asked my
friends to sit on my chair, they weren’t sure how to do that. One
person even turned the chair upside down and tried to sit on it
Lesson A Vocabulary
c that way! Why? My design was so good that nobody knew how to
hi
use it. And that’s bad design. I mean, it should be obvious how to
Track 2.13 A. Meaning from Context Page 104 sit on a chair, right? And this brings me to my second principle for
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Louis Sullivan was an American architect who died in 1924. He good design: good design makes a product understandable.
worked for clients in many US cities including Chicago, Illinois, One more criterion that I think … uh, yes? Question?
and Buffalo, New York, and was one of the first architects to
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design and build tall skyscrapers using materials such as steel and Male Student: Sorry to interrupt, but I’m not sure I follow your last
concrete. His ideas have had a major influence on design and point. Could you explain what you mean by “good design makes a
product understandable?”
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architecture. He is best known for stating the principle that “form

follows function.” This means that the way a building or product Ana Fuentes: Of course. There’s an influential expert on design
looks must depend on how people will use it, not on how it was called Don Norman. Many of you have probably heard of him. One
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designed in the past. of his ideas is that good design should show the user how to use a
Dieter Rams, born in 1932, is a German industrial designer. Many product; it should naturally lead the user. For example, if you want
of the products he designed in the 60s and 70s are still stylish a user to push something, add a button to your design. Why? Well,
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and appealing. Rams is deeply committed to good design, and a button looks like it should be pushed. That’s what I mean by
this led him to come up with ten principles of good design. One good design is understandable. Is that clear?
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key element of his philosophy is that “less is better,” meaning that Male Student: Yeah, thanks.
good design should be as simple as possible. He also believed Ana Fuentes: A third key element—in my opinion—is that good
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good designs should be innovative rather than old-fashioned, and design should be environmentally friendly. A design that serves
made from sustainable materials that are good for the planet. His a useful function and is easy to understand in fact is poor design
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approach has generated many designs with a timeless quality. if the manufacture of it wastes resources, or if it is made from
materials that aren’t sustainable, or if it breaks too easily and must
Listening: A Guest Lecture about Design be replaced. Any more questions?
Female Student: I have two questions, if that’s OK. First, even
Track 2.14 C. Listening for Main Ideas Page 106 though you’ve mentioned that your chair designs were stylish, you
Professor: Good afternoon, everyone. Today we’re going to break haven’t said that good design needs to look good. Does that mean
from our usual routine a little. Ana Fuentes, a successful designer, you don’t think it’s important how an item looks? And second,
is visiting our campus today, and she’s kindly agreed to be a which designers have influenced your feelings about good design?
guest speaker for part of today’s session. So, please join me in Ana Fuentes: Two good questions. I’ll answer them in reverse order,
welcoming her. if that’s OK? In terms of my influences, I’ve been inspired by every
So, Ana, I’ve got an easy question for you. It’s one that we’ve been designer whose work I’ve ever studied, by every teacher I’ve ever
discussing over the last few weeks: what is good design? had, and by everyone I’ve ever worked with. But if I had to name the
Ana Fuentes: Are you sure that’s an easy question? Good person who’s had the biggest influence on my design philosophy, it
afternoon, everyone. Nice to be here. So, good design means would be Dieter Rams. I’m sure you’ve studied his ideas.
different things to different people, so all I can do is share my own And going back to your first question, I do think that good design
views with you, and I hope that’s OK. For me, good design must should be attractive. But when I design a product, I focus first on

making sure it serves a function. I focus second on making sure help students identify and apply the key principles of UX design.
the design is understandable, and I focus third on making sure The course describes the typical ways that users browse websites
the design has little or no impact on the environment. And after and use applications; it explains and illustrates how poor design
I am confident about those things, then I make sure the design choices can be frustrating to users; and it explores how better,
looks appealing. In other words, the look is important, but not as more user-friendly UX design can solve these problems and
important as some other elements. enhance overall user experience. This course is delivered through
Female Student: Thank you. Uh, so it sounds like you’re saying lectures and online sessions, and is graded through a combination
that form should follow function. Right? of continuous assessment and final exam.
Ana Fuentes: Yes, absolutely. Sometimes I work with clients who Track 2.18 B. Critical Thinking:
feel form is just as important as function. And those clients might
push me to focus on coming up with a really appealing design. I
Analyzing Page 115
understand wanting a beautiful product, but for me, true beauty Robert: Hi, Emma. You took User Experience Design last semester,
comes from a design that is useful first, attractive second. I am very didn’t you?
committed to making something that is useful. Emma: Yeah. Why?
Professor: Ana, thank you so much. Ana has agreed to stick Robert: Well, I’m not enjoying my industrial design class, so I’m
around after class to answer any more questions you might have. thinking of taking that course instead. Do you mind telling me
For now, though, let’s turn to our assigned topic for today. what you thought of it?
Emma: Sure. The course itself was great, but I had some study
Track 2.15 D. Listening for Details Page 107
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problems at first that were frustrating.
Ana Fuentes: Um, let me give you an example. When I was at
Robert: Oh, really?
design college, my professor gave me an assignment. The task was
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to design and make a chair using any materials I wanted. Well, I Female Student: Yes. You see, I thought the course would
spent several weeks coming up with a design and then making a be pretty easy, so at first I didn’t prepare well for the lessons
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prototype. And when I’d finished—wow! —I was pretty pleased. or assignments. Luckily, Professor Selkirk—he’s a really good
I felt my design was really stylish. instructor by the way—spoke to me after class one day. He helped
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me identify what I wanted from the class, what my objectives
I showed the prototype to my professor with pride. I was sure she
should be, in other words. After that, through a combination of
would say something positive about my design, but she just said
hard work and a lot of reading, I got an A in the final exam. That
“Try sitting on it.” So I did as she suggested, and, well, perhaps
really gave me a feeling of satisfaction, I can tell you.
you can guess what happened next. My chair broke. As you
cRobert: I’ll bet! Hey, thanks, Emma. I appreciate it.
hi
can probably imagine, that wasn’t at all embarrassing! Still, that
experience taught me the importance of function: my chair looked Emma: No problem, Robert. Let me know what you decide
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good, but it served no function because nobody could sit on it. to do, OK?
Track 2:16 E. Critical Thinking:
Listening: A Conversation with a Teaching
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Making Inferences Page 107

1. Assistant
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Professor: So, Ana, I’ve got an easy question for you. It’s one that Track 2.19 A. Critical Thinking:
we’ve been discussing over the last few weeks: what is good Making Inferences Page 116
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design?
TA: You need help with the homework NOW?
Ana Fuentes: Are you sure that’s an easy question?
Student: Uh … yes.
2.
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TA: Now, four hours before it’s due? Now? Not three weeks ago,
Ana Fuentes: I showed the prototype to my professor with pride. when it was first assigned? Not two weeks ago when I had my TA
I was sure she would say something positive about my design, but session, or any of the last FIVE afternoons I had office hours and sat
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she just said “Try sitting on it.” So I did as she suggested, and, well, there bored out of my mind?
perhaps you can guess what happened next. My chair broke. As
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you can probably imagine, that wasn’t at all embarrassing! Student: I could come back later.
3. TA: Yes, please! My life is at your disposal!
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Ana Fuentes: But she was right. You see, when I asked my friends Track 2.20 B. Listening for Main Ideas Page 116
to sit on my chair, they weren’t sure how to do that. One person C. Listening for Details Page 117
even turned the chair upside down and tried to sit on it that way!
Why? My design was so good that nobody knew how to use it. Student: Hi, I’m taking User Experience Design 364 with Professor
Selkirk. He gave us an assignment a couple weeks ago, and I’ve
been having some trouble with it. I spoke to the professor about it,
Lesson B Vocabulary and he suggested that I come and talk with you as the TA. So, uh,
here I am.
TA: Sure, of course. Have a seat. So what’s the assignment you’re
Course Description UXDN 364—User Experience Design having difficulty with?
Digital technology is becoming increasingly sophisticated and Student: The one where I’m supposed to come up with an idea
important, but often such technologies are poorly designed that solves a common problem that users experience when they
and hard to use. User experience (UX) design is the process browse the Web or use an application. I’ve got to make sure that
of increasing the satisfaction level of users by making digital my idea not only solves the users’ problems but also enhances
products such as websites or computer applications more their satisfaction.
appealing and easier to use. The main objective of the course is to

TA: Oh, right. That one. It’s part of your overall class assessment, so Student: Yeah, this is great. I can already see that following this
it’s an important assignment. What do you need help with? design process is going to be a huge help. Thank you so much.
Student: It’s a combination of things, but mainly I don’t really TA: You’re welcome. Good luck with the assignment, and come
know how to get started. I don’t really have any ideas, I guess. back if you need more help. I’ve got office hours tomorrow and on
TA: Hmm. OK, so tell me what design process you’re using. Let’s Friday, too.
start there.
Student: Oh, uh, to be honest, I haven’t been using any kind of Unit 7: Inspired to Protect
sophisticated process. I’ve just been trying to, you know, come up
with some ideas.
Lesson A Vocabulary
TA: Huh. Do you remember in the first class when Professor Selkirk
explained one possible process to use when coming up with Track 2.21 A. Meaning from Context Page 124
design ideas? You know, where you focus on the problem first?
Why don’t you use that process? I think it would help. 1. Even as a child, Lina loved caring for other people, and this
passion for helping was the main reason she accepted a job
Student: Actually, I only decided to take his course a week into
working for a charity.
the semester, so I missed the first class.
2. According to a report, the world has a limited supply of
TA: OK, well, I guess the first thing I can do is summarize the important resources called rare earth metals that are needed to
design process for you. I’m sure that will help you make some make smartphones.
progress on your assignment. OK, so the first step in the design
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3. The newspaper article about conservation was interesting, but
process is to identify the problem you want to solve. Melissa wasn’t in the mood to read about more problems with
Student: Isn’t that just the assignment: design a way to solve a the environment.
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typical user experience problem? 4. Nico’s intelligence and capacity for hard work were the main
TA: Well, not exactly. That’s the overall objective, but before you reasons he was awarded an academic scholarship.
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can create your design, you have to focus on a specific problem 5. After his baby was born, Ben experienced a sleep deficit,
you want to solve. Do you see? and his constant fatigue made it hard for him to concentrate
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Student: Uh …. at work.
TA: Look, let me illustrate. I’m taking Japanese classes, OK? And Track 2.22 B. Page 125
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sometimes I switch my tablet from English to Japanese so I can
browse the Internet using Japanese, but the software on my tablet apathetic
hi
is badly designed. Although I’ve already switched languages, I inspire
have to choose Japanese every time I want to type in a search. So I motivation
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have to select Japanese again before I do a second search, … and perceive

before a third search, and a fourth search, and so on. Otherwise
sacrifice
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I end up typing in English rather than Japanese characters. It’s

not a major UX issue, perhaps, but it gets pretty frustrating pretty
quickly. Listening: A Podcast about the Environment
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Student: I can see how that could frustrate you.

TA: So that’s the kind of specific problem you might come up with
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in the first stage of the design process. Make sense? C. Listening for Details Page 126
Student: OK, yeah, now I get it. Thanks. Interviewer: This is Lucy Ringmer with Green It Up, a weekly
discussion of environmental issues. I’m really excited about this
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TA: OK, so then in the second step, you explore various ways to week’s podcast because I get to interview not one, but two
solve the problem from the first step. amazing scientists, both of whom are also National Geographic
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Student: You mean I need to brainstorm solutions? Explorers. First up is marine biologist and educator Tierney
TA: Exactly. And then after you’ve brainstormed, the third step is Thys. She’s written books, made films, given a TED Talk, and
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to select one of your ideas. You may want to list the pros and cons even gotten her pilot’s license. I’m also joined by Kenny Broad,
of each idea in order to do that and develop a design. In the case an anthropologist, university professor, and experienced diver.
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of your assignment for Professor Selkirk, you’ll probably want to Welcome to you both. It’s an honor to have you on my show.
draw some diagrams to illustrate the problem and show how your I’ve been hearing and reading about the idea of environmental
design will solve it. With me so far? fatigue recently. I’m sure you’re familiar with this idea. We hear so
Student: Yeah, I’m taking notes. This is really helpful, by the way. many news stories about the environment and the problems it
has. And as we hear them again and again, those stories affect us
TA: Good. Now, once you’ve got a design that you like—perhaps
less and less, don’t they? And this can cause people to stop caring
even a simple website that users can look at—you want to have
about the environment or, perhaps more importantly, to stop
people to look at it and test it. And—and this is the key point—
trying to fix the problems. So my first question is why do you think
you need to get feedback from them.
environmental fatigue is becoming an issue? Kenny?
After that, you’ve got a choice. If the feedback from your users
Kenny Broad: So, I think there’s a lot of different explanations
is amazing, you may decide that your design is finished. In most
for what some people have called “environmental fatigue.” In
cases, however, you’ll want to make some changes in order to
some ways, it’s not a scientific question in my mind; it’s a cultural
improve your design. I often think of this stage in the process as
question, or a question of how we perceive things, how we
the redesign stage. And after you’ve made those changes, you get
perceive the world, how we perceive the risks. You wake up in the
more testing and feedback and either decide your design is good
morning, and there’s a lot of things to worry about, right? I’ve got
enough or do additional rounds of improvement and redesign. OK?

to get, you know, I’ve got to get cleaned up and go to work. Some Kenny Broad: I guess it’s the kids that give me hope for the
of us have to get our kids ready and get to work. I’ve got to pay future, and I’m counting on them because it’s going to be their
the rent. I’ve got to make sure that there’s food in the refrigerator, world. I just hope that some of the adults pay enough attention,
and my car’s not working. So we can only worry about so many because the kids get it, but the adults who tend to be more
things in one day. We have sort of a limited capacity of things that worried about money don’t seem to want to sacrifice for the
we can keep track of, and so things that are further away in time, future generations.
or further away in space, we tend not to worry about as much. Interviewer: Tierney Thys and Kenny Broad, thank you both very
So some of the issues like climate change, or using up our water much.
supplies, or overfishing, they’re out of sight, out of mind. They’re
very slow sorts of problems. So it sort of makes sense that they’re Track 2.24 D. Listening for a
not, you know, they’re not the first thing that we wake up to feel Speaker’s Purpose Page 127
like we have to deal with.
1.
Interviewer: And do you think environmental fatigue is a prob-
lem, Tierney? Kenny Broad: You wake up in the morning, and there’s a lot of
things to worry about, right? I’ve got to get, you know, I’ve got to
Tierney Thys: I think there is, um, I think there is a lot of get cleaned up and go to work. Some of us have to get our kids
environmental fatigue today, and that is a concern because we ready and get to work. I’ve got to pay the rent. I’ve got to make sure
are affecting the environment negatively, and we can’t just be that there’s food in the refrigerator, and my car’s not working. So we
apathetic. We need to care about the environment, and when can only worry about so many things in one day. We have sort of a
every day we hear more and more bad news. You feel kind of
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limited capacity of things that we can keep track of, and so things
paralyzed. “What can I do? There’s just too many problems.” And that are further away in time, or further away in space, we tend not
that can cause people to turn inward and do nothing, and that’s to worry about as much. So some of the issues like climate change,
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the concern. or using up our water supplies, or overfishing, they’re out of sight,
Interviewer: OK, but we can do something about it, can’t we? out of mind. They’re very slow, sorts of problems. So it sort of makes
ar
Kenny, how can we inspire people to get over their environmental sense that they’re not, you know, they’re not the first thing that we
fatigue and do something about the issues we’re facing? wake up to feel like we have to deal with.
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Kenny Broad: As a scientist, we’re trained to worry about facts, Narrator: Why does Kenny Broad say “I’ve got to make sure that
but I think you can look around the world and see that facts there’s food in the refrigerator”?
aren’t what influence people, necessarily. We’re driven by the 2.
emotional parts of our brain, and I think as scientists, we need
c Kenny Broad: As a scientist, we’re trained to worry about facts,
hi
to think about communicating as much as we have to think
about doing our science. It’s not an information deficit. It’s a but I think you can look around the world and see that facts aren’t
what influence people, necessarily. We’re driven by the emotional
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motivation deficit. How do you motivate people? How do you
inspire them to make not just a behavioral change one time, like parts of our brain, and I think as scientists, we need to think about
turning off the lights, but multiple changes, and be consistent communicating as much as we have to think about doing our
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over time? You inspire people through their emotions, not just science. It’s not an information deficit. It’s a motivation deficit. How
the analytic part of their brains, not just giving them statistics, do you motivate people? How do you inspire them to make not
just a behavioral change one time, like turning off the lights, but
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but showing them pictures, showing them videos, letting them

sort of see how science is done, but in a way that’s exciting. multiple changes, and be consistent over time? You inspire people
There’s a lot of joy and passion by the scientists, and I think through their emotions, not just the analytic part of their brains,
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we need to share that with the people who are getting the not just giving them statistics, but showing them pictures, show-
information. ing them videos, letting them sort of see how science is done, but
in a way that’s exciting.
Interviewer: Tierney? What about you?
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Narrator: Why does Kenny Broad say “I think as scientists, we need

Tierney Thys: I think there are a number of ways that we can to think about communicating as much as we have to think about
inspire people to care about the environment. One is to get doing our science”?
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people outside, and seeing for themselves the beauty and the
wonder. I think it’s also really important to show people the 3.
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challenges and the impacts that we’re having on the natural Tierney Thys: I think there are a number of ways that we can
world. But most importantly, I think we need to share stories inspire people to care about the environment. One is to get
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about people who are helping lessen our footprint on the natural people outside, and seeing for themselves the beauty and the
resources of the world and inspiring motivational stories of people wonder. I think it’s also really important to show people the
doing good conservation work. challenges and the impacts that we’re having on the natural
Interviewer: My final question for you both: are you optimistic or world. But most importantly, I think we need to share stories
pessimistic about the future, and why? about people who are helping lessen our footprint on the natural
resources of the world and inspiring motivational stories of people
Tierney Thys: I do remain optimistic. As a marine biologist, I see doing good conservation work.
that the ocean has incredible resilience, and it can rebound if
we give it a break. So we can put in marine-protected areas, and Narrator: Why does Tierney Thys say “I think we need to share
increase the diversity, as well as the numbers of fishes, by, in some stories about people who are helping lessen our footprint on the
cases, 400 percent. We can rebuild areas; we can regrow coral. natural resources of the world”?
We can train local people, work with local people, and give them 4.
resources so that they can train their kids to look after their own Tierney Thys: I do remain optimistic. As a marine biologist, I see
backyard. that the ocean has incredible resilience, and it can rebound if
we give it a break. So we can put in marine-protected areas, and
increase the diversity, as well as the numbers of fishes, by, in some

cases, 400 percent. We can rebuild areas; we can regrow coral. Anders Solberg: Thank you for the warm welcome. It’s a pleasure
We can train local people, work with local people, and give them to be here. Over the last few months, the news about the
resources so that they can train their kids to look after their own environment hasn’t been very good, has it? We’ve had the hottest
backyard. ever temperatures in the south, record-breaking rainfall along the
Narrator: Why does Tierney Thys say “We can train local people, coast, food crops failing because of drought in central regions,
work with local people, and give them resources so that they can oceans running out of fish, species going extinct. With all of this
train their kids to look after their own backyard”? bad news, it’s easy to feel discouraged, isn’t it? It’s easy to feel that
our actions don’t matter and to give in to environmental fatigue.
Speaking Why bother recycling, you might ask, if your neighbor does
nothing, if businesspeople continue to make products that cause
Track 2.25 Pronunciation: Intonation pollution, and if politicians deny climate change is happening?
with Tag Questions Page 128 It’s pretty depressing, right? Well, maybe not. You see, my goal
It’s not going to be an issue, is it? today is to give you hope for the future of our environment, and
I’ll do that by talking about some activists, some leaders, some
It’s going to be an issue, isn’t it? scientists, some inventors, some businesspeople who are not just
Track 2.26 A. Page 128 going to change the world, in my view, but might also save the
world. Who are these incredible people? They’re kids. Yes, kids! I’ll
1. You haven’t lived here for more than a year, have you? introduce you to some of them, shall I?
2. You were at the last class, weren’t you? First we have Madhav Rajaram Subrahmanyam. As a young child,
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3. Your smartphone is less than a year old, isn’t it? he learned that tigers were endangered. So he got together
4. You don’t come to school by bus or train, do you? with a group of his friends and began raising money. He shined
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5. Your hobbies include reading and running, don’t they? shoes, delivered packages, wrote poems, sang in the streets, sold
6. You can’t play the guitar, can you? merchandise, and even made people visiting his home pay a
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7. You’ve visited Canada before, haven’t you? toll! He was just 13 years old. In just a couple of years, he and his
8. You aren’t going to the party, are you? friends raised thousands of dollars to protect tigers. More and
more people in India are becoming aware of the importance of
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conservation, and kids like Madhav are part of the reason for that.
Lesson B Vocabulary A pretty amazing young man, isn’t he?
c
Track 2.27 A. Meaning from Context Page 134 Next, meet Hannah Alper from Toronto, Canada. Hannah started
blogging about the environment when she was just nine years
hi
1. As a political activist, she went to many government meetings old. She’s 13 in this picture, incidentally. She wanted to share her
and met with government officials. views and inspire others to take action, and she’s definitely done
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2. We must first be aware of a problem before we can solve it. that. She’s been featured on television and in newspaper articles,
3. The snowstorm caused a crisis when it forced two power her blog posts are widely available online, and she regularly
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stations to shut down. gives public presentations. Hannah’s big idea is simple: lots of
4. politician will certainly deny that she has received any illegal little things can add up to something big. In other words, even
small actions can save the environment. I was lucky enough to
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gifts.
5. Her small, dark apartment was depressing, so she didn’t invite see Hannah give a talk recently, and I can tell you that I came
friends to visit. away from her presentation with a restored sense of hope and
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optimism. My own daughter was inspired by her, too.

6. He worked hard on the assignment, so he felt discouraged
when he received a poor grade. Moving on, there’s Nikita Rafikov from the United States, who was
7. Surprisingly, losing his job three times in two years did not just 11 when he came up with a pretty bright idea. Nikita had
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change Jon’s optimism. learned about something called G-F-P, which stands for green
8. My friend is a nice guy, but I sometimes get tired of his fluorescent protein. This is a kind of protein that is found in some
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constant pessimism. He always expects the worst. marine organisms. We call these organisms bioluminescent,
meaning they produce their own light. Nikita developed a way
9. Three examples of renewable sources of energy are solar,
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to add this protein into windows, which means that in the future,
wind, and water. it might be possible for homes to have light without using
10. A government website can be a valuable source of statistical
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electricity. And we all know how we generate electricity can have

information. a big impact on the environment, don’t we?
And finally, there’s Adeline Tiffanie Suwana from Indonesia.
Listening: A Talk about the Environment When she was 12 years old, Adeline formed a group called
Sahabat Alam, meaning “Friends of Nature.” This group now has
Track 2.28 B. Listening for Main Ideas Page 136 thousands of members—many of whom are kids—throughout
C. Listening for Details Indonesia. Adeline and her group try to educate people about
Host: Hello, everyone, and welcome to this month’s free evening the environment, but they don’t just talk about saving the planet.
lecture. Thank you all for coming out on such a cold night. As I’m They take action, too, such as planting trees, helping coral reefs,
sure you’ve all seen from our library newsletter, our guest speaker protecting species, and cleaning up the environment. One of my
this evening is Anders Solberg. Anders is a writer, filmmaker, and favorite things that Adeline and her friends have set up is a project
environmental activist. He’s in town to attend a documentary film that provides clean electricity—from water power, a renewable
festival but has kindly agreed to give one of our library lectures energy source—to rural villages in Indonesia. And I’m not the only
while he’s here. I’m sure you’re all as excited as I am to hear what person who’s impressed with Adeline: she’s received awards from
he has to say. the United Nations, too. Another incredible and inspiring young
woman, wouldn’t you agree?

There are many other kids I could tell you about—and thousands digitalis or foxglove. It’s a poisonous plant, by the way, so I’m not
of adults, too, of course. I don’t want to say that there is no crisis: recommending that you eat it! Yes, Amina? Do you have a question?
Clearly, the environment could be in better condition, but instead Amina: Thanks, yes. I’m surprised by what you just said! How can a
of pessimism, I want you to feel optimism. Because my belief is poisonous plant—the foxglove plant—be good for our health?
that children like these give us hope for the future, and I hope you
feel the same way. Thank you very much. Professor: Right, it doesn’t sound logical, but here’s the thing:
every plant contains dozens, sometimes hundreds of different
chemicals. What scientists have done with the foxglove plant is to
isolate just some of those chemicals—the ones that are helpful
CD3 in treating heart disease. Those chemicals are taken from the
foxglove plant so that they can be used to make a medication to
treat heart patients. Does that make more sense?
Unit 8: Traditional and Modern Amina: Yes, and it’s interesting. The whole plant can be dangerous,
but some of the chemical ingredients in the plant can support health.
Medicine Professor: That’s exactly right. And here’s a plant that taught us
how to make two important medications—the rosy periwinkle.
Lesson A Vocabulary It’s from Madagascar. In traditional medicine, the plant was being
used to restore normal blood-sugar levels in people with diabetes.
Track 3.2 A. Meaning from Context Page 144 So scientists studied the plant, but what they found was not a new
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Plant-Based Medicines diabetes medication. Instead, they developed two anti-cancer
Using plants as natural remedies for health problems is nothing drugs. The drugs are used as a chemotherapy to fight two kinds of
new. In fact, for some people, medicinal plants are the only childhood cancer, and they’re very effective. Victor?
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affordable and available kind of medicine. When these people Victor: Yes, I have a question. You said that this plant from Madagascar
become ill, they discuss their symptoms with a traditional healer “taught us how to make two important medications.” Do you mean
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rather than a medical doctor. Now, some scientists want drug that the medicines aren’t made directly from the plant?
manufacturers to take a new look at the ability of plants to restore
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Professor: That’s correct. Scientists identify the chemical in
health and fight diseases such as cancer. the plant, and then the medications are made from a synthetic
Nat Quansah, an ethnobotanist in Madagascar, studies plants such chemical, but it’s the same chemical that’s in the rosy periwinkle.
as the rosy periwinkle. A synthetic version of the chemical from
that plant is now made into drugs that inhibit cancer growth.
cVictor: In other words, scientists can synthesize the chemical in a
laboratory.
hi
These drugs have dramatically increased survival rates for two
kinds of childhood cancer. Professor: Yes, and then a drug company uses the synthetic
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chemical to manufacture the medication. At this point, I hope

Jim Duke, retired from the U.S. Department of Agriculture, grows you’re thinking about how helpful plants have been to people—
and writes about medicinal plants such as chicory. Chicory con- as traditional remedies, as material for making medicines, and as
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tains chicoric acid, which could be useful in fighting a deadly virus. models for synthetic chemicals made in a lab. And perhaps you’re
Duke says that empirical studies of medicinal plants are crucial to wondering why scientists are not studying hundreds of plant
developing new medicines.
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species looking for the next great medications.

Problems with Plant-based Medicines That’s a good question to ask, and the answer’s pretty complicated.
The effectiveness of a medicine can be difficult to study
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First of all, it costs a lot of money to develop any new drug, and
scientifically. One reason for this is that sick people who use a then to do empirical studies on it and get government approval
medicine and then recover may associate their recovery correctly through the FDA. It’s a very long and expensive process. It takes
or incorrectly to its effects. In addition, herbal remedies may not be
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anywhere from 8 to 12 years, and the process is especially difficult

consistent because the amounts of natural chemicals in plants can with plant-based medicines. That’s because when you’re working
vary significantly. The variables include the soil plants are grown in with plants, there are a lot of variables. The first variable is finding
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and the time when they are harvested, among other factors. out scientifically whether the traditional remedy is effective. Some
sick people might use the remedy, feel better, and attribute their
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Listening: A Lecture about Plant-Based Medicines healthy state to the remedy. Other sick people might get no help
from the remedy, so it’s important to do an empirical study.
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Track 3.3 B. Listening for Main Ideas Page 146 The second variable is that it’s difficult to get consistent results
C. Listening for Details Page 147 when you’re testing plants. Imagine that a drug company learns
Professor: Hello, everyone. Let’s get started. about a plant that’s believed to inhibit the action of a virus—like
the chicory plant, for example. They do experiments with the
In Monday’s class, we talked about natural medicines from
plant, and nothing happens. And it turns out that they picked the
plants—the kind of natural remedies that have been used by
wrong sub-species of the plant, or they picked it at the wrong
traditional healers and grandmothers everywhere for a very long
time of day. Really! The plant chemicals can be different in the
time, things like drinking tea with honey to ease the symptoms
morning than they are at night. Or maybe the plants were old
of a cold. Today we’re going to continue with that topic, but we’re
instead of young, or some other plant was growing nearby that
going to shift somewhat and talk about modern medicines that
had an effect on the first plant.
have come from plants. They’re called plant-based medicines.
All of these variables can make a difference. The crucial thing to
Many of our most useful medicines were originally based on
remember is that scientists need to know exactly which chemical
plants. Aspirin was developed by studying a chemical that’s found
from the plant is active, and they need to put a standard amount
in willow tree bark. Native Americans used to chew the tree bark
of that chemical in each tablet or injection, and they need to make
since it relieved pain. Another drug, digoxin, which is commonly
sure it won’t kill anybody. They can do this by using synthetic
used to treat heart disease, comes from a flowering plant called
chemicals. Plants have different amounts of these chemicals.

Amina: Professor Hong, I understand that plants can be difficult Listening: A Podcast about Prosthetic Devices
to study, but since people have been using plants as medicine for
such a long time, I would think the drug companies could begin Track 3.7 B. Listening for Main Ideas Page 156
their research there—just study the plants that already seem to be C. Listening for Details Page 157
effective herbal remedies.
Walter Stamos: Welcome to the program. My name is Walter
Professor: That’s a good point, Amina, but there really aren’t Stamos, and my guest today is Jessica Marlin. She’s a medical
any shortcuts when it comes to developing new medicines. Of doctor, and she’s here to tell us about some exciting progress in
course, new drugs made from laboratory chemicals also have the world of modern prosthetic devices. Glad to have you here,
to go through the same kind of testing process, but overall, the Dr. Marlin.
development of these drugs is quicker because it doesn’t involve
Jessica Marlin: You can call me Jessica. I’m glad to be here,
as many variables as the development of plant-based medications.
Walter.
Speaking Walter: Now, prosthetic devices have been around for a long time.
We’ve seen artificial legs and artificial hands. So, what’s new in this
Track 3.4 C. Page 149 area of medicine?
Jessica: Some very exciting developments, in fact. And you’re
Fighting Disease with a Guitar right about prosthetic devices being helpful for many people over
As a child in Mozambique’s Niassa Province, Feliciano dos Santos the years—people with some kind of severe injury, but in most
caught the polio virus from the dirty water in his tiny village. The cases, the prosthetic device simply took the place of the missing
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disease affected his ability to walk. “When I was young,” he recalls, body part. It didn’t do very much.
“I never believed I would grow up, get married, have children,
Walter: What do you mean by that, Jessica? It seems like taking
drive a car, and live such a full life.”
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the place of a missing body part is doing quite a bit.
These days, Santos and his band Massukos use music to spread
Jessica: You’re right, but think about your arm and your hand for a
messages of sanitation and hygiene to some of the poorest, most
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moment. Think about all of the different things you can do—all of
remote villages in Mozambique. Their hit song, “Wash Your Hands,”
the different movements you can accomplish just by thinking!
is part of a public health campaign created by Santos’s non-gov-
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ernmental organization (NGO), Estamos. Walter: Alright. I know that when I think about picking up this cup
of coffee, my brain transmits a signal to nerves in my body, and
Santos’s NGO also works on programs to install pumps for clean
the nerves cause muscles in my arm and hand to move.
water, conduct health studies, and fight infectious diseases. Says
Santos, “Clean water is a basic human right, yet so many don’t have
c Jessica: Exactly! But for people with an artificial arm or hand, there
hi
it. I’m using my music to be the voice of people who have no voice.” didn’t use to be that connection between the brain and the device.
Walter: Didn’t use to be?
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Lesson B Vocabulary Jessica: Right. You could wear the device, and then you had to
move the muscles in your back and chest to control it and make
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Track 3.5 A. Meaning from Context Page 154 it move. Or some devices had controls that you could press with
Science fiction writers in the 1960s imagined the “tricorder.” The your chin. It was a lot different from the way most people move
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radical idea behind the device was its ability to scan the body their arms.
from the outside and “see” everything from tiny bacteria to internal Walter: That’s for sure. So, is there something that works better—
organs such as the heart. This meant patients didn’t need to some kind of radical new approach to the problem?
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undergo surgery or other invasive procedures in order to get a Jessica: Yes, at least—there will be something that works better
medical diagnosis—in fictional stories, at least. Now the tricorder soon.
idea might soon be a reality, and could be used by patients to
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monitor their own health or by doctors in places far from hospitals. Walter: So it’s still in the research phase.
In the area of regenerative medicine, researchers are using 3-D Jessica: It is, and one person—a woman named Amanda Kitts—
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printing techniques to create replacement body tissues. This became a part of that research after she lost most of her left arm in
synthetic nose was created by Dr. Anthony Atala at the Wake a car accident. She now has a prosthetic arm that she can control
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Forest Institute for Regenerative Medicine in North Carolina, USA. with her thoughts. She can just think about moving the arm, and
Scientists are also working on ways to get the body’s own cells it moves.
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and immune system to modify parts of the human body for use Walter: That’s remarkable! How is such a thing possible? I mean, it
in surgical repairs. For example, the body could generate new sounds like something from science fiction.
knee cartilage that will be accepted more easily than a completely Jessica: It does, and some people are even using the term
artificial knee mechanism. “bionics” to talk about this kind of device.
Track 3.6 C. Meaning from Context Page 155 Walter: I guess that would make Amanda Kitts “The Bionic
Woman.”
New Advances in Prosthetic Devices
Jessica: Exactly—part human and part machine, but the science-
A prosthetic device can help restore movement for a person who has fiction writers who first imagined bionics would be pretty amazed
suffered a severe injury and has lost a leg, an arm, a foot, or a hand. by the real-world examples. One example is the cochlear implant,
Advanced prosthetic arms can now be operated mentally. which is now widely used. Over 300,000 people have gotten that
The user thinks about moving her hand, for example, and the device, and it’s allowing them to hear.
corresponding part of the device moves. Walter: Yes, people who would otherwise be deaf are hearing
After a patient loses an arm, nerves that once went to the patient’s quite well thanks to cochlear implants. That’s an internal medical
arm are surgically attached to the remaining muscles. The nerves device.
move the muscles, which transmit electrical signals to the
prosthetic arm.

Jessica: Part of it is internal. That part is the implant that transmits Speaking
sound signals directly to the auditory nerve and from there on to
the brain. Another part is external: the part you see outside the ear Track 3.8 Pronunciation: Linking Vowel
is a microphone that picks up sounds. Sounds with /y/ and /w/ Page 158
Walter: Getting back to Amanda Kitts, though, is some part of We always sounds like “Weyalways.”
her prosthetic arm internal? In other words, how can her brain
I am sounds like “Iyam.”
communicate with it?
So easy sounds like “Soweasy.”
Jessica: That’s the really interesting part, Walter. She needed to
undergo surgery. It’s a procedure called targeted reinnervation, Who is sounds like “Whowis.”
developed by two doctors at the Rehabilitation Institute of
Chicago. Dr. Todd Kuiken and Dr. Gregory Dumanium are the Track 3.9 A. Page 158
innovative surgeons behind the technique. 1. She is not getting a radical kind of surgery.
Walter: How does it work, this targeted …? 2. Who else in your family has flu symptoms?
Jessica: Targeted reinnervation. Notice the word “nerve” there, and 3. He asked about the new medication.
in this type of surgery, nerves that used to go all the way down the 4. They did two other blood tests.
arm are reassigned. They’re carefully located and reconnected to 5. Three of his friends are sick.
muscles in the chest and shoulder. 6. Why isn’t he undergoing the operation?
Walter: That’s interesting. They actually modify the way those
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muscles work by attaching different nerves to them, but it sounds Track 3.10 B. Page 159
like we’re back to the idea of using muscles in the chest or back to A: How are you doing today?
control the arm.
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B: I’m good, thanks. I was just listening to an incredible story about
Jessica: It’s actually quite different. After the surgery, electrodes cochlear implants.
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are attached to the skin’s surface to pick up signals coming from A: Sounds interesting. I always enjoy stories about new medical
the muscles. developments.
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Walter: Electrodes are those things the doctor tapes to your skin B: Me too! This was about a deaf child who got the implants when
to pick up electrical signals—for example, to see the way your he was very young. His parents wanted him to be able to hear
heart is beating. and speak normally.
Jessica: Right, except in this case, there aren’t any wires that
c A: That must have been a tough decision for the parents to make.
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connect to a machine. The electrodes on Amanda Kitts’ skin are in
B: I imagine so. Well, it was nice seeing you.
contact with electrodes at the top of the prosthetic arm. So when
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she moves one of her muscles, a mechanism—a small motor

that’s part of the device—makes the arm bend at the elbow or Unit 9: Uncovering the Past
makes the hand open or close.
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Walter: So the mechanism that actually moves the arm is a motor.

Lesson A Vocabulary
Jessica: It is, but here’s the really interesting part. An idea, or an
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image of Kitts’ missing arm still exists in her brain. In other words, Track 3.11 A. Page 164
the nerves for that arm still communicate with her brain. So now,
1. Collaboration is the act of working with others to produce or
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when she thinks about moving her hand, that thought actually
causes movement in the corresponding part of the prosthetic do something.
device. 2. A civilization is a society or culture that has a high level of
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government, laws, art, music, and so on.

Walter: It sounds like a much more natural way to operate the
3. Curiosity is the feeling of wanting to know or learn more
prosthetic arm. So what’s next? You said they were still in the
about something.
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research phase.
4. Excavation is the act of digging in the ground to look for items
Jessica: Yes, now that several people have had the targeted rein- from the past.
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nervation surgery, the next steps are toward prosthetic limbs that 5. Participation is the act of taking part in an activity or joining an
can send information back to the nerves in the body. That will event with other people.
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allow patients to perceive hot and cold and whether a surface is

6. When a person proposes doing something, he or she
smooth or rough.
suggests a plan or idea for others to consider.
Walter: That would make the prosthetic arm much closer to the 7. The remains of something are the parts that are left after the
original arm in terms of its function. rest of it has been used or destroyed.
Jessica: Absolutely, and everyday life for someone like Amanda 8. A specialist is a person with a lot of knowledge, skill, or
Kitts would be closer to the way it was before the injury. experience in a particular field or subject.
Walter: That sounds like a step in the right direction. My guest 9. To uncover means to find something that had been lost or
today has been Dr. Jessica Marlin. Thanks very much for being hidden.
with us. 10. Virtually has the same meaning as the words nearly and
Jessica: It was my pleasure. Thanks for having me. almost.

Track 3.12 B. Page 164 future by studying the past. The past is who we are. We learn more
about where we come from, and it helps us learn more about our
Conversation A identity today. We need to study those ancient civilizations so we
Todd: Hi, Jim. can help prepare for the future.
Jim: Oh, hi, Todd. Say, how was your trip to Cambodia? And archaeology is also important because it inspires curiosity.
Todd: It was amazing. My original plan was just to relax on the People feel a connection to the past when I say, “You know, you’re
beaches, but it rained virtually every day, so my friend proposed walking in the footsteps of ancient people.” Or, “This is what it
that we visit Angkor Wat, and I’m so glad we did. was like to live 5,000 years ago.” I think there’s something very
interesting about that.
Jim: Yeah? What was it like? I’m curious.
So it’s important that we, as archaeologists, not simply do our
Todd: It was definitely the highlight of my trip. I met this really
excavations, write a report, and then file that away where nobody
interesting guide who knew all about the history of the Khmer
will read about it. We need to communicate what we do and the
Empire. I learned so much.
importance of what we do.
Jim: Like what?
We need to ask ourselves, why does what you propose to do really
Todd: Well, I thought there was just the one temple at the site— matter? Who’s going to care beyond a few specialists in your field?
Angkor Wat—but apparently every major Khmer king between Are you asking questions that can inform us about humanity?
900 and about 1700 AD built a temple at Angkor. About culture?
Jim: So there are lots of temples there? Interviewer: Those are all great questions. Now, I think it’s fair to
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Todd: Right. Tourists can visit some of the temples, but not others say that when most people think about archaeology, they think
because they’re still being excavated. In fact, I got to chatting with about uncovering objects from cultures like ancient Greece, Rome,
one of the archaeologists. Turns out she’s from my hometown, and and Egypt. Why do you think that is? What is it about societies like
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she invited me to come back next year and participate in one of these that inspires us so much?
the digs. Piscitelli: So there are a lot of famous sites in the world like
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Jim: So you’d be collaborating with her? Wow! Are you going to Stonehenge and the Pyramids of Giza that people are always
do it? excited to learn about. And there’s something charismatic
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Todd: I’ve already started saving! about them. They have been around for thousands of years.
People—not just us today as consumers of media or tourists—but
there have been tourists for hundreds of years, so people have
Conversation B
c constantly been interested in these sites. And I think it’s from
hi
Ann: What are you doing, Paola? the charisma, the wonder, the awe of these sites. It’s something
Paola: Hi, Ann. I’m just watching a documentary online. about archaeology that makes us wonder: What was it like to
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Ann: Oh, yeah? What’s it about? live in the past? What was it like to build the pyramids or to build
Stonehenge? What did they mean? Those voices aren’t here to talk
Paola: Ancient Egypt. to us today.
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Ann: Seriously? Huh. Interviewer: Are there any archaeological sites or ancient cultures
Paola: It doesn’t sound that exciting, I guess, but actually it’s you think people should know more about?
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fascinating. Piscitelli: When we look at all the work that our National
Ann: Yeah? Geographic explorers are doing all over the world, we come to
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Paola: Yeah. It’s all about mummies. realize that the world is a very ancient place and there are a lot
of civilizations out there to be discovered. Now in some of those
Ann: Mummies? You mean like the bodies or other remains of
places, like in Egypt, there’s a long history of study. Some other
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famous leaders?
places are more like the Wild West in that we don’t know as much.
Paola: Actually, the Egyptians also made mummies of birds and For example, in Peru, we know Machu Picchu. We know some
other animals. I just saw some great images of archaeologists sites along the north coast of Peru which are very famous, but
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uncovering the mummy of a cat. The director interviewed a there are some other sites along the north central coast of Peru
couple of specialists including one named Salima Ikram who had where there are the earliest pyramids in the New World. They are
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some fascinating things to say. She explained how much we can 5,000 years old. They’re almost as large as the Pyramids of Giza, but
learn about Egyptian civilization from mummies. there’s been very little study of them whatsoever. So the important
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Ann: Uh, that actually does sound pretty interesting. Say, do you thing to think about is that there is so much history out there just
mind if I watch the rest of it with you? waiting to be discovered, and that’s why we have to continue to
Paola: Of course not. Have a seat. explore.
Interviewer: You’ve talked about what we can learn from
archaeology in general terms. Now I’d like you to think of specific
Listening: An Interview with an Archaeologist examples from your work in the field and your collaborations with
Track 3.13 B. Listening for Main Ideas Page 166 local people. How can archaeology bring the past to life? How can
it help us hear the voices of the past, as you suggested earlier?
Interviewer: I’m joined today by Matthew Piscitelli, who has
worked as an archaeologist, a university professor, and an explorer Piscitelli: One of the communities where I work is called
for the National Geographic Society. Welcome, Matthew, and Huaricanga, which is in Peru. I work with individuals who have
thank you for being here. Now my first question for you is this: why been living at the archaeological site for 30 years and some of
should people care about archaeology? them had no idea that the mounds and hills around their houses
were actually the remains of ancient civilizations that have
Piscitelli: Why should we care about some stones and bones? I been there for 5,000 years. And through their participation, the
think it’s important to study objects from the past, from ancient collaborative efforts of myself and those community members,
civilizations because of the old cliché that we learn about the

they start to realize that there is history around them and that Track 3.17 D. Page 175
it’s their history. We had this one instance where an individual had
this table in his house, this nice stone table. And he had actually 1. Did you come across any useful data?
taken the stone from one of the nearby pyramids. He had no idea 2. This coin dates from the time of Caesar.
what it was used for in the past, but as we did our excavations and 3. We need to figure out the best schedule.
he worked on our team, he learned the importance of the past 4. Ana needs to get on with her research.
and realized the connection that he had was much deeper than 5. I will look into how to get tickets.
he had originally thought.
Interviewer: Matthew Piscitelli, thank you so much. Listening: A Discussion about Archaeology
Track 3.14 C. Listening for Referents Page 167 Track 3.18 B. Listening for Main Ideas Page 176
1. C. Listening for Details Page 177
Piscitelli: The past is who we are. We learn more about where we Professor: OK, so that wraps up today’s lecture, but before you
come from, and it helps us learn more about our identity today. all leave, I’ve got a quick announcement about next class. We’ll be
2. discussing some technologies that are changing the way people
Piscitelli: So it’s important that we, as archaeologists, not simply do archaeology in the twenty-first century. To prepare, I’d like
do our excavations, write a report, and then file that away where you all to pick a technology that matches that description and
nobody will read about it. research it. You can do that alone or collaborate with others. OK?
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Everyone got that? Alright then, see you all next time.
3.
Jess: Hey, uh, Serena, Omar, and Phil wait up a second. Do you
Interviewer: I think it’s fair to say that when most people think want to work on the research assignment as a group?
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about archaeology, they think about uncovering objects from cul-
tures like ancient Greece, Rome, and Egypt. Why do you think that Omar: Yeah, good idea.
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is? What is about societies like these that inspires us so much? Serena: Sure.
4. Phil: Me, too.
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Piscitelli: There are some other sites along the north central coast Jess: Great. We’ll need to decide what technology to look into. Do
of Peru where there are the earliest pyramids in the New World. you want to set a date to figure that out or should we just do it on
They are 5,000 years old. They’re almost as large as the Pyramids of Facebook?
Giza, but there’s been very little study of them whatsoever.
c Omar: Facebook would be OK, but as we’re all here and we’ve
hi
5. already started discussing it, why don’t we just get on with it now?
Piscitelli: I work with individuals who have been living at the Jess: Doing it now works for me.
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archaeological site for 30 years and some of them had no idea Serena: And me.
that the mounds and hills around their houses were actually the
Phil: I’ll have to leave soon, but I can stay for five minutes or so.
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remains of ancient civilizations that have been there for 5,000 years.
Jess: OK, so does anybody have any ideas for a technology we
could discuss?
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Lesson B Vocabulary
Serena When Professor Levin mentioned the assignment,
Track 3.15 A. Meaning from Context Page 174 my first thought was ground-penetrating radar. I spent the
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summer helping out at an excavation in Peru, and we used GPR

Technology for Archaeology there. It was incredible to see where an artifact or other remains
Archaeologists often use a device with ground-penetrating might be underground without actually doing any digging, and I
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radar, or GPR, to see under the surface of the ground. It works by think …
sending radio waves into the ground. If the waves hit an artifact Omar: Sorry to interrupt, Serena, but Professor Levin said we
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such as a tool, they will be reflected back to the GPR machine should discuss things that are changing archaeology in the
at the surface. In this way, the device can build up a picture of twenty-first century. But as I understand it, GPR dates from the
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what lies under the ground. GPR machines are not only useful for 1980s, so I’m not sure it qualifies.
finding buried objects; in many cases they provide evidence of the Serena Oh, good point.
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remains of villages or other settlements.

Phil: Still, I think GPR is definitely an important technology,
Satellites are complex devices that humans send into space. so let’s add it to our list of options, OK? Perhaps another option
They stay in orbit above Earth, often at a fixed position above the would be to research lidar. I recently came across an article about
surface of the planet. They are used to send and receive large it, and from what I read, it’s really changing how archaeologists
amounts of data. Many satellites have cameras that can take work.
high-quality photos of Earth’s surface. Some of them have lasers or
other equipment that can scan objects from space. Archaeologists Jess: Lidar? Uh, could you refresh my memory?
use this data in various ways. Phil: It’s a way of using lasers to scan the surface of something,
and then …
Track 3.16 Pronunciation: Stress in Jess: Oh, is it also called laser scanning?
Phrasal Verbs Page 175 Phil: Yeah, that’s right. Now, as I was saying, after scanning,
I will look into your question. archaeologists can use the data to make a really high-definition
He dropped out of the course. map of an archaeological site. It shows what the ground surface
looks like even if there are trees or something that makes it hard
Let me look at the ideas.

to see surface features. You know, some archaeologists recently Jess: Great. We’ll need to decide what technology to look into. Do
used lidar to discover a lost settlement in the jungles of Central you want to set a date to figure that out or should we just do it on
America. There was an article in… Facebook?
Omar: Oh, right. That was a really interesting article. Lidar’s a Omar: Facebook would be OK, but as we’re all here and we’ve
good idea, Phil, although I think it’s another twentieth century already started discussing it, why don’t we just get on with it now?
technology. Still, let’s add it to our list. Ok, now one more Jess: Doing it now works for me.
technology that we could …
Serena: And me.
Serena: Oh, what about drones? They’d be … Oh, sorry. I interrupted
you, Omar. Phil: I’ll have to leave soon, but I can stay for five minutes or so.
Omar: That’s OK. Go ahead. 2.
Serena: You sure? OK, well, as I said, I think drones would be a Serena When Professor Levin mentioned the assignment, my
great technology to research. first thought was ground-penetrating radar. I spent the summer
helping out at an excavation in Peru, and we used GPR there. It
Jess: You mean drones like the ones that people are talking about was incredible to see where an artifact or other remains might be
as a way to deliver pizza or online purchases? Can drones be used underground without actually doing any digging, and I think …
for archaeology?
Omar: Sorry to interrupt, Serena, but Professor Levin said we
Serena: Sure. They’re used to fly over sites and take photos to should discuss things that are changing archaeology in the
make maps. The maps might not be as detailed as the ones made twenty-first century. But as I understand it, GPR dates from the
with lidar, but they’d be a lot cheaper. And some drones are big
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1980s, so I’m not sure it qualifies.
enough to carry a ground-penetrating radar device, so they can be
used to do GPR scans, too. And I’ve even read that archaeologists Serena: Oh, good point.
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can use them to provide security for important sites. So the drones 3.
fly over an excavation to stop non-archaeologists from looking for Phil: Still, I think GPR is definitely an important technology, so let’s
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valuable artifacts and causing damage by accident. add it to our list of options, OK? Perhaps another option would
Omar: I didn’t know drones could be so useful. I think Serena’s be to research lidar. I recently came across an article about it, and
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right: they’re definitely a good technology to add to our list. from what I read, it’s really changing how archaeologists work.
Anyway, I was going to suggest robots as another technology we Jess: Lidar? Uh, could you refresh my memory?
could consider. I’ve heard about these tiny rescue robots that are Phil: It’s a way of using lasers to scan the surface of something,
go into the remains of a damaged building and search for people
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used if there’s a natural disaster like an earthquake. The robots can and then …
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who are alive. Because they’re so small, they can go anywhere Jess: Oh, is it also called laser scanning?
and there’s no danger they’ll cause further damage. I’ve read that Phil: Yeah, that’s right.
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archaeologists could use these tiny robots to go into underground 4.

tombs or sites and take photos.
Omar: I didn’t know drones could be so useful. I think Serena’s
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Phil: Cool! I’m really into robots, so for what it’s worth I’d love to right: they’re definitely a good technology to add to our list.
research that topic. Anyway, I’m going to have to head off soon, Anyway, I was going to suggest robots as another technology we
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but does anyone have any other ideas before I go? could consider. I’ve heard about these tiny rescue robots that are
Jess: I don’t know much about this topic, but what about used if there’s a natural disaster like an earthquake. The robots can
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satellite archaeology? I’ve heard that this archaeologist named go into the remains of a damaged building and search for people
Sarah Parcak is using data and photos from satellites to find who are alive. Because they’re so small, they can go anywhere
archaeological sites. And the really cool part is that she’s and there’s no danger they’ll cause further damage. I’ve read that
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developing a website that anybody can use to look at the data archaeologists could use these tiny robots to go into underground
and suggest places that might be good sites for excavation. In tombs or sites and take photos.
other words, she’s crowdsourcing archaeological discoveries. Phil: Cool! I’m really into robots, so for what it’s worth I’d love to
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Serena: Wow, that’s a neat idea, Jess. Let me add that to our list. research that topic. Anyway, I’m going to have to head off soon,
So that’s ground-penetrating radar, LiDAR, drones, micro robots, but does anyone have any other ideas before I go?
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and now satellite archaeology. I’d say that’s a pretty good list. So,
should we vote on which of those technologies to research?
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Phil: Actually, if I don’t leave now, I’ll be late. Could we all think
Unit 10: Emotions and Personality
about it and then post our top choices on Facebook?
Jess: Yeah, let’s do that. Come on, Phil. I need to be somewhere Lesson A Vocabulary
soon, too, so I’ll walk out with you.
Track 3.19 E. Critical Thinking: Max: Hey, Rika. What’s wrong?
Drawing Conclusions Page 177 Rika: Nothing. I’m just reading the paper.
1. Max: Well, you’re frowning as you read. Facial expressions always
Jess: Hey, uh, Serena, Omar, and Phil wait up a second. Do you show your emotions. For example, frowning signals sadness or
want to work on the research assignment as a group? fear.
Omar: Yeah, good idea. Rika: But doesn’t that change depending on a person’s culture?
I’m Indonesian and you’re Canadian. We probably just make
Serena: Sure. different facial expressions.
Phil: Me, too.

Max: Actually, culture doesn’t matter. Back in the 19th century, But the question is, do we inherit our knowledge of what to fear
Charles Darwin found that all people typically make the same from our ancient ancestors? Is it an automatic reaction? Or is this
facial expressions. He reasoned that these expressions must be a fear response learned?
universal human characteristic. It’s not quite as easy to answer as you may think. In the 1980s,
Rika: Really? Has anybody else looked into this, or was it just Darwin? Mineka, Davidson, and others conducted some fascinating
Max: Well, in the 1960s, a psychologist named Paul Ekman confirmed experiments with young monkeys that were raised in a laboratory.
Darwin’s theory. He conducted an experiment. He showed photos These monkeys had zero experience with being outdoors, right?
of facial expressions to people of many different cultures. The results So, the researchers showed the monkeys some snakes.
showed that people across all cultures recognize—and make—the They wanted to see if the lab monkeys were instinctively afraid
same facial expressions for the same emotions. of the snakes, and they found that the young monkeys were not
Rika: So culture doesn’t matter then, right? afraid at all. It was not an inherited fear response.
Max: Well, for some facial expressions. Neither Darwin nor Ekman However, the researchers next showed the young lab monkeys
could confirm that all facial expressions are universal. And Ekman a video of wild monkeys having fearful reactions to snakes. After
also wondered whether there are things that universally trigger that, the lab monkeys became afraid of snakes too, as they learned
certain emotions. to associate the sight of a snake with a fearful reaction.
Rika: So you mean to say that what impacts our emotions is the So, the young lab monkeys learned the fear from watching the
same for everyone? wild monkeys, in a sense.
Max: Well, yes and no. Certain things are universal. For example, But here’s the interesting part. When the researchers changed the
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everyone gets scared whenever there’s a sudden, unexpected videos so that the wild monkeys appeared to be afraid of flowers,
movement in their field of vision. the lab monkeys did not develop a fear of flowers.
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Rika: That makes sense. A sudden movement might signal danger, So, what we see here is the inherited aspect of fear. What we
and there’s a tendency for humans to react to danger. We do it inherit is a tendency to fear certain things—the same things
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instinctively. our ancient ancestors feared. The lab monkeys had inherited a
tendency to fear snakes, so they quickly learned that fear from
Max: Right, but not everything triggers the same emotion in
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others, but they didn’t inherit a tendency to fear flowers. The lab
different people. For example, one person might associate the monkeys didn’t learn from watching a video that they should be
smell of the sea with something enjoyable, like a vacation. afraid of flowers. Those were some pretty smart monkeys.
Rika: But for someone who has gotten seasick or been stung by
a jellyfish, the ocean isn’t so pleasant. So the smell might cause
c We all assume that fear is such an instinctive response that it
must be inherited, but in some cases, we actually learn a fear from
hi
negative emotions. someone or from experience. So the human fear response is both
Max: Exactly! Our reaction is influenced by our experience and, learned and inherited. More research is being done into exactly
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often, our personality. which human fears are instinctive and which are learned.
This brings me to the next bit of research we will discuss.
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Listening: A Lecture about Fear

Lesson B Vocabulary
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C. Listening for Details Page 187 Track 3.22 B. Meaning from Context Page 194
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Instructor: Good morning, everyone. Before I get started with

today’s lecture, I want to remind you that my teaching assistant Introvert and Extrovert
Tran has office hours this afternoon from two to four. If you Modern psychology offers many models to explain personality
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need help with your research assignment, I suggest you drop types, but nearly all of them include two terms made popular by
by. Remember that your research proposal is due next Thursday. Carl Jung in the early twentieth century: introvert and extrovert.
OK. So, today we’re going to talk about the human fear response. These two personality types have very different characteristics,
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We’re going to address the question of whether we learn to be and while almost everyone has some aspects of both in their own
afraid of certain things, or if we instead inherit something from our personality, one type is usually stronger.
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ancestors that triggers our fear. In general, introverts prefer activities they can do alone, such
Let’s start by thinking about our distant ancestors—people as reading or playing video games. For most people, being an
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who lived tens of thousands of years ago. Back then, reacting introvert simply means preferring less frequent social contact with
instinctively to something like a falling rock or a hungry bear was smaller numbers of people—going out with friends one-on-one,
an extremely important reaction to have. It meant that the person instead of in a large group, for example. In more extreme cases,
was more likely to survive, more likely to live long enough to have introverts may feel awkward in social situations, and may even feel
children, and more likely to pass on his or her genes to those so much anxiety that they avoid socializing altogether.
children. In other words, that fear response was important for Extroverts differ from introverts in several ways. Extroverts thrive on
survival, and for survival of the species. interaction with others and feel energized at big social gatherings.
Now, fast forward to today. Obviously, we don’t have to deal with They often have jobs in which they collaborate with others—
falling rocks or hungry bears very often. So, what does the fear teachers and politicians tend to be extroverts, for example. While
response do for us? people often find extroverts charming, some can be too talkative
Well, the fear response still keeps us out of trouble and helps us and outgoing, to the point that others may feel uncomfortable
to survive. Imagine that you’re driving a car, and the car in front around them. Extroverts often become upset when they lack human
of you suddenly stops. There’s a series of events that takes place contact on the job or in their social lives. Sometimes feelings of
in our brain that makes our bodies react—in this case, by putting being alone can even lead to depression. In general, extroverts tend
our foot on the brakes. And, it takes place before we even realize to feel best about themselves in the company of others.
what’s happening. It all happens much, much faster than our
conscious thought processes.
Listening: A Conversation about Food Sam: Yes, I can. So, extroverts eat less healthily because they’re
always socializing, right?
and Emotions
Mae: That’s right. That’s not true for every extroverted person,
Track 3.23 B. Page 196 of course, but studies have shown that it’s an aspect of being
Mae: Hey, Sam. Mind if I join you? extroverted.
Sam: Not at all. Have a seat. Sam: And I heard that being a picky eater is a characteristic of
someone who’s afraid to take risks and who may even suffer from
Mae: So, what’s up with you? anxiety.
Sam: Not much. Well, everything! Mae: Oh, yeah? I wonder why.
Mae: Are you OK? You seem upset. Sam: Well, if you’re easily stressed and don’t like unknown
Sam: Actually, I’m really stressed. I’ve got so much to do before my situations, you probably don’t want to try new things. So, if
big job interview that I don’t know if I’ll have time to prepare for it. someone asks for sauce on the side or won’t try anything but a
I need to learn more about the company, fix my résumé, and get plain hamburger at a restaurant, that really says a lot about their
a new suit! I feel so awkward in a suit. It’s all really causing me a lot personality overall.
of anxiety—and lack of sleep, too. Mae: Uh, oh! I always ask for salad dressing on the side. I don’t
Mae: Well, if you don’t mind me saying so, one of the things think I have an anxious personality!
you might want to do first is toss out that milkshake and those Sam: Are you sure?
chips, too.
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Mae: Yeah. I just think that they always put too much dressing on
Sam: Hmm. Why’s that? salads at restaurants!
Mae: Well, they’re not good for you, for one. Sam: Well, I guess that makes you sensible, then!
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Sam: I know that, but I have a tendency to want junk food when
I’m stressed. It makes me feel better. I thrive on junk food. Track 3.24 C. Listening for Main Ideas Page 196
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Mae: You might think you feel better, but unhealthy foods can Mae: Hey, Sam. Mind if I join you?
actually have a negative effect on your mood.
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Sam: Not at all. Have a seat.
Sam: Oh, great. Mae: So, what’s up with you?
Mae: It’s true that stress triggers the desire for sweets, like milk- Sam: Not much. Well, everything!
shakes and chocolate. . .
c Mae: Are you OK? You seem upset.
hi
Sam: . . . or chocolate milkshakes. . .
Sam: Actually, I’m really stressed. I’ve got so much to do before my
Mae: Yes, like chocolate milkshakes. But seriously, eating unhealthy big job interview that I don’t know if I’ll have time to prepare for it.
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foods can affect you in the short term and the long term. I need to learn more about the company, fix my résumé, and get
Sam: Well, honestly, I’m just looking at the short term right now. a new suit! I feel so awkward in a suit. It’s all really causing me a lot
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Mae: Ok, then, you might be interested in knowing that research of anxiety—and lack of sleep, too.
has confirmed that your mood can be affected by what you ate Mae: Well, if you don’t mind me saying so, one of the things
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two days ago. So, if you eat healthy foods today, you’ll be in a you might want to do first is toss out that milkshake and those
better mood in two days. And if you’re in a good mood, you’ll feel chips, too.
more confident and less stressed. Sam: Hmm. Why’s that?
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Sam: Well, that makes some sense. Mae: Well, they’re not good for you, for one.
Mae: Yes. And, research shows that in the long term, diets that
Sam: I know that, but I have a tendency to want junk food when
contain a lot of sugar and processed foods can lead to depression.
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I’m stressed. It makes me feel better. I thrive on junk food.

Sam: Well, overall, I do eat pretty healthily. It’s just when I’m
Mae: You might think you feel better, but unhealthy foods can
stressed, I want chips, milkshakes, pizza—all that stuff!
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actually have a negative effect on your mood.

Mae: Well, when’s the interview?
Sam: Oh, great.
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Sam: It’s in three days. So, I guess tomorrow, it’ll be all salads and
Mae: It’s true that stress triggers the desire for sweets, like
smoothies.
milkshakes and chocolate. . . .
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Mae: Good idea, Sam.

Sam: . . . or chocolate milkshakes. . .
Sam: It’s fascinating. I always knew that how I feel affects what I
Mae: Yes, like chocolate milkshakes. But seriously, eating unhealthy
eat, but I never really thought about the fact that what I eat could
foods can affect you in the short term and the long term.
affect how I feel!
Sam: Well, honestly, I’m just looking at the short term right now.
Mae: It’s really interesting stuff, right? And what’s even more
amazing is that your personality type can also affect what you Track 3.25 D. Listening for Details Page 197
eat—and how you eat.
Sam: Well, honestly, I’m just looking at the short term right now.
Sam: What do you mean by that?
Mae: Ok, then, you might be interested in knowing that research
Mae: Well, take an extrovert, for example. Many people think that has confirmed that your mood can be affected by what you ate
being sociable is a positive trait. But extroverted people are more two days ago. So, if you eat healthy foods today, you’ll be in a
outgoing and like to be around others. They tend to go to more better mood in two days. And if you’re in a good mood, you’ll feel
social occasions. . . more confident and less stressed.
Sam: Like parties and dinners. Sam: Well, that makes some sense.
Mae: Exactly. And you can see where I’m going with this.

Mae: Yes. And, research shows that in the long term, diets that though specific personality traits are defined through behavior,
contain a lot of sugar and processed foods can lead to depression. there are five central aspect of all personalities, known as “The Big 5”:
Sam: Well, overall, I do eat pretty healthily. It’s just when I’m 1. Openness: This aspect focuses on curiosity and openness
stressed, I want chips, milkshakes, pizza—all that stuff! to new things and ideas. It also has to do with the ability to
Mae: Well, when’s the interview? identify one’s own emotions and values.
Sam: It’s in three days. So, I guess tomorrow, it’ll be all salads and 2. Dependability: This aspect is related to goals and working
smoothies. to achieve them. A dependable person is organized, hard-
working, and finishes things on time.
Mae: Good idea, Sam.
3. Extroversion: This focuses on how friendly and charming a
Sam: It’s fascinating. I always knew that how I feel affects what I person is, including leadership ability.
eat, but I never really thought about the fact that what I eat could 4. Agreeableness: This aspect has to do with how a person is in
affect how I feel! relationships. It is related to being concerned about others,
Mae: It’s really interesting stuff, right? And what’s even more generous with your time, helpful, and honest.
amazing is that your personality type can also affect what you 5. Neuroticism: This includes negative characteristics such
eat—and how you eat. as anxiety, awkwardness, anger, and self-consciousness.
Sam: What do you mean by that? Somebody with high levels of neuroticism has a tendency to
Mae: Well, take an extrovert, for example. Many people think that show signs of depression.
being sociable is a positive trait. But extroverted people are more
Track 3.28 F. Page 199
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outgoing and like to be around others. They tend to go to more
social occasions. . . Luis: What are you reading, Alma?
Alma: I was just reading an article about whether or not we can
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Sam: Like parties and dinners.
change our personalities.
Mae: Exactly. And you can see where I’m going with this.
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Luis: Change our personalities? Who would want to do that?
Sam: Yes, I can. So, extroverts eat less healthily because they’re
always socializing, right? Alma: Apparently a lot of people. In fact, in one research study,
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only 13 percent of the people who were interviewed said that
Mae: That’s right. That’s not true for every extroverted person,
they were satisfied with how they are now.
of course, but studies have shown that it’s an aspect of being
extroverted. Luis: Really? Well, I’d definitely be part of that 13 percent. I’m fine
Sam: And I heard that being a picky eater is a characteristic of
c with who I am. What about you?
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someone who’s afraid to take risks and who may even suffer Alma: I don’t know. I’d probably want to make some changes
from anxiety. to my personality. Like, sometimes I feel awkward in certain
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situations. I wish I were more of an extrovert.

Mae: Oh, yeah? I wonder why.
Luis: I understand. Sometimes I feel that way, too. Hmm. . . maybe
Sam: Well, if you’re easily stressed and don’t like unknown situations,
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I’m not part of that 13 percent after all! So, what does the article
you probably don’t want to try new things. So, if someone asks for
say? Can you change your personality?
sauce on the side or won’t try anything but a plain hamburger at a
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restaurant, that really says a lot about their personality overall. Alma: According to the article, our personality traits are patterns
of thoughts, feelings, and behaviors that are typical of how we
Mae: Uh, oh! I always ask for salad dressing on the side. I don’t
respond to certain situations. So, if we change these patterns, we
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think I have an anxious personality!

can change our personality, but changing the patterns doesn’t
Sam: Are you sure? happen overnight. You need to make a plan for what you want to
Mae: Yeah. I just think that they always put too much dressing on change and how you want to change it.
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salads at restaurants! Luis: So, if I want to be more charming, how would I plan for that?
Sam: Well, I guess that makes you sensible, then! Wear a suit everywhere?
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Alma: Not exactly. You’d have to plan how to act in social

Track 3.26 E. Critical Thinking: situations. Make sure you are friendly, try to smile more, ask
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Making Inferences Page 197 questions to show interest in the people you’re talking to—that
1. I’m so excited about today. I can’t wait to celebrate with my kind of thing. And after each social interaction, you have to reflect
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friends! to see if you made the changes. If you work at it, the changes will
come over time, but you have to be realistic about the changes
2. I just got home after a great workout at the gym. I’m going to
you want to make.
have something light and healthy for lunch.
3. What a horrible week! I had a huge fight with my roommate. I Luis: Interesting. You know, it’s funny. I was just visiting my
have to write a term paper, and have no time to cook. grandfather last week, and he was talking to me about how he
4. I’ve had a busy day, but now I’m ready to relax with my family. used to get angry so easily when he was younger. But now, he’s so
We always have lively conversations at dinner time! calm and pleasant, it’s hard to believe that he had a bad temper
when he was young. His personality definitely changed.
Speaking Alma: Yes, the article mentions that personality changes with
age. As you get older, you become more emotionally stable and
Track 3.27 B. Critical Thinking: Applying Page 198 agreeable. You’ve had more experience with things, so you don’t
Psychologists define personality as the tendency a person has to get upset about every little thing.
behave in a certain way, as shown by repeated patterns in that Luis: Yeah, that makes sense! Well, maybe I’ll just get more
person’s behavior. So, if a person repeatedly helps her neighbor day charming with age, then! We’ll wait and see!
after day, we can say that person is kind and caring. However, even

VIDEO scriptS
Unit 1: The Decoy Effect Do you think more people will buy a large?
Narrator: Pay attention! Here’s a decision for you. Man: I’ll take a medium-sized popcorn, please?
Imagine you’re in a movie theater and you just bought your Woman: Sweetie, it’s only 50 cents more for a large. Why don’t we
ticket. Now you head over to the concession stand to buy some get a large?
popcorn. You can get a small popcorn for $3 or a large for 7. So, Man: OK, let’s get a large.
which one would you choose? Woman: I think I’ll take a large.
We’ve all been there. You want a decent amount of popcorn. But Saleswoman: Sure.
$7? Feels like a rip-off.
Woman: Large? OK, we’ll have a large.
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So if you chose small, you’re like most people.
Man: Definitely large.
We’ve set up cameras to see what will happen when we offer the
Saleswoman: OK.
same choice to real moviegoers.
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Narrator: All we did was add a medium and the large has become
Saleswoman: Can I get you some popcorn?
irresistible.
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Woman: Sure. Can I get the small one?
Woman: Just a medium popcorn, please.
Saleswoman: A small? Sure, or a large for $7?
Saleswoman: You can get the large for 50 cents more.
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Woman: I’ll take the small.
Woman: OK, that’ll work.
Saleswoman: These are the sizes.
Narrator: Everyone is buying a large. So how did they explain it?
Man: You know what? I’ll have a small and some M&Ms.
c Man: The large looks like such a better value than the medium.
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Saleswoman: OK, sure.
Woman: Such a bargain, I have for you.
Narrator: They have no idea we’re running an experiment. And
Man: A bargain.
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nearly everyone goes for the small.

Narrator: But the deal is you still spent more money in the net
Excuse me. Sorry to bother you but we’re doing a little experiment.
total of the night.
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Do you think $7 is a lot of money for popcorn?

Woman: Fifty cents, dude!
Woman: Yeah.
Woman: I probably can’t eat more than the medium-sized
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Man: Seven dollars was a little out of line for popcorn. anyway. But for some reason, just because it cost that, you know,
Narrator: But now, we’re going to see if we can influence your less than 10%, I just felt I needed to. I do think that I got a good
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decision-making. deal with this. It was a great feeling, actually.

Here’s another decision for you. You can get the small for $3, a
medium for 6.50, or you can get the large for $7.
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So, have you made your choice? Does the large look a bit more
appealing now?
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We’ve made the same change at the movie theatre. And stepped
back to see what happens.
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Unit 2: Turtles under Threat Unit 3: What Ellis Island Means Today
Narrator: The warm waters off the Gulf of Mexico are home to David Luchsinger: I don’t know if that’s something to be proud
many different kinds of endangered sea turtles. One species, the of, but I have the dubious distinction of being the last resident of
Kemp’s ridley sea turtle, is still very much in danger of extinction. Liberty Island, yes.
But the population is making a gradual rebound, thanks in part to Walking around the island at night and looking up at the Statue of
a group of marine researchers in Texas. Liberty, it’s quite an experience, seeing all the different ways she
Shanna Lynne Baker: Welcome to the National Fishery Sea Turtle changes.
Facility. Some nights she’s actually a little bit of blue, as opposed to green.
Narrator: Marine biologist Shanna Lynne Baker says, as the I had two sets of grandparents. They came through Ellis Island.
smallest species of sea turtle in the world, the Kemp’s ridley needs I wonder what they would think if they found that their great-
all the help it can get. grandson was going to be the steward of the Statue of Liberty in
Shanna Lynne Baker: They are an integral part of the ecosystem; Ellis Island.
they’ve been around for millions and millions of years—ever since Man: Welcome, to the Statue of Liberty.
the dinosaurs—and really it’s the humans’ fault why their numbers
are going down and we have sort of a responsibility to make up David Luchsinger: Think about going to a different country, you
for that. may not speak the language. And they show up. Everything that
means the world to them is in these one or two bags that they’re
Narrator: The turtle population along the Gulf Coast is making its carrying. And they’re told to drop those bags and go upstairs to be
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comeback thanks in part to the invention of a new technology for processed and they never even know if they’re ever going to see
fishing nets called the T.E.D, or turtle excluder device. that picture of their parents or their children that they left behind.
Shanna Lynne Baker: This is the actual turtle excluder device They’re relying on their faith that everything’s going to be OK
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right here. How this works is this funnel shape over here is called because this is the country that they want to come to.
an accelerator funnel and what it does is it passes a large quantity
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of water through a small area and that causes the water to move It’s been reported that we’ve never lost a bag on Ellis Island. I
really fast and starts a current through here, so everything is being guess the folks today could learn a thing or two about keeping
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pushed through this area up against these bars. tabs on bags.
Anything smaller than the spaces between these bars like shrimp Woman: Everybody came from some place in America, except the
and small fish go through the bars and on toward the back of the Native Americans. And it’s important to keep that alive I think.
net where they are caught in the back. Anything larger than the
c Judith Leavell: I don’t know that our generation would be as
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spaces between these bars is designed for turtles, but it also works gutsy as they were to come. My grandmother was 20, and she
for sharks and large fish because the current is pushing on them never went back to Italy.
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and the bars are kind of slanted. It pushes them down towards this Pablo Chacon: I don’t know why, but I got emotional when I
opening here at the bottom. This flap right here will be held shut saw it for the first time I was crossing. And I think it was just part
by the water pressure, but as soon as anything gets down inside of history it being there and it was just – it was an emotional
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there, it opens it up, and the turtle can escape and go up to the moment. I mean, even me being born here, I guess I put myself
top to breathe and the flap will close behind them. in the emotion of all the people that came by boat, and the first
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Narrator: In the past turtles were often caught in a variety of thing they saw was the statue in a sense welcoming them to a
fishing nets. And while the problem still exists today, U.S. shrimp new, a new world, to freedom.
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fishermen are now required by law to use the new device. Some Peter Wong: Right here at Ellis Island, this is where my family
fishermen who use the device complain that having holes in their became American.
nets can cause them to lose a significant percentage of their catch. My parents emigrated here from Hong Kong in China to be able
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But biologists say the new nets can also work in the fishermen’s to tell their story by using the site as a focus. I just love it. I mean,
favor. there’s just no way around it.
Shanna Lynne Baker: They generally will catch more shrimp
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Raea Hillebrant: Our ancestors came over in 1914 from Lithuania.

through the season because this doesn’t just exclude the When we walked up the steps, it gave you the chills down your
occasional turtle; it excludes anything large in the back of their
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spine, kind of what they went through when they came on the
nets so they can pull their nets for a lot longer before they fill up, boat and came up here.
and they get a higher percentage of actual shrimp that they can
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keep each time. David Luchsinger: During our peak immigration period at Ellis
Island, we would average between 8,000 and 10,000 people a day.
Narrator: Biologists at this facility are putting a lot of hope in the In our biggest visitation, we processed over 12,000 people.
success of the turtle excluder device, but they’ve also developed
other research efforts that have boosted the ridley population, Today, our visitation during the summer is between 18,000 and
like captive breeding. With every healthy turtle, the species is one 22,000 people a day. So we welcome quite a few more people. Of
small step farther from extinction. course, we don’t process these people other than putting them
through security.
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Unit 4: I Am Red Nikhil Jaisinghani: Lighting is the fundamental energy service that
these communities require. By providing them nighttime lighting,
Narrator: I have run these canyons for 6 million years. they’re able to engage in new businesses. There are shops that are
I have traveled from the Rocky Mountains to the deserts, through able to stay open later. There is women’s groups that are able to
scorching heat and freezing cold. make sarees and embroidery for sale in the market. People are even
From the land of the dinosaurs to fields of food. able to prepare their agricultural goods for sale the next day.
I lend my hand to seven states, two countries, nine national parks. Woman: (Foreign language) Light will bring change; work can be
done later at night. Children can study, play, and will feel good.
And 36 million people across an arid west.
Brian Shaad: When you walk into one of our villages at night, the
I am not the strongest or the largest, but I am the hardest working.
first thing you notice is there’s kids studying. It’s better working
People love me. conditions for the women in the household.
My playfulness. Sandeep Pandey: Big impact has come under education.
My beauty. Children are studying more. Another impact is their household
My power. income has been increased because they were spending a lot of
money on the kerosene oil and phone charging.
My life.
Man: (Foreign language) Now that I have light, I can work at night
But I don’t think I can offer any more. and children can study at night!
I’m tired. Brian Shaad: In order to provide services to 30 homes, our
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Tapped. technology is very simple. We rely on two batteries, two panels,
And tied. charge controller, and four distribution lines. That’s very simple.
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Of the hundreds of major rivers in the world, I am one of the few Nikhil Jaisinghani: We don’t require any new land to be
who no longer kisses the sea. allocated for our work. Our model, it takes advantage of existing
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infrastructure which means it’s very low impact on the village and
Battles to harness my soul have been won and lost.
on the agricultural land and the environment. Each one of our
Use me wisely, and I will sustain you.
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microgrids costs us about $1000 to provide service to a typical
Use me like you have, and I will break. off-grid hamlet.
My name … Brian Shaad: Mera Gao Power is currently the lowest cost
… is Red.
c microgrid solution in the world.
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The Grand River Red, the American Nile. Nikhil Jaisinghani: When Mera Gao Power completes the
project under the Terra Watt Prize, we will have connected 3,500
The Canyon Maker. I am the Colorado River.
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households in 140 villages. There will be 17,500 people impacted

And I am the most endangered river in America. in those 3,500 households, receiving quality, dependable, priority
energy services, lighting, and phone charging services each night
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as a result of the work that we do under the Terra Watt Prize.

Unit 5: Light for India’s Villages
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Brian Shaad: My name is Brian Shaad. I’m one of the co-founders

of Mera Gao Power. Unit 6: Designing the Future
Skylar Tibbits: Often people think of this as IKEA, where you build
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Sandeep Pandey: My name is Sandeep Pandey. I’m one of the

co-founders of Mera Gao Power. your own furniture. What we’re talking about is that the furniture
should be able to build itself.
Nikhil Jaisinghani: My name’s Nikhil Jaisinghani. I’m a co-founder
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of Mera Gao Power, which won a $125,000 grant from National We’re trying to remove components and trying to remove
Geographic’s Terra Watt Prize. So our project will help us extend complexity to bring on elegance, all looking at how these
solar-powered microgrids to 140 villages of Laharpur District of products can be smarter, responding to the environment or
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Uttar Pradesh, India. Uttar Pradesh is a state of 200 million people, responding to the user.
just to the east of New Delhi, more than 60% off-grid. In natural systems, there is only one way to put things together.
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Brian Shaad: Over 20 million homes lack energy services. It’s There is no screwdrivers, robot arms, or assembly lines. So self-
assembly is the only way.
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those 20 million homes that Mera Gao Power aims to provide

basic energy services to. One of the scenarios in aviation is single sheets of carbon fiber
Nikhil Jaisinghani: Off-grid households usually rely on kerosene that can morph based on the fluctuation and temperature, or
for lighting at night. And the problem with kerosene is that not moisture, or pressure.
only is it dim and very difficult to do anything with, it’s also very So if you take shoes for example, we each have a different pair of
dirty. It produces a lot of soot. shoes for everything we do. We have running shoes, or dancing
Sandeep Pandey: Negative impact of the kerosene is that there shoes, or tennis shoes. How can a one shoe morph to different
was high fumes, which is not good for their health. So respiratory scenarios and perform better?
diseases they were having. So, and their house was getting black, Most people tend to look at robotics as the future. We look at
and sometimes it happens in the villages that they all are having materials as a future of robotics.
the thatch houses so it could burn after that. So we try to have this really tight collaboration between the
Brian Shaad: Mera Gao Power has a very simple goal: we replace creativity of the human, the active nature of the materials, and the
kerosene. So our systems are installed in rural villages where we precision of the robot. The goal of the lab is to show that every
replace kerosene in households and provide them with clean industry could use these.
solar-powered light.
SAMPLE COPY, NOT FOR DISTRIBUTION VIDEO SCRIPTS 139

Unit 7: Three Seconds Unit 8: Wild Health
Prince Ea: Fun fact: planet Earth is 4.5 billion years old. Mankind? Narrator: Have the sniffles? Feeling under the weather? Have an
About 140,000 years old. Let me put that in perspective. If you ache or a pain? Then generally, our first stop is the drugstore.
condense the Earth’s lifespan into 24 hours, that’s one full day, But this luxury is only allowed to humans.
then we have been here on this planet for – drumroll, please--
three seconds. Three seconds. And look what we’ve done. We have It may not surprise you to learn that the rest of the species that
modestly named ourselves “Homo sapiens,” meaning “wise man.” inhabit the planet come up with some very interesting ways of
self-medication.
But is man really so wise? Smart, yes. And it’s good to be smart but
not too smart for your own good. Yes, we have split the atom. Yes, we Deep in the English countryside, animal behaviorist Cindy Engel
build clever machines that navigate the universe in search of new studies a new form of biology called zoopharmacognosy, or
homes. But at the same time, those atoms we split created nuclear animal self-medication. Cindy’s dedicated the last few years of her
warfare. And our quest to explore the galaxy rejects and neglects the life into compiling all of her research into a new book.
home that we have here now, so no, that cannot be wisdom. Cindy Engel: I often have people asking me whether it’s just
Wisdom is different. While intelligence speaks, wisdom listens. And instinct, and the answer is no. I mean, the ability to seek out a well-
we willingly covered our ears to Mother Nature’s screams and closed balanced diet is incredibly complicated, and they are adjusting it
our eyes to all of her “Help Wanted” signs. Wisdom knows that every moment to moment.
action has an equal and opposite reaction. So if we were wise we Narrator: Engel suggests there may be examples where humans,
would not be shocked when we see storms that are stronger than having studied animals self-medicating, have come across benefits
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ever before. Or more drought, hurricanes and wildfire than ever ourselves in drugs or chemical uses.
before. Because there’s more pollution than ever before. More Cindy Engel: Early medicine was based on observing the
carbon, more trees cut down than ever before at a record pace. behavior of sick animals. It’s relatively recently that we’ve stopped
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We have increased the extinction of animals by 1000 times the looking. Chimpanzees have already shown six or seven new
compounds previously unknown to science, many of which are
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normal rate. What a feat. In the next 10 to 100 years, every beloved
animal character in every children’s book is predicted to go extinct. incredibly important for human medicine.
Lions, gone. Rhinos, gone. Tiger, gorilla, elephant, polar bear, gone.
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Narrator: Engel’s book has received enormous interest in scientific
In three seconds. Species that have been here longer than us will communities across Europe and North America.
be gone because of us in this three seconds. She’s concentrated on three main areas of animal self-medication.
In an existence shorter than a Vine video, we turn the circle of life
into our own personal conveyor belt. Somebody, anybody, help!
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cure contracted ailments.
We were given so much. The only planet in this solar system with Second are preventative measures, whereby animals take positive
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life. I mean, we are one in a million. No, actually, scientifically, we action to protect themselves from illness or parasites.
are one in a billion, trillion, trillion. That’s a one followed by 33
zeros. And I don’t want to get too spiritual, but how are we not a And lastly are avoidance measures, where animals have the
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miracle? We are perfectly positioned to the sun so we don’t burn, knowledge or insight to avoid toxic plants, and select the right
but not too distant so we don’t turn to ice. food to keep themselves on a healthy diet.
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Goldilocks said it best: “We are just right.” This paradise where we Cows, for instance, have certain ways of improving their self-health.
are given medicine from trees, not coincidentally. But because like Cindy Engel: Cattle have got a special type of stomach. They
the song says, “We are family.” Literally, everything, every species is have to ferment the tough fibrous material in the grass. And
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connected genetically from the sunflower to the sunfish. fermentation requires a really very carefully balanced level of
And this is what we must recognize before it’s too late because the acidity, and clay will, being alkaline, will help balance acidity for
the fermentation process.
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real crisis is not global warming, environmental destruction or animal

agriculture. It is us. These problems are symptoms of us, by-products of us. Narrator: And this is not an unconsidered part of the cow’s
Our inner reflection, loss of connection has created this ecology and behavior. Some species will travel long distances just
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misdirection. We have forgotten that everything contributes to to get to the right type of dirt.
the perfection of Mother Nature. Corporations keep us unaware Cindy Engel: Wildebeests, in Africa, are probably the best
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and disconnected, but they have underestimated our strength. example. They will migrate to the volcanic ash floor. It contains
Contrary to popular belief, millions are waking up out of their these essential minerals for lactation.
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sleep. Seeing our home being taken right up under our feet. Narrator: Observing wild animals self medicating is something
We cannot allow our history to be written by the wicked, greedy, that’s very rarely seen, but during Engel’s research, she came
and loony. It is our duty to protect Mother Nature from those across some groundbreaking video footage.
who refuse to see her beauty. Call me crazy, but I believe we Cindy Engel: This snow leopard was being treated for a bladder
should have the right to eat food that’s safe, with ingredients we infection. She lives in San Francisco Zoo, and she had to go on a course
can pronounce. Drink water that is clean. Marvel at trees. Breathe of antibiotics, and antibiotics can cause nausea, and all the while she
air free of toxins. These are natural rights. Not things that can be was suffering from nausea, she was eating grass continuously. And of
bargained for in Congress. See, they want you to feel powerless. course, when the antibiotics stopped, so did the grass eating.
But it has been said that something as small as the flutter of a Narrator: So, in an attempt to combat the effects of this man-
butterfly’s wing can cause a typhoon halfway around the world. made antibiotic, this wild animal has resorted to self-medication
Well, when enough people come together, we too will make by way of a good dose of grass.
waves and wash the world into a new era filled with love and Whether it is buffalo eating mud to combat parasites or primates
connection. Freedom for all without oppression. using plants to eliminate stomach infections, animal self-
But it is up to you. Yes, you, watching this behind this screen to medication, or zoopharmacognosy is an area of biology that’s sure
make the effort. Because time is of the essence. And only together to attract much more attention in years to come.
can we make it to the fourth second.
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Unit 9: How Trajan’s Column Was Built Unit 10: A Tribute to Discomfort
Narrator: In the heart of Rome lies a mystery. Trajan’s Column is Cory Richards: My education came from observing what was
one of the most impressive monuments to survive the fall of the happening around me and observing that richness that comes
Roman Empire. And researchers are still trying to understand how with struggle.
it was actually built. I was always looking for a way to translate what I was seeing
If only we could go back in time, we could watch this amazing feat around me, and photography became my voice in this big, very
of engineering come together. confusing world. And that was … that was the beginning.
The column was dedicated by the Roman Senate in 113 AD to I think adventure is anything that puts us outside our comfort
honor the Emperor Trajan, who had just conquered the Dacians, all zone. In my world, that has always been going into the mountains.
but wiping them from the face of Europe. In 2010, 2011, I went to Pakistan to climb in the Himalayan winter.
The architect was thought to be Apollodorus of Damascus, who We did the first ascent of Gasherbrum II, an 8,000-meter peak in
had already designed Trajan’s forum. the Karakorum Himalaya. And that trip changed my life forever.
At 126 feet tall, the column would require 29 blocks of solid On the descent, we were hit by an avalanche that nearly killed all
marble, each weighing from 25 to 77 tons. three of us. When I realized that I had not died, I turned the camera
on myself and took an image, and that image ended up being put
These were brought from a quarry north of Rome and floated up on the cover of National Geographic.
the Tiber River to the work site.
There was no way of knowing at the time that that image, that
Within each drum was carved windows and a staircase allowing
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was really just my way of dealing with stress, was going to push
access to the top. my life in such a dramatic direction towards telling that larger
A current theory says the drums were rolled into the base of a story of what it means to hurt, and what it means to triumph, and
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lifting tower, a sophisticated scaffolding and pulley system for what it means to be human.
lifting the drums high into the air. I’ve never been comfortable in the place that I’m in. I can’t stop
ar
To grip the drums, slots were carved into the marble for Lewis and sit. It’s a constant engine that just keeps driving me towards
irons, which held the marble form the inside. the things that are unknown to me. It doesn’t matter if I can’t
Le
Then ropes were attached to each Lewis. feel my fingers; it doesn’t matter how my face stings and literally
Providing the power for lifting the drums was a series of capstans feels like it’s getting sandblasted. What matters is that somebody
working in concert, each pushed by perhaps a dozen men as well else can feel that by looking at a picture. I’ve been to all seven
as horses.
c continents.
hi
These were connected to ropes that wound through pulley blocks, I’ve witnessed sunrise over the highest mountains in the world,
up and down the lifting tower. polar bears standing on the last piece of ice on the farthest north
ap
piece of land in the Eurasian continent, and faces—I’ve seen faces

In this way, a marble drum could be raised high above the streets that are just years and years of history all wrapped into one single
below. expression.
gr
To see what’s happening inside the lifting tower, let’s take away The most important tool for connecting with anybody that you’re
one of the outer walls of this model. photographing is being able to make somebody laugh.
eo
A drum is lifted and then lowered onto a trundling platform. Cory Richards: You’re not that much older.
Ropes are disconnected and the drum is moved horizontally. Then Man: Yeah.
lG
new ropes are attached. The platform is removed and the drum is
lowered and secured into place. Cory Richards: No.
Once the drums are set, craftsmen smooth the surface and begin Man: Yeah.
na
work on the 656-foot-long frieze which tells the story of Emperor Cory Richards: Just give them that moment—all of a sudden,
Trajan’s war victory. you have a friend for life. And the whole world opens up.
io
The frieze spirals up the column like a giant comic strip in 155 My job is to communicate a real, raw, visceral experience. And
different scenes and was probably painted with bright colors. No despite the seriousness of all of this, and despite the fact that
at
evidence remains as to what the colors actually were. we are facing massive problems as a human family, we’re still
A bronze statue of Trajan was placed on top. But in 1588, a pope experiencing each other and loving and having a ton of fun. I
N
installed a statue of Saint Peter instead. The statue of Trajan has mean life is fun.
been lost to history. This started as a way for me to communicate what I was
Meanwhile, the pedestal is made out of eight marble blocks and experiencing. And what it’s become is a way for me to
contains the tomb of Trajan. communicate what we are experiencing.
Trajan’s Column has stood for more than 1900 years and was
deeply influential.
Over the centuries, as the city’s landmarks crumbled, the column
has continued to fascinate and inspire.
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Pathways 3 LS Teacher Resources

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Pathways

A man adjusts lamps that form an

Split Edition B/Online Workbook Package 978-1-337-56260-7

Teacher’s Guide 978-1-337-56248-5

Assessment CD-ROM with ExamView® 978-1-337-56271-3

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

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Associate Development Editor: Lisl Bove

Manufacturing Planner: Mary Beth Hennebury

National Geographic Learning, a Cengage Learning Company, has a mission

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

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

Printed in the United States of America

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Unit 7 Inspired to Protect...............................................................................................................................66

Unit 8 Traditional and Modern Medicine ............................................................................................77

Unit 9 Uncovering the Past...........................................................................................................................89

Unit 10 Emotions and Personality ..............................................................................................................99

SAMPLE COPY, NOT FOR DISTRIBUTION iii

Each unit of Pathways Listening, Speaking, and Critical Thinking features:

Teaching Academic Literacy

iv SAMPLE COPY, NOT FOR DISTRIBUTION

illustrate historical facts and current trends. ideas.

Adapted from “Interconnectivity,” National Geographic Maps, 2014

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Teaching Video-Viewing Skills

As they watch the video, students complete activities such as:

• identifying main ideas;

• inferring opinions and attitudes.

• analyzing the sequence of events in the video;

• applying the ideas in the videos to their communities;

vi SAMPLE COPY, NOT FOR DISTRIBUTION

Critical Thinking and Language

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

Preparing for Standardized Tests

to common question types found in these tests.

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

How does the series build vocabulary skills?

How are listening and speaking integrated in the series?

viii SAMPLE COPY, NOT FOR DISTRIBUTION

Each Listening section contains three parts:

Critical Thinking strand?

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x SAMPLE COPY, NOT FOR DISTRIBUTION

Other features include:

Ideas for…PRESENTING THE SKILL

Ideas for…CHECKING COMPREHENSION

Ideas for…MULTI-LEVEL CLASSES

SAMPLE COPY, NOT FOR DISTRIBUTION xi

class. class. as homework and reviewed in as homework and reviewed in

Class 1: Class 1: Class 1: Class 1:

A: Listening (review) A: Listening A: Listening

Lesson Task Lesson Task

Lesson Task A: Speaking (finish) Class 3:

B: Vocabulary (review) B: Vocabulary

B: Vocabulary (review) B: Speaking

xii SAMPLE COPY, NOT FOR DISTRIBUTION

1. Answers will vary.

a science to shopping behavior. The unit may be

• VIDEO The Decoy Effect: This video presents an

For the final task, students draw on what they have

check their understanding of how a timeline organizes

D (page 10) How to Change Pros Cons

C 1.1 Understanding Main Ideas (page 13)

3. What are aspects of time that make it masculine in