Pathways 0 Foundations

FOUNDATIONS
Pathways
FOUNDATIONS
FOUNDATIONS
SECOND
EDITION
Reading, Writing, and Critical Thinking
Pathways, Second Edition is a global, five-level academic English program.

Carefully-guided lessons develop the language skills, critical thinking, and learning
Pathways
SECOND
EDITION
Pathways
strategies required for academic success. Using authentic and relevant content from
National Geographic, including video, charts, and other infographics, Pathways
prepares students to work effectively and confidently in an academic environment.
NEW in Pathways: Reading, Writing, and Critical Thinking

■ Clear student writing models and guided online writing practice
train students to become stronger and more confident writers.
■ Expanded Video section includes an additional reading to
give integrated skills practice.

■ “Vocabulary Extension” activities, covering word forms, collocations,
affixes, phrasal verbs, and more, boost reading and writing fluency.
■ Exam-style tasks prepare students for a range of international exams,
including TOEFL® and IELTS.
For students For instructors

■ Student Book ■ Teacher’s Guide
■ Student Book Split Editions ■ Classroom Presentation Tool
■ Online Workbook ■ Classroom DVD and Audio CD Package
■ Student Website ■ Assessment CD-ROM with ExamView®
■ Teacher Website
NGL.Cengage.com/pathwaysseries
CEFR: A1–A2
LAURIE BLASS
MARI VARGO
Bringing the world to the classroom
and the classroom to life
NGL.Cengage.com/ELT
A PART OF CENGAGE
9781337407755_CVR_hr.indd 1 28/10/17 3:49 pm

Foundations
Pathways
S e co n d
edition
Laurie BLass
Mari Vargo
PW_RW_SBF_07755_FM_i-x_ptg01.indd 1 16/11/17 5:51 pm

Pathways Foundations
Second Edition
Laurie Blass and Mari Vargo
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For permission to use material from this text or product,
submit all requests online at cengage.com/permissions
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National Geographic Learning
international.cengage.com/region
NGL.Cengage.com/ELT
www.cengage.com
Printed in China
Print Number: 01 Print Year: 2018

Contents
Scope and Sequence iv

Introduction to Pathways viii
1 OUR WORLD 1
2 CAREER PATHS 19
3 ADVENTURE 37
4 THE VISUAL AGE 55
5 TAKING A RISK 73
6 SAVING THE WILD 91
7 GREAT INVENTORS 111
8 ALIEN WORLDS 129
Vocabulary Extension 147

Independent Student Handbook 155
Acknowledgments and Credits 162
Index of Exam Skills and Tasks 166

Scope and Sequence Ac Ademic Skill S
Unit Title and Theme Reading Texts and Video Reading
1 Reading 1
The Face of Seven Billion
Focus
Scanning
Predicting, Understanding
OUR WORLD VIDEO
Main Ideas and Details,

page 1 Interpreting Visual Data
Reading 2
A Connected World
Sociology/Anthropology
2 Reading 1
Reaching for the Sky
Focus
Skimming
CAREER PATHS VIDEO Predicting, Understanding
Cave Scientist a Sequence, Understanding
page 19
Reading 2 Details
Life in the Ring
Career Studies
3 Reading 1
Adventures Anywhere
Focus
Understanding Main Ideas of
Paragraphs
ADVENTURE VIDEO
Hooked on Adventure Predicting, Understanding
page 37
Reading 2 Details, Understanding
A Movie-Goer’s Guide to Purpose
Geography
London
4 Reading 1
Sharing Success
Focus
Identifying Examples
THE VISUAL AGE VIDEO Previewing, Understanding
A Million “Likes” the Gist, Understanding
page 55
Reading 2 Main Ideas and Details
Is It Real?
Technology
iv

Critical Thinking Writing Vocabulary Extension
Focus Language for Writing Word Forms

Reflecting What is a sentence? Superlative adjectives
Simple present tense of Be and other verbs Word Web
Synthesizing, Personalizing,
Guessing Meaning from Context Writing Goal Social media words
Describe yourself and your communication
habits.
Focus Language for Writing Word Link

Inferring Using verbs + infinitives Synonyms
Using verb + noun collocations Word Web
Personalizing, Synthesizing,
Guessing Meaning from Context Writing Goal Time words and phrases
Describe your dreams and plans for
the future.
Focus Language for Writing Word Partners

Applying Ideas Using imperative sentences Noun + trip
Using should / shouldn’t Word Web
Synthesizing, Guessing Meaning
from Context Writing Goal Prepositions of place and direction
Write a walking tour of an area you
know well.
Focus Language for Writing Word Partners

Applying Advice Using infinitives of purpose Verb + photo
Using and, but, and or Word Forms
Evaluating, Guessing Meaning
from Context Writing Goal Nouns and verbs with the same
Write about what you use the Internet for. spelling

Scope and Sequence Ac Ademic Skill S
Unit Title and Theme Reading Texts and Video Reading
5 Reading 1
Living on the Edge
Focus
Guessing Meaning from
Context
TAKING A RISK VIDEO
Killer Crocs Predicting, Identifying
page 73 Examples, Understanding
Reading 2
Quotes, Previewing,
Risk-Takers
Psychology Understanding Main Ideas
and Details
6 Reading 1
Sea Turtles Feel the Heat
Focus
Identifying Reasons
Predicting, Understanding
SAVING THE WILD VIDEO
Saving Lemurs Main Ideas and Details
page 91
Reading 2
Animals in the Frame
7 Reading 1
The Father of Engineering
Focus
Understanding Pronoun
Reference
GREAT INVENTORS VIDEO
The Golden Age Predicting, Understanding
page 111 a Process, Completing a
Reading 2
Summary, Understanding
The Mother of Computing
History / Engineering Main Ideas
8 Reading 1
Other Worlds
Focus
Taking Notes
Previewing, Understanding
ALIEN WORLDS VIDEO
Mysterious Waters the Gist, Understanding
page 129 Main Ideas and Details
Reading 2
Hidden Depths
Science / Technology
vi

Critical Thinking Writing Vocabulary Extension

Personalizing Using simple present tense (negative) -ous
Synthesizing, Reflecting, Using adverbs of frequency Word Partners
Guessing Meaning from Context Writing Goal Nouns/Adjectives + size
Write about the risks you take.

Analyzing a Sequence Giving reasons Comparative adjectives
Using present continuous tense Word Partners
Synthesizing, Evaluating,
Guessing Meaning from Context Writing Goal Verbs + about
Describe an animal that is in danger.

Analyzing an Argument Using simple past of Be Changing verbs to nouns with -ing
Using simple past of other verbs Word Link
Evaluating, Synthesizing,
Guessing Meaning from Context Writing Goal Occupation words ending in -er
Explain why we should have a day to or -or
celebrate a particular inventor.

Identifying Speculation Introducing your opinion un-
Using modal verbs to make predictions Word Link
Synthesizing, Analyzing an
Argument, Guessing Meaning Writing Goal -ness
from Context Express your opinion about the future of
space or ocean exploration.
vii

The Pathway to Academic Readiness
Pathways Reading, Writing, and Critical Thinking, Second Edition
A group of people take

NeW
selfies at the Amman
uPDaTeD Citadel, Jordan.
ACADEMIC SKILLS THINK AND DISCUSS
ReaDing identifying examples 1 Do you take a lot of pictures? What do you

gRaMMaR / WRiTing Using infinitives of purpose take pictures of?
Using and, but, and or 2 Do you share pictures online? Which ones?
CRiTiCaL THinKing applying advice
55
real
A
NeW B
appeared
prize
C
direction shadows
missing
guess
Understanding the reading E

B
A
F
believe
fake
dramatic
goes viral UNDERSTANDING THE READING
Several
safe
A .
B .
E
under
66
Developing ReaDing SkillS
READING SkIll 67
Video
Subject pronouns
B . I, he, she, it, you, we, they
Mariana Fuentes is a conservationist protect

who works to protect sea turtles. tragedy
explicit reading skill instruction

he she it they Sir Ben Kingsley as
al-Jazari in the movie
she he it they 1001 Inventions and the
Library of Secrets
he
al-Jazari they machines
A baby sea
turtle hatches A man named al-Jazari was one of the greatest inventors in history. He invented
from its egg. amazing machines. They were both beautiful and useful.
CRITICAl THINkING sequence

A bold
C .
C . he it
A female green sea
turtle, Georgetown, They
Ascension Island
B
BeFoRe vieWing
wild followers uniqueHigher
temperatures A
Critical thinking activities

B
97
ingenio
96
foun
impa
Pages from al-Jazari’s Book

of Knowledge show one of
CritiCal thinking applying

his water-raising machines.
118
D
viii

Video Franz Lanting’s photo
of African elephants
in Botswana has been
“liked” over a million
times on Instagram.
become popular in many countries
selfies. For example, make sure you
uPDaTeD Video
BEFORE VIEWING
A .
B
NeW
63
Reading 1 Vocabulary ExtEnsion unit 1
Word Forms
PREPARING TO READ
adjEctiVE supErlatiVE
A . blue
est fast the fastest
e st large the largest
fall y iest busy the busiest
warm A over in danger most expensive the most expensive
rise falling big the biggest
over effects
cool
B rising temperatures
A
under
safe
cooler
in danger warmer
C
fall
warm
flooded
destroy
Word WEB
B .
under
profile
update
cool follow
feed
trending
rising
An endangered baby B
green sea turtle
C .
94 95 147
Key academic and thematic NeW Vocabulary extension activities

vocabulary
ix

Writing Skills Practice
Pathways WRITING TASK
UNDERSTANDING THE READING
A .
B
Writing
.
because so
because so D . GOAL
because so
L a n g uag e f o r W r i t i n g
EXPLORING WRIT TEN ENGLISH
because so
because so be ing A .
A . because so
C .L a n g uag e f o r W r i t i n g
People around the world are working hard to save endangered animals.
Example: I care about the environment. I ride a bicycle to work. (because)
because
The sea turtle population is getting smaller because people are hunting turtles.
B . Many
I rideanimals aretoinwork
a bicycle danger because
because I caretemperatures around the world are rising.
about the environment.
result reason Baby lemurs are growing and getting healthier in the Duke Lemur Center.
(so)
so
Joel Sartore takes photos of endangered animals, so more people know about them. make
reason result
(because)
so help B . because so
(because) destroy
reason result
C
lose
(so)
melt
creature record issues
(because) work
E D I T I N G P R AC T I C E C . because so
D . E D I T I N G P R AC T I C E
because so be ing
because so be
so ing be UNIT REVIEW
Joel Sartore carefully

photographs a caiman.
A critically endangered
Florida panther
110
106 107
108 109
WRITING TASK
GOAL
because so D .
A .
because so
because Writing
so Goals Language for Writing L a n g uag e f o r W r i t i n g
because so
because so be ing
because so
B . because so
online
t the environment. I ride a bicycle workbook
to work. (because)
work because I care about the environment.
Baby lemurs are growing and getting healthier in the Duke Lemur Center.
(so)
make
(because)
C . because so
help
(because) destroy
UNIT REVIEW
lose
(so)
melt
(because) work
E D I T I N G P R AC T I C E
R AC T I C E
NEW
110
Guided online writing
because so practice be ing
so be
so ing be

Our WOrld
1
A busy street in central

Bangkok, Thailand
academic skiLLs Think and discuss
Reading Scanning 1 How many people do you think are in the

WRiting / gRaMMaR Understanding sentence structure world today?
Using simple present tense 2 Which countries have the most people?
CRitiCal tHinking Reflecting
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expLore The Theme
a Look at the information on these pages and answer the questions.
1.
2.
B use the correct form of the words in blue to complete the sentences.
10
New York-Newark, U.S.A.
18.6 million
7
Mexico City, Mexico
21.2 million
12.3
5
São Paulo, Brazil
21.3 million
world
10.1
cities
13.0
15.3
countries

3 1
Tokyo, Japan
Shanghai, China
24.5 million 38.1 million
6
Beijing, China
21.2 million
2 8
Delhi, India
Osaka, Japan
9 26.5 million
Cairo, Egypt 20.3 million
19.1 million
11.6
12.3
10.4
10.9 15.0
13.1
17.1
13.7 13.1
10.8
14.4
4 18.2
Mumbai, India
13.7 21.4 million
10.2
10.5
12.1
Source: The World’s Cities in 2016, United Nations

Reading 1
preparinG To read
A blue
restaurant
job
hotel
countryside
B blue
large
grows
different
cities
large
countryside
D typical

Holiday travelers pack the
Guangzhou Railway Station
in Guangdong, China.
world
a
city hotel restaurant
country largest
B
ethnic group
5

countryside job
c
growing
e
different
common
Researchers in Beijing created these images of

the typical woman and man in the world today.

undersTandinG The readinG
statistics researchers images
statistic
researcher
image
criTicaL ThinkinG reflect
What do I think about this? How does this relate to my life?
D a

deVeLopinG readinG skiLLs
rEAdING SkIll
key
numbers
number words one, two, three, hundred, thousand, million, billion,
percent
Largest countries by population Largest countries by predicted population

in 2015 in 2030

Video
Spain and Portugal
as viewed from the
International Space Station
Before ViewinG
A
World Population Growth 1800–2040

9
6
Billions of people
0
00
20
40
60
80
00
20
40
60
80
00
20
40
18
18
18
18
18
19
19
19
19
19
20
20
20
Year

C bold
consume
average
adequate
energy
whiLe ViewinG
A
afTer ViewinG
A
10

Reading 2
preparinG To read
A blue
around popular site

however
visit add
news available
but on the other hand
popular sites
news
visit available
11

a
around
B
d adding
visiting
news
popular site
however
e
f
available
estimate
Internet access
12

1 Philippines 4h 17m
2 3h 43m
3 3h 32m
4 3h 32m
5 3h 24m
6 3h 19m
7 3h 16m
8 3h 10m
9 3h 1m
10 2h 55m
Facebook
1
Qzone Tumblr
2
Instagram
3 4
5
Twitter 6
Baidu Tieba 7
Sina Weibo
8 Pinterest 9 YY 10 LinkedIn
1 2 3 4 5
6 7 8 9 10
13

regularly active survey
14

Writing
expLorinG wriT Ten enGLish
l A N G uAG E f O r W r I t I N G
sentence
capital letter
punctuation
fragment
Created a picture of the typical man and woman.

The 28-year-old age group the largest.
A young woman checks her

cell phone at the Waterfront
Promenade in Hong Kong.
15

B
s subject V verb
E
be
l A N G uAG E f O r W r I t I N G Be
be am, is are
am ’m
is ’s
are ’re
be
I am a student. I like Pinterest. It’s fun. The books are on the desk.
16

F
l A N G uAG E f O r W r I t I N G
be I, you, we they
-s he, she it
I like Pinterest. She likes Pinterest. We like Pinterest.
I use Twitter. Mark ( He) uses Twitter. Kim and Leo ( They) use Twitter.
y y ies
I study at night. Kay studies in the morning. They study after lunch.
-s he,
she it
She does her homework on a tablet.
Alex goes to school at 9:00 a.m.
Tomas has a laptop, a tablet, and a smartphone.
like live speak study use
17

wriTinG Task
GoaL
about yourself:
about your communication habits:
B
be
Example: I live in Tokyo, Japan.
uniT reView
18

CAREER PATHS
2
Astronaut Samantha
Cristoforetti takes photos
from the International
Space Station.
ACADemIC SKILLS THINK AND DISCUSS
ReadIng Skimming 1 What was your dream job when you were
WRItIng / gRammaR Using verbs + infinitives a child?
Using verb + noun collocations 2 What is your dream job now? Is it different?
CRItICal thInkIng Inferring
19

expLore THe THeme
A Look at the information on these pages and answer the
questions.
1.
2.
3.
Canada
B B match the correct form of the words in blue to their
definitions.
United
States
Brazil
dream
interested in
Top dream jobs in the U.S.

Women Men
achieved
1 1
2 2
3 3
4 4
5 5
20

Sweden
France
Germany
United Arab
Emirates
India
Hong
Kong,
China
Singapore
Indonesia
South
Africa
Australia
New
Zealand
Number one dream job (women and men)
21

Reading 1
prepArING To reAD
A blue
plan
smart
expensive
company practice
begin
earn
earn
companies
smart
A Korean Air passenger

plane lands in the Czech
Republic.
22

DeVeLopING reADING SKILLS
READING SkIll
pictures and captions
The title
Subheadings
The first and last sentences of paragraphs
Reaching for the sky
E D
23

A
achieve
A PASSION FOR FLYING
B interested in
smart
24

expensive companies
C e
practiced
earned
CIRCLING THE WORLD began

dream
F
D
planned
SHARING THE DREAM
Barrington Irving and

his plane, Inspiration G
solo
Customers
cockpit
25

UNDerSTANDING THe reADING
B
3
parts cheering pursue
CrITICAL THINKING Inferring
26

Video
Geologist Gina Moseley

inside a cave in
Greenland
BeFore VIeWING
A
B bold
challenging
remote
climate change valuable
27

C
Five facts about Greenland
WHILe VIeWING
A
AFTer VIeWING
A
28

Reading 2
prepArING To reAD
A blue
idea possible
together
show
soon travels
perhaps
return
A circus performer
from Cirque du Soleil
show
return
29

A .
travel
together
F
perhaps
return
G
idea
C
H
possible
documentary
Soon ringmaster
journalist
D
e
show
Emily Ainsworth (right)

with a circus performer
in Mexico
30

A pair of Chilean trapeze artists
performs in Circo Atayde, a
traveling Mexican circus.
31

UNDerSTANDING THe reADING
B
A
Supporting Idea paragraph
abroad performed came alive
32

Writing
expLorING WrIT TeN eNGLISH
l A N G uAG E f o R W R I T I N G
to
plans to return
hopes to save
want to visit
need to get
plan, hope, want need
s ing
to
33

B wants hopes plans needs
Example: A: Do you want to learn a new language?

B: Yes, I do.
A: Which language?
B: French.
Example: Paul wants to learn French.
E D i t i n g P r AC t i C E
s ing
to.
34

verbs nouns
go to college / to university
take a class / a vacation
finish school / college
start a new job / a family
learn a language / the piano
study math / French
D
go
take
finish
start
learn
study
35

WrITING TASK
GoAL
Step 1
Step 2
B
plan want hope
need
Example:
I hope to travel around the world after I finish college.
I plan to get a part-time job because I need to save a lot of money.
C plan want hope need
UNIT reVIeW
take
finish
36

ADVENTURE
3
A hiker watches the aurora

borealis in Alberta, Canada.
AcAdemic SKiLLS ThinK And diScuSS
READING Understanding main ideas 1 Which place in the world do you most want to visit?
of paragraphs 2 What do you want to do there?
WRITING / GRAMMAR Using imperative sentences
Using should / shouldn’t
CRITICAL THINKING Applying ideas
37

expLore The Theme
questions.
1.
2.
B match the words in blue to their definitions.
38 uniT 3

adventure choose
trip
1 6
2 7
3 8
4 9
5 10
Iceland’s Blue Lagoon is naturally heated to

around 37–40°C. Iceland has become very popular
with tourists in recent years. In 2003, there were
around 300,000 foreign visitors to Iceland. By 2016,
however, this number was around 1.8 million.
39

Reading 1
prepArinG To reAd
A blue
hiking
low-cost
map
across
Anywhere
climb
important
hiking
low-cost
C adventure
40 uniT 3

Alastair Humphreys
sleeps on a hill during
a microadventure.
A
across
adventures
low-cost
anywhere hiking
B
trip
important
climb
c
choose map
41

“Inyoulifedo,it just
doesn’t matter what
that you do
something.
” Alastair Humphreys
Alastair Humphreys
relaxes during
a microadventure in
the U.K.
42 uniT 3

underSTAndinG The reAdinG
A 
B 
rowed random accepted
follows / doesn’t follow

boat / car
agree / don’t agree
criTicAL ThinKinG Applying
43

deveLopinG reAdinG SKiLLS
READING SkIll
44 uniT 3

Video
Alastair Humphreys
BeFore vieWinG
A
B bold
comfortable
excuse
memorable
hooked on
45

C
WhiLe vieWinG
A 
AFTer vieWinG
A
46 uniT 3

Reading 2
prepArinG To reAd
A blue
tour
locations
check out museum

amazing
crowds
nearby
capital
tour
amazing
museum
D c
47

Joh
Lew
Bond
Street
A
capital tour
locations
M AY FA I R
1 the London Film Museum
museum
B
check out amazing
2 J Sheekey
C
Nearby 3 Leicester Square

Guards march outside
D
Buckingham Palace.
Harry Potter and the Half-Blood Prince

crowds
G
4 Leicester Square Gardens Hyde Park
Corner
E
Macbeth
Buck ingham
Palace G arde
5 the National Gallery
F
Skyfall
Thor: The Dark

World
G
6 Buckingham Palace BELGRAVI
The BFG
The King’s Speech
setting
premiere
48 uniT 3

Actors attend a premiere of the
movie Arrival in Leicester Square. rn
l bo
h Ho
Oxford Hig
John Circus
Lewis COVENT
GARDEN
Royal
RE
Covent Opera
SOHO
GE
Garden House
NT
1
ST
t
ee Covent
Str
R
London
EE
Charing
K in Garden
T
New Row Market Film

Leicester Museum
Square 3 2 J Sheekey
M AY FA I R
C ro s s
Piccadilly 4
Circus Leicester
Rd
Royal Academy Square National
of Arts Gardens 5 Gallery
Victoria
Fortnum Embankment
& Mason
Charing Gardens
Green Park Cross
ST JAMES’S
Green al l
eM
Park Th
S t . J a m e s ’s
Buck ingham Park
Palace G ardens Westminster
6
Buckingham
Palace
St. James’s Park Westminster Houses of

Abbey
St Thomas’
Parliament
Hospital
WESTMINSTER Thames
Train station river
BELGRAVIA Underground station
Lambeth
Victoria 0 250 m 500 m Palace
Gardens
49

Skyfall
The BFG
Thor: The Dark World
The King’s Speech
Harry Potter and the Half-Blood Prince
D 
The Mall, leading to

Buckingham Palace
50 uniT 3

Writing
expLorinG WriT Ten enGLiSh
l A N G UAG E f o R W R I T I N G Should
Climb a hill that you can see from your town.

Take a friend on their first microadventure.
Walk down King Street to New Row.
don’t
Don’t take the subway to the museum. It's quicker if you take a bus.
should
should
In San Francisco, you should walk across the Golden Gate Bridge.
You should take a walking tour of Chicago.
not should
You should not (shouldn’t) go on a bus tour. It’s too expensive.
San Francisco’s
Golden Gate Bridge
51

B
C
should
try to learn
travel
carry
study
use
feed
visit
The Trevi Fountain,

Rome
52 uniT 3

D
should / shouldn’t
Example: If you visit London, you should use the bus to get around.
Giving directions
turn left / right (onto George Road) go straight cross (the street)
go past (the supermarket) walk down / along (George Road)
53

WriTinG TASK
GoAL
B
should
Start at
Next
Then
C should
UNIT REVIEW

54 uniT 3

The Visual age
4
A group of people take

selfies at the Amman
Citadel, Jordan.
ReaDing identifying examples 1 Do you take a lot of pictures? What do you

gRaMMaR / WRiTing Using infinitives of purpose take pictures of?
Using and, but, and or 2 Do you share pictures online? Which ones?
CRiTiCaL THinKing applying advice
55

EXPLORE THE THEME
A Look at the information on these pages and answer the questions.
1.
2.
B Match the correct form of the words in blue to their definitions.
photos
users post
Number of
photos taken
each year
1826 1861 1888
first permanent first color first
photograph photograph mass-produced
camera
1826 1850 1861 1888 1900

0
56

Billions of photos
2015 1.2 trillion 1,200
1.1 trillion
1 trillion
2010
Instagram 1 trillion 1,000
810 bn 800
2007
first
iPhone
660 bn
600
2004
Facebook
400
2000
first camera
phones
200
1925 1994
first compact first 380 bn
cameras digital camera 2011
4 bn
1930 1950 1960 1970 1980 1990 2000 2011 2017

0
1 bn 3 bn 10 bn 25 bn 57 bn 86 bn
57

Reading 1
PREPARINg TO READ
a blue
join
hobby
communicate
opinion
click on
contact
find out
B .
hobbies
joined
communicate
58

Photos like this, of a surfer in
California, have helped Chris Burkard
gain a huge following on Instagram.
hobby
photos
A
B join posting
C
users
59

Be yourself. Be different.
Get connected.
click on
Choose hashtags carefully. find out
Contact other people.
Communicate with your followers.
opinions
community
Burkard took this photo in

the Aleutian Islands, Alaska.
60

UNDERSTANDINg THE READINg
B .
C .
wild followers unique
CRITICAL THINKINg Applying
61

DEvELOPINg READINg SKILLS
READING SkIll
Social media sites like Facebook and Twitter have become popular in many countries
There are several things you can do to take better selfies. For example, make sure you
are facing the light.
For example
a .
B .
C .
62

Video Franz Lanting’s photo
of African elephants
in Botswana has been
“liked” over a million
times on Instagram.
BEFORE vIEWINg
a .
63

C bold
endangered species
dawn
cubs
WHILE vIEWINg
a
AFTER vIEWINg
a
64

Reading 2
PREPARINg TO READ
a blue
direction
prize
shadow
appear
believe
guess
missing
real
appeared
real
believe guess
65

real
A
appeared
B
prize
C
direction shadows
missing
guess
F
believe
fake
dramatic
goes viral
Several
66

A
67

UNDERSTANDINg THE READINg
B T F
T F
T F
T F
T F
T F
68

Writing
EXPLORINg WRIT TEN ENgLISH
l a n g uag e F o r W r i T i n g
to to send, to share, to
communicate to find out
why for what reason
I spend time on social media to see what my friends are doing and to find out what is
happening in the world.
I post photos of food to show people what I’m eating.
To chat with my friends, I use WhatsApp.
C B
69

D
l a n g uag e F o r W r i T i n g and but or
and but or
and and
I use Facebook and Twitter to share information.

I use Facebook, Twitter, Instagram, and Snapchat to share photos.
I post on Instagram once a day, and I post on Imgur once a week.
Or or
Do you prefer to post photos on Facebook or Instagram?

Right after I wake up, I usually log on to Facebook, Twitter, or Instagram.
I can email the photo to you, or I can post it on Instagram.
But but
I like Facebook, but I don’t like Twitter.

I never post on Facebook, but I post a lot on Instagram.
70

F
but or
and but
or but and but
and or
but and
but or
but or
but or
71

WRITINg TASK
gOAL
a .
B
and but or
Example: I use WhatsApp to talk to my hockey team and to share pictures of our games.
C and but
or
UNIT REvIEW
72

TAKING A RISK
5
Two men take a break during a 19-day

climb in Yosemite National Park.
AcAdemic SkillS Think And diScuSS
READING Guessing meaning from context 1 “Taking a risk” means doing something dangerous
WRITING / GRAMMAR Using simple present tense (negative) or uncertain. What risks do you sometimes take?
Using adverbs of frequency 2 What kinds of people take a lot of risks in their lives?
CRITICAL THINKING Personalizing
73

explore The Theme
A look at the information on these pages and answer the questions.
1.
2.
B use the correct form of the words in blue to complete the definitions.
dangerous
enjoys
brain
74 uniT 5

Skydivers make a star
formation above the clouds
in Boituva, Brazil.
75

Reading 1
prepArinG To reAd
A blue
activity
businesses
pleasant
situations afraid succeeding
goal
goal
afraid
activities
76 uniT 5

A ski jumper flies through the
air during a tournament in
Innsbruck, Austria.
A
dangerous enjoy activities
Thrill seekers
B brain
pleasant
Goal-Driven risk-Takers
goal
c
conservationist
77

Professional risk-Takers
situations
afraid succeed
everyDay risk-Takers
business
athlete
in control
Trading on the stock market is a

financial risk that many people take.
78 uniT 5

criTicAl ThinkinG personalize
79

deVelopinG reAdinG SkillS
READING SKIll
Others climb huge rocks or photograph dangerous animals.
huge
create thrill extreme

expedition social financial
excelled acrobatic
heights
overcoming
excel
acrobatic
height
overcome
80 uniT 5

Video
Wildlife expert Brady Barr
often works with dangerous
animals like crocodiles.
BeFore VieWinG
A
B bold
snares
aggressive
rangers
rip
rescue
81

C
Nile crocodiles:
– can be about as long as humans lying end to end
– can weigh around times more than an average human male
– can eat about kg of food in one meal
While VieWinG
A
AFTer VieWinG
A
82 uniT 5

Reading 2
prepArinG To reAd
A blue
strong
surprisingly size
without
close
difficulty
follow
trouble
strong
close
size
83

A
Ashima Shiraishi bouldering

in Texas, U.S.A.
Teenage Rock climbeR

ashima shiraishi
B
without
strong
difficulty
c
84 uniT 5

UndeRwaTeR PhoTogRaPheR
Brian skerry
e
close
size
F
surprisingly
follow
G
trouble
Brian Skerry’s dive

partner appears tiny
next to a right whale.
85

Brian Skerry Ashima Shiraishi
awareness equipment participants
86 uniT 5

Writing
explorinG WriT Ten enGliSh
be not be
I’m a skydiver. I am not a skier. / I’m not a skier.
Daron Rahlves is a skier. He is not a skydiver. / He’s not a skydiver.
Skiing and skydiving are risky activities. Walking and dancing are not risky activities. /
Walking and dancing aren’t risky activities.
do not
I always travel with other people. I do not (or don’t) like to travel alone.
Daron Rahlves does not (or doesn’t) feel afraid in dangerous situations.
Barr and Skerry take professional risks. They do not (or don’t) have easy jobs.
Example: Risk-takers don’t like not like to be bored.
not enjoy
not be
not use
not be
not have
not agree
not be
not want
Skier Daron Rahlves competing

in the Alpine Skiing World Cup
87

B
Example: Barr avoids dangerous animals.
Barr doesn’t avoid dangerous animals.
Example: I don’t take the subway to school every day. I sometimes walk.
E D i t i n g P r AC t i C E
be I am not; he she it is not; we you they are not

do I you we they do not; he she it does not
do not I don’t like dangerous
activities
88 uniT 5

D
0% 100%
never hardly ever occasionally often usually always
rarely sometimes almost always
be be
I’m never late to class. I always do my homework on time.

She’s usually careful with money. She rarely buys stocks.
My children aren’t always careful. They sometimes do dangerous activities.
occasionally
v
Example: Teenagers drive too fast. occasionally
never
almost always
often
sometimes
rarely
hardly ever
Example: A: Do you ever travel alone?

B: No, I never travel alone. I never travel alone.
89

WriTinG TASk
GoAl
Unit rEViEW
90 uniT 5

SAVING
THE WILD 6
An endangered sifaka—
a type of lemur
academic skiLLs Think and discuss
Reading identifying reasons 1 Which of the world’s animals are

WRiting / gRaMMaR giving reasons disappearing? Why are they disappearing?
Using present continuous tense 2 What can people do to help save animals in
danger?
CRitiCal thinking analyzing a sequence
91

expLore The Theme
A read the information below and answer the questions.
1.
2.
3.
B use the correct form of the words in blue to complete the definitions.
in danger
effect
temperatures Vulnerable endangered
critically endangered
species
extinct
VuLneraBLe endanGered criTicaLLY endanGered

Blue crowned pigeons chimpanzees
blue-throated macaws
92

Giant pandas are a small success story for
conservation. In 2016, their status on the
IUCN Red List changed from Endangered to
Vulnerable.
93

Reading 1
preparinG To read
A . blue
fall
warm
rise
over
cool
under
safe
in danger
fall
warm
B .
under
cool
rising
C .
94

a over in danger
falling
effects
B rising temperatures
cooler
warmer
c
flooded
destroy
An endangered baby
green sea turtle
95

safe
under
e
Mariana Fuentes is a conservationist protect

who works to protect sea turtles. tragedy
A female green sea

turtle, Georgetown,
Ascension Island
96

A .
B .
A baby sea
turtle hatches
from its egg.
criTicaL ThinkinG sequence
C .
higher
temperatures
97

deVeLopinG readinG skiLLs
READING SkILL
because of since
The number of chimpanzees is falling because their habitats are disappearing.
result reason
Because of human activity, many animal habitats are disappearing.
reason result
Since people are using more land for farming, many animals are losing their food
sources.
reason result
So
Climate change is melting Arctic ice, so the polar bears’ habitat is disappearing.
reason result
A .
B .
98

Video
A lemur at the Duke
Lemur Center, U.S.A.
BeFore VieWinG
A .
B .
99

C .
gain weight
take care of
relatives
make sure
WhiLe VieWinG
A .
B .
A mouse lemur at the

Duke Lemur Center
aFTer VieWinG
A .
B .
100

Reading 2
preparinG To read
A . blue
nature shocked
disappear
latest unfortunately
Fortunately
care about save
B .
care about
disappeared
C .
101

Nature save
a
disappear
latest
Q How did you become interested in saving endangered

species?
A
shocked
Q How does photography help to save endangered

species?
A
care about
Martha, believed to
be the last passenger
pigeon, died in
1914. Only 100 years
earlier, these birds
run out were found in large
publish numbers throughout
North America.
102

A bison poses for a Photo Ark
photo. Sartore uses either
white or black backgrounds
for his photos.
103

Malayan tiger
Madagascan fish eagle
104

Lemur leaf frog
Chimpanzee
105

A .
B .
creature record issues
D .
106

Writing
EXPLORING WRIT TEN ENGLISH
A .
because
Many animals are in danger because temperatures around the world are rising.
result reason
so
Joel Sartore takes photos of endangered animals, so more people know about them.
reason result
so
reason result
Joel Sartore carefully

photographs a caiman.
107

B . because so
because so
because so
because so
because so
because so
C .
Example: I care about the environment. I ride a bicycle to work. (because)
I ride a bicycle to work because I care about the environment.
(so)
(because)
(because)
(so)
(because)
because so
because so
so
108

D .
be ing
Baby lemurs are growing and getting healthier in the Duke Lemur Center.
make
help
destroy
lose
melt
work
be ing
be
ing be
Florida panther
109

WriTinG Task
GoaL
A .
B . because so
C . because so
UNIT REVIEW
110

GREAT
INVENTORS 7
Actor Sir Ben Kingsley plays
inventor al-Jazari in the
movie 1001 Inventions and
the Library of Secrets.
AcAdemic SKiLLS ThinK And diScuSS
READING Understanding pronoun reference 1 Make a list of items and devices that you
WRITING / GRAMMAR Using simple past tense of be use every day.
Using simple past tense of other verbs 2 Do you know who invented any of the
CRITICAL THINKING Analyzing an argument things on your list?
111

expLore The Theme
questions.
1.
2.
3.
4.
B use the correct form of the words in yellow to complete the A helicopter crew rescues a
definitions. pilot floating in a life raft.
invented
112

Helicopter
machine described
Baopuzi
Signal Flare
Life Raft
113

Reading 1
prepArinG To reAd
A blue
engine
drawing
history
model
engineer
floats will won’t
sinks will won’t
float
sink
engine
history
114

An artist’s impression
of engineer al-Jazari
machines
invented
drawings
A model
engines
D
engineer
history. E
C
describes
base historian
dragon pump
115

Phoenix
How Does the Elephant Clock Work?

3
floats
1 sinks
F 2
Falcon
G 4
3
Dragon
4
H 5
5
6
I 7
2
cycle
Pen
6
7
Vase
In his elephant clock, al-Jazari used

ideas from Egypt, China, Greece, and 1
India. The clock was therefore also a
celebration of different cultures.
116

UNDERSTANDING THE READING
B C
CRITICAL THINKING Analyzing

What is the writer’s
opinion? What evidence does the writer give to support this opinion?
A full-size working
model of the elephant
clock in Ibn Battuta Mall,
Dubai
117

deVeLopinG reAdinG SKiLLS
READING SkIll
Subject pronouns
I, he, she, it, you, we, they
he she it they
she he it they
he
al-Jazari they machines
A man named al-Jazari was one of the greatest inventors in history. He invented
amazing machines. They were both beautiful and useful.
A bold
he it
They
Pages from al-Jazari’s Book

of Knowledge show one of
his water-raising machines.
118

Video
Sir Ben Kingsley as

al-Jazari in the movie
1001 Inventions and the
Library of Secrets
BeFore VieWinG
A Golden Age
ingenious
foundations
impact
civilization
119

C
WhiLe VieWinG
AFTer VieWinG
B A
120

Reading 2
prepArinG To reAd
A blue
grew up
huge discussing
aim
programs brilliant
reason celebrated
Bill Gates
celebrate
reasons
brilliant
121

A
celebrate
B huge
grew up
C
brilliant
discussing
D
program
reason
F
aim
mathematician
calculation
minority
role model
122

A model of Charles
Babbage’s Analytical
Engine
A painting of Ada Lovelace in

Whitechapel Art Gallery, London
123

124

Writing
expLorinG WriT Ten enGLiSh
l A N G uAG E f O R W R I T I N G
Ada Lovelace lived in London, England.

-ed
ed
-d -e
d d
-y, -y -ied:
ied ied ied
-ed.
ped led bed
did not (didn’t)
She didn’t invent the Analytical Engine.
Base Form Simple past Form Base Form Simple past Form
125

B
invent
help
go
die
have
need
can create
become
find
mix
A portrait of Ada Lovelace,

by Alfred Edward Chalon
126

D
be
l A N G uAG E f O R W R I T I N G Be
be
be
Ada Lovelace was a mathematician.

She was talented.
Lovelace and Babbage were in London when they met.
be was was not were were not

wasn’t weren’t
Ada Lovelace was not a university professor.

There were not many female mathematicians in Lovelace’s time.
E be
127

WRITING TaSK
Goal
Main idea I think we should celebrate
UNIT REVIEW
128

ALIEN WORLDS
8
A spotted porcupinefish
swims along the ocean floor.
ReaDing Taking notes 1 Which do you think is more interesting—the

WRiTing / gRaMMaR introducing your opinion ocean or space? Why?
Using modal verbs to make predictions 2 Do you think it’s more useful to explore the
ocean or space? Why?
CRiTiCaL THinKing identifying speculation
129

ExpLorE THE THEME
A Look at the information on these pages and answer
the questions.
1.
2.
3.
B Use the correct form of the words in blue to complete the

sentences.
stars
single
planets
130

The bright core, or center, of the Milky Way contains
hundreds of thousands of massive stars.
WE ARE HERE
Viewed from Earth, the Milky Way is a band of cloudy light

that stretches across the sky. The name “Milky Way” comes
from its light, “milky” appearance.
The Lagoon Nebula is a cloud of gas and dust that is almost

600 trillion (600,000,000,000,000) miles wide (over 960
trillion kilometers).
131

Reading 1
prEpArINg To rEAD
A blue
distance nearest
suitable
life
reach
discovered
excited
B .
planet
nearer
suitable life
The Solar System

Jupiter Saturn
Mercury Earth Uranus Neptune
Venus Mars Pluto

132

An artist’s idea of
the surface of an
exoplanet in the
Trappist-1 star system
A stars planets
discover
B
C distance suitable
life
excited
D single
feature
133

In the future, a starship like this
might carry thousands of people
to a new home planet.
nearest
E
F reach
light-year
decade
interstellar
134

UNDErSTANDINg THE rEADINg
A
B .
C .
The Trappist-1 star and its seven exoplanets
- The system contains seven exoplanets that are a similar size to

- The planets are very to the star, but Trappist-1 is very
compared to other stars.
- The planets may have and therefore possibly life.
CrITICAL THINKINg Speculation
135

DEvELopINg rEADINg SKILLS
READING SkILLS
Outline
Main Idea
Detail
Detail
Main Idea
Detail
Detail
A .
p. 133 para B
Main Idea: astronomers use new to find exoplanets
Detail: so far, found more than
Detail: some may be like
p. 134 para E
Main Idea: main problem with traveling to an exoplanet is
Detail: nearest star system is away
Detail: traveling there would take years
B .
Main Idea:
Detail:
Detail:
136

Video
Divers explore Diepolder

Cave—one of Florida’s
many underwater caves.
BEForE vIEWINg
A .
B bold
bounces
current
labyrinth
three-dimensional
137

C
WHILE vIEWINg
A
Diving can be very Around divers have died in

Florida’s caves since 1960
Boyd Matson makes a mistake: kicks up a lot of and can’t see. Uses
a to get out.
Divers use a machine to sound waves off the
Deep in the cave, the is very strong. But in the end, the divers
return safely to the surface. The dive is successful.
AFTEr vIEWINg
A
138

Reading 2
prEpArINg To rEAD
A blue
mystery
covers
vehicle deep
variety
illness
complete
beginning
deep
vehicles
illnesses
139

A
mystery
cover
MOuntains in the sea
C vehicle
variety
illnesses
DOwn in the Depths
deepest
E
complete
beginning Some strange creatures live in the

deepest parts of the oceans, such as the
mermaid
frilled shark (top), viperfish (middle),
Oceanography and giant spider crab (bottom).
sample
tsunami
frontier
140

The underwater vehicle DeepSee
explores a seamount in Las Gemelas.
141

UNDErSTANDINg THE rEADINg
(Paras A and B) Oceans 5 mystery

cover of Earth
expl’d
we know more about
(Paras C and D) New tech. → explore more

vehicle called
went to near
(Paras E and F) Deepest place in ocean 5

2012: explored alone
he took and collected
deep-sea exploration helps us understand how
also learn about how cause
142

Writing
Exploring Writ tEn English
think believe
I think we can reach Mars someday.
I don’t think we can ever reach Mars.
I believe we can learn a lot by studying space.
I don’t believe we can learn much by studying space.
in my opinion in my
opinion
In my opinion, humans will need to move to another planet one day.
In my opinion, humans won’t be able to live on Earth forever.
think / don’t think
believe / don’t believe
In my opinion, / In my opinion, . . . not

be
have
NASA’s Curiosity rover captured this

image from the surface of Mars.
143

B
Example: Space exploration can help us learn about our own planet.
I believe space exploration can help us learn about our own planet.
will may might
Any mission to Mars will be very expensive.

Underwater exploration may help us understand how life began.
Traveling to another world might be possible in the future.
not
There might not be a mission to Mars before 2050.
144

D
will might
will may
will might
will may
will might
E D i t i n g P R AC t i C E
may, might, will,
will may might
Radio telescopes in Chile

observe the night sky.
145

WrITINg TASK
goAL
A .
B What should governments spend more money on—

space exploration or ocean exploration? will might may
C .
UNIT rEvIEW
146

Vocabulary ExtEnsion unit 1
Word Forms
adjEctiVE supErlatiVE
est fast the fastest

e st large the largest
y iest busy the busiest
most expensive the most expensive
big the biggest
Word WEB
profile
update
follow
feed
trending
147
PW_RW_SBF_07755_EM_147-166_ptg01.indd 147 16/11/17 5:32 pm

Word Link
large
big
B A
Word WEB
Soon:
Later:
Someday:
This weekend
Next year
In five/ten years time
148

W o r d Pa r t n E r s trip
business trip
trip
business trip:
road trip:
fishing trip:
field trip:
Word WEB
The library is near the town hall.

I parked my car between two buses.
They sat opposite each other at dinner.
He walked across the road.

I flew over India on my way to Europe.
You need to drive through a long tunnel to get there.
through over
between through
near across
opposite between
opposite through
149

W o r d Pa r t n E r s + photo
photos
edit a photo
download a photo
upload a photo
share a photo
print a photo
printed took uploaded took
print download
share edit
downloaded printed
Word Forms
guess
guess
VErb
Can you guess which photo is fake?

noun
guess
B n V
150

W o r d L i n k -ous
ous ous
poisonous
-ous poison—poisonous
e e ous fame—famous
y y i ous mystery—mysterious
adventure danger fame mountain vary
W o r d Pa r t n E r s size
size
average size class size shoe size
actual size right size wrong size
151

Word Forms
A car is bigger than a bicycle.
er
er e r
cool—cooler big—bigger nice—nicer
y y i er.
busy—busier
more
expensive more expensive
A than
W o r d Pa r t n E r s about
about
Let’s talk about the problems you are having at school.
I worry about global warming. I think it’s a big problem.
I often think about my grandma. I remember how kind she was.
We often laugh about all the silly things we did as kids.
For my next essay, I will write about endangered animals.
I care about what happens to the blue-throated macaw.
laugh worry
National Geographic Magazine wrote thought
talked cared
write care
laugh care
152

Word Forms ing
ing ing
a drawing draw
A a an
build end meet paint record
Mona Lisa
Word Link -er -or
er or
author
B a an
engineer explorer inventor photographer teacher
153

W o r d L i n k un-
un un
unsuitable suitable
A
certain uncertain
surprising unsurprising
8 suitable unsuitable
likely unlikely
pleasant unpleasant
W o r d L i n k -ness
ness ness
illness
y y i ness happy happiness
dark fit happy ill kind sad
154

Independent Student Handbook
tips For rEadinG FluEntly
■ bold italics
tips For rEadinG critically
■ analyzing:
■ applying:
■ Evaluating:
■ inferring:
■ synthesizing:
■ reflecting:
tips For notE taKinG
155

TIPS FOR LEARNING VOCABULARY
Word Partners
keep an eye on someone
the action of running,

e.g., I usually go for a
run in the morning.
1. to move quickly on 2. to be in charge of,

foot, e.g., He ran to e.g., run a business
school because he
was late.
dash sprint
race
156

tips For EditinG
capitalization
■ I
■ a, an, the, and
to, for, of, from, at, in, on
Hooked on Adventure
punctuation
■
■ She speaks German, English, and Spanish.

■ In my opinion, people will live on Mars in fifty years
■
Skydiving looks like fun, but it’s too risky for me

■ Brian Skerry’s job is sometimes dangerous.
■ As Cameron
says, “This is the beginning of opening up a new frontier.”
EditinG chEcKlist
unit
1 2 3 4 5 6 7 8
15 7

unit 1
language for Writing: Be
Be Other verbs
am
(’m) play
go
are
have
(’re)
plays
is
goes
(’s)
has
unit 5
language for Writing:
Be Other verbs
am not
(’m not)
do not
are not (don’t)
(aren’t / ’re
not) like
is not
does not
(isn’t / ’s
(doesn’t)
not)
unit 5
Be Other verbs
always
always
usually usually
often often
sometimes sometimes
hardly ever hardly ever
never
never
158

unit 6
Affirmative Negative
am am not
(’m) (’m not)
are not
are
(aren’t /
(’re) listening. listening.
’re not)
is not
is
(isn’t /
(’s)
’s not)
unit 7
language for Writing: Be
Be Other verbs
was played
went
was not had
(wasn’t)
were
have
didn’t play
were not go
(weren’t)
unit 8
Affirmative Negative
will not be
will (’ll)
be (won’t) arrive
might
arrive might not
may
may not
note: will might may

159

Vocabulary indEx
Word unit cEFr level Word unit cEFr level
160

Word unit cEFr level Word unit cEFr level
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acKnoWlEdGmEnts
The Authors and Publisher would like to acknowledge the teachers around the world who participated in the development of the second
edition of Pathways.
A special thanks to our Advisory Board for their valuable input during the development of this series.
adVisory board
mahmoud al hosni, Modern College of Business and Science, Oman; safaa al-salim, Kuwait University; laila al-Qadhi, Kuwait University;
julie bird, RMIT University Vietnam; Elizabeth bowles, Virginia Tech Language and Culture Institute, Blacksburg, VA; rachel bricker,
Arizona State University, Tempe, AZ; james broadbridge, J.F. Oberlin University, Tokyo; marina broeder, Mission College, Santa Clara, CA;
shawn campbell, Hangzhou High School; trevor carty, James Cook University, Singapore; jindarat de Vleeschauwer, Chiang Mai
University; Wai-si El hassan, Prince Mohammad Bin Fahd University, Saudi Arabia; jennifer Farnell, University of Bridgeport, Bridgeport,
CT; rasha Gazzaz, King Abdulaziz University, Saudi Arabia; Keith Graziadei, Santa Monica College, Santa Monica, CA; janet harclerode,
Santa Monica Community College, Santa Monica, CA; anna hasper, TeacherTrain, UAE; phoebe Kamel yacob hindi, Abu Dhabi Vocational
Education and Training Institute, UAE; Kuei-ping hsu, National Tsing Hua University; Greg jewell, Drexel University, Philadelphia, PA; adisra
Katib, Chulalongkorn University Language Institute, Bangkok; Wayne Kennedy, LaGuardia Community College, Long Island City, NY; beth
Koo, Central Piedmont Community College, Charlotte, NC; denise Kray, Bridge School, Denver, CO; chantal Kruger, ILA Vietnam; William
p. Kyzner, Fuyang AP Center; becky lawrence, Massachusetts International Academy, Marlborough, MA; deborah mcGraw, Syracuse
University, NY; mary moore, University of Puerto Rico; raymond purdy, ELS Language Centers, Princeton, NJ; anouchka rachelson,
Miami Dade College, Miami, FL; Fathimah razman, Universiti Utara Malaysia; phil rice, University of Delaware ELI, Newark, DE; scott
rousseau, American University of Sharjah, UAE; Verna santos-nafrada, King Saud University, Saudi Arabia; Eugene sidwell, American
Intercon Institute, Phnom Penh; Gemma thorp, Monash University English Language Centre, Australia; matt thurston, University of Central
Lancashire, UK; christine tierney, Houston Community College, Houston, TX; jet robredillo tonogbanua, FPT University, Hanoi.
G lo b a l r E V i E W E r s
asia
antonia cavcic, Asia University, Tokyo; soyhan Egitim, Tokyo University of Science; caroline handley, Asia University, Tokyo; patrizia
hayashi, Meikai University, Urayasu; Greg holloway, University of Kitakyushu; anne c. ihata, Musashino University, Tokyo; Kathryn mabe,
Asia University, Tokyo; Frederick navarro bacala, Yokohama City University; tyson rode, Meikai University, Urayasu; scott shelton-
strong, Asia University, Tokyo; brooks slaybaugh, Yokohama City University; susanto sugiharto, Sutomo Senior High School, Medan;
andrew Zitzmann, University of Kitakyushu.
l at i n a m E r i c a a n d t h E c a r i b b E a n
raul bilini, ProLingua, Dominican Republic; alejandro Garcia, Colegio Marcelina, Mexico; humberto Guevara, Tec de Monterrey, Campus
Monterrey, Mexico; romina olga planas, Centro Cultural Paraguayo Americano, Paraguay; carlos rico-troncoso, Pontificia Universidad
Javeriana, Colombia; ialê schetty, Enjoy English, Brazil; aline simoes, Way To Go Private English, Brazil; paulo cezar lira torres, APenglish,
Brazil; rosa Enilda Vasquez, Swisher Dominicana, Dominican Republic; terry Whitty, LDN Language School, Brazil.
middlE East and north aFrica

susan daniels, Kuwait University, Kuwait; mahmoud mohammadi Khomeini, Sokhane Ashna Language School, Iran; müge lenbet,
Koç University, Turkey; robert anthony lowman, Prince Mohammad bin Fahd University, Saudi Arabia; simon mackay, Prince Mohammad
bin Fahd University, Saudi Arabia.
usa and canada

Frank abbot, Houston Community College, Houston, TX; hossein aksari, Bilingual Education Institute and Houston Community College,
Houston, TX; sudie allen-henn, North Seattle College, Seattle, WA; sharon allie, Santa Monica Community College, Santa Monica, CA;
jerry archer, Oregon State University, Corvallis, OR; nicole ashton, Central Piedmont Community College, Charlotte, NC; barbara barrett,
University of Miami, Coral Gables, FL; maria bazan-myrick, Houston Community College, Houston, TX; rebecca beal, Colleges of Marin,
Kentfield, CA; marlene beck, Eastern Michigan University, Ypsilanti, MI; michelle bell, University of Southern California, Los Angeles, CA;
linda bolet, Houston Community College, Houston, TX; jenna bollinger, Eastern Michigan University, Ypsilanti, MI; monica boney,
Houston Community College, Houston, TX; nanette bouvier, Rutgers University – Newark, Newark, NJ; nancy boyer, Golden West College,
Huntington Beach, CA; lia brenneman, University of Florida English Language Institute, Gainesville, FL; colleen brice, Grand Valley State
University, Allendale, MI; Kristen brown, Massachusetts International Academy, Marlborough, MA; philip brown, Houston Community
College, Houston, TX; dongmei cao, San Jose City College, San Jose, CA; molly cheney, University of Washington, Seattle, WA; Emily clark,
The University of Kansas, Lawrence, KS; luke coffelt, International English Center, Boulder, CO; William c. cole-French, MCPHS University,
162

Boston, MA; charles colson, English Language Institute at Sam Houston State University, Huntsville, TX; lucy condon, Bilingual Education
Institute, Houston, TX; janice crouch, Internexus Indiana, Indianapolis, IN; charlene dandrow, Virginia Tech Language and Culture Institute,
Blacksburg, VA; loretta davis, Coastline Community College, Westminster, CA; marta dmytrenko-ahrabian, Wayne State University,
Detroit, MI; bonnie duhart, Houston Community College, Houston, TX; Karen Eichhorn, International English Center, Boulder, CO; tracey
Ellis, Santa Monica Community College, Santa Monica, CA; jennifer Evans, University of Washington, Seattle, WA; marla Ewart, Bilingual
Education Institute, Houston, TX; rhoda Fagerland, St. Cloud State University, St. Cloud, MN; Kelly montijo Fink, Kirkwood Community
College, Cedar Rapids, IA; celeste Flowers, University of Central Arkansas, Conway, AR; Kurtis Foster, Missouri State University, Springfield,
MO; rachel Garcia, Bilingual Education Institute, Houston, TX; thomas Germain, University of Colorado Boulder, Boulder, CO; claire
Gimble, Virginia International University, Fairfax, VA; marilyn Glazer-Weisner, Middlesex Community College, Lowell, MA; amber Goodall,
South Piedmont Community College, Charlotte, NC; Katya Goussakova, Seminole State College of Florida, Sanford, FL; jane Granado, Texas
State University, San Marcos, TX; therea hampton, Mercer County Community College, West Windsor Township, NJ; jane hanson,
University of Nebraska – Lincoln, Lincoln, NE; lauren heather, University of Texas at San Antonio, San Antonio, TX; jannette hermina,
Saginaw Valley State University, Saginaw, MI; Gail hernandez, College of Staten Island, Staten Island, NY; beverly hobbs, Clark University,
Worcester, MA; Kristin homuth, Language Center International, Southfield, MI; tim hooker, Campbellsville University, Campbellsville, KY;
raylene houck, Idaho State University, Pocatello, ID; Karen l. howling, University of Bridgeport, Bridgeport, CT; sharon jaffe, Santa
Monica Community College, Santa Monica, CA; andrea Kahn, Santa Monica Community College, Santa Monica, CA; Eden bradshaw
Kaiser, Massachusetts International Academy, Marlborough, MA; mandy Kama, Georgetown University, Washington, D.C.; andrea
Kaminski, University of Michigan – Dearborn, Dearborn, MI; Eileen Kramer, Boston University CELOP, Brookline, MA; rachel lachance,
University of New Hampshire, Durham, NH; janet langon, Glendale Community College, Glendale, CA; Frances le Grand, University of
Houston, Houston, TX; Esther lee, California State University, Fullerton, CA; helen s. mays lefal, American Learning Institute, Dallas, TX;
oranit limmaneeprasert, American River College, Sacramento, CA; dhammika liyanage, Bilingual Education Institute, Houston, TX;
Emily lodmer, Santa Monica Community College, Santa Monica, CA; ari lopez, American Learning Institute, Dallas, TX; nichole lukas,
University of Dayton, Dayton, OH; undarmaa maamuujav, California State University, Los Angeles, CA; diane mahin, University of Miami,
Coral Gables, FL; melanie majeski, Naugatuck Valley Community College, Waterbury, CT; judy marasco, Santa Monica Community College,
Santa Monica, CA; murray mcmahan, University of Alberta, Edmonton, AB, Canada; deirdre mcmurtry, University of Nebraska Omaha,
Omaha, NE; suzanne meyer, University of Pittsburgh, Pittsburgh, PA; cynthia miller, Richland College, Dallas, TX; sara miller, Houston
Community College, Houston, TX; Gwendolyn miraglia, Houston Community College, Houston, TX; Katie mitchell, International English
Center, Boulder, CO; ruth Williams moore, University of Colorado Boulder, Boulder, CO; Kathy najafi, Houston Community College,
Houston, TX; sandra navarro, Glendale Community College, Glendale, CA; stephanie ngom, Boston University, Boston MA, barbara
niemczyk, University of Bridgeport, Bridgeport, CT; melody nightingale, Santa Monica Community College, Santa Monica, CA; alissa
olgun, California Language Academy, Los Angeles, CA; Kimberly oliver, Austin Community College, Austin, TX; steven olson, International
English Center, Boulder, CO; Fernanda ortiz, University of Arizona, Tucson, AZ; joel ozretich, University of Washington, Seattle, WA; Erin
pak, Schoolcraft College, Livonia, MI; Geri pappas, University of Michigan – Dearborn, Dearborn, MI; Eleanor paterson, Erie Community
College, Buffalo, NY; sumeeta patnaik, Marshall University, Huntington, WV; mary peacock, Richland College, Dallas, TX; Kathryn porter,
University of Houston, Houston, TX; Eileen prince, Prince Language Associates, Newton Highlands, MA; marina ramirez, Houston
Community College, Houston, TX; laura ramm, Michigan State University, East Lansing, MI; chi rehg, University of South Florida, Tampa, FL;
cyndy reimer, Douglas College, New Westminster, BC, Canada; sydney rice, Imperial Valley College, Imperial, CA; lynnette robson,
Mercer University, Macon, GA; helen E. roland, Miami Dade College, Miami, FL; maria paula carreira rolim, Southeast Missouri State
University, Cape Girardeau, MO; jill rolston-yates, Texas State University, San Marcos, TX; david ross, Houston Community College,
Houston, TX; rachel scheiner, Seattle Central College, Seattle, WA; john schmidt, Texas Intensive English Program, Austin, TX; mariah
schueman, University of Miami, Coral Gables, FL; Erika shadburne, Austin Community College, Austin, TX; mahdi shamsi, Houston
Community College, Houston, TX; osha sky, Highline College, Des Moines, WA; William slade, University of Texas, Austin, TX; takako
smith, University of Nebraska – Lincoln, Lincoln, NE; barbara smith-palinkas, Hillsborough Community College, Tampa, FL; paula snyder,
University of Missouri, Columbia, MO; mary Evelyn sorrell, Bilingual Education Institute, Houston, TX; Kristen stauffer, International English
Center, Boulder, CO; christina stefanik, The Language Company, Toledo, OH; cory stewart, University of Houston, Houston, TX; laurie
stusser-mcneill, Highline College, Des Moines, WA; tom sugawara, University of Washington, Seattle, WA; sara sulko, University of
Missouri, Columbia, MO; mark sullivan, University of Colorado Boulder, Boulder, CO; olivia szabo, Boston University, Boston, MA; amber
tallent, University of Nebraska Omaha, Omaha, NE; amy tate, Rice University, Houston, TX; aya c. tiacoh, Bilingual Education Institute,
Houston, TX; troy tucker, Florida SouthWestern State College, Fort Myers, FL; anne tyoan, Savannah College of Art and Design, Savannah,
GA; michael Vallee, International English Center, Boulder, CO; andrea Vasquez, University of Southern Maine, Portland, ME; jose Vasquez,
University of Texas Rio Grande Valley, Edinburgh, TX; maureen Vendeville, Savannah Technical College, Savannah, GA; melissa Vervinck,
Oakland University, Rochester, MI; adriana Villarreal, Universidad Nacional Autonoma de Mexico, San Antonio, TX; summer Webb,
International English Center, Boulder, CO; mercedes Wilson-Everett, Houston Community College, Houston, TX; lora yasen, Tokyo
International University of America, Salem, OR; dennis yommer, Youngstown State University, Youngstown, OH; melojeane (jolene)
Zawilinski, University of Michigan – Flint, Flint, MI.
163

crEdits
photos
cover, iii © Leyla Emektar, iv (tl) AP/ David Guttenfelder/National Geographic Creative, iv (cl) NASA Photo/Alamy Stock Photo, iv (cl) ©
Juan Pablo de Miguel Moreno/Aurora Photos, iv (bl) Jordan Pix/Getty Images, vi (tl) © Corey Rich/Aurora Photos, vi (cl) Joel Sartore, National
Geographic Photo Ark/National Geographic Creative, vi (cl) 1001 Inventions Ltd, vi (bl) © Design Pics Inc./National Geographic Creative, 1 (c)
AP/David Guttenfelder/National Geographic Creative, 2–3 (c) Cengage Learning, Inc., 5 (t) Fritz Hoffmann/National Geographic, 6 (bl) Prof.
Stan Z. Li and his research team of the Center for Biometrics and Security Research, 6 (br) Prof. Stan Z. Li and his research team of the Center
for Biometrics and Security Research, 9 (tc) © NASA, 12–13 (c) Cengage Learning, Inc., 15 (b) Design Pics Inc./National Geographic Creative,
19 (c) NASA Photo/Alamy Stock Photo, 20–21 (c) Cengage Learning, Inc., 22 (b) kamilpetran/Shutterstock, 24–25 (c) Jon Ross/National
Geographic Creative, 27 (t) © Robbie Shone/National Geographic Creative, 29 (tr) Paul Kane/Getty Images, 30 (br) © Emily Ainsworth, 31 (c)
Emily Ainsworth, 37 (c) © Juan Pablo de Miguel Moreno/Aurora Photos, 38–39 (c) Malgorzata Brewczyk/Alamy Stock Photo, 41 (t) © Alastair
Humphreys, 42 (c) © Alastair Humphreys, 45 (t) © Alastair Humphreys, 48 (br) Peter Phipp/Travelshots.com/Alamy Stock Photo, 48–49 (c) ©
Cengage Learning, Inc., 49 (tl) David M. Benett/Getty Images, 50 (bc) Tim M/Alamy Stock Photo, 51 (bc) © Sergio Pitamitz/National Geographic
Creative, 52 (bc) Robert Harding Picture Library/National Geographic Creative, 55 (c) Jordan Pix/Getty Images, 56 (bc) Science & Society
Picture Library/Getty Images, 56 (bl) Apic/Getty Images, 56 (br) Royal Photographic Society/Getty Images, 57 (tl) Andreas Feininger/Getty
Images, 57 (bc) For Alan/Alamy Stock Photo, 57 (tc) Adrian Lyon/Alamy Stock Photo, 59 (t) © Chris Burkard/Massif, 60 (bc) © Chris Burkard/
Massif, 63 (t) Frans Lanting/National Geographic Creative, 64 (bc) Brian J. Skerry/National Geographic Creative, 67 (t) © Alexyz3d/Shutterstock,
67 (bc) © Chris Fallows, 73 (c) © Corey Rich/Aurora Photos, 74–75 (c) © Mauricio Graiki/Shutterstock, 77 (t) Adam Pretty/Getty Images, 78
(b) Bloomberg/Getty Images, 81 (t) © Brady Barr/National Geographic Creative, 82 (br) © Joel Sartore/National Geographic Creative, 84
(c) ZUMA Press, Inc./Alamy Stock Photo, 85 (c) Brian J. Skerry/National Geographic Creative, 87 (b) Fabrice Coffrini/Getty Images, 91 (c) Joel
Sartore, National Geographic Photo Ark/National Geographic Creative, 92 (bl) Joel Sartore, National Geographic Photo Ark/National Geographic
Creative, 92 (bc) Joel Sartore, National Geographic Photo Ark/National Geographic Creative, 92 (br) Joel Sartore/National Geographic Creative,
93 (c) Joel Sartore, National Geographic Photo Ark/National Geographic Creative, 95 (c) David Doubilet/National Geographic Creative, 96
(tl) © Mariana Fuentes, 96 (bc) Kent Kobersteen/National Geographic Creative, 97 (cr) David Doubilet/National Geographic Creative, 99 (t)
Joel Sartore, National Geographic Photo Ark/National Geographic Creative, 100 (cr) Joel Sartore, National Geographic Photo Ark/National
Geographic Creative, 102 (br) Ivy Close Images/Alamy Stock Photo, 103 (c) Joel Sartore, National Geographic Photo Ark/National Geographic
Creative, 104 (t) Joel Sartore/National Geographic, 104 (bc) Joel Sartore, National Geographic Photo Ark/National Geographic Creative, 105
(t) Joel Sartore, National Geographic Photo Ark/National Geographic Creative, 105 (bc) Joel Sartore/National Geographic Creative, 107 (bc)
Joel Sartore, National Geographic Photo Ark/National Geographic Creative, 109 (br) Joel Sartore, National Geographic Photo Ark/National
Geographic Creative, 111 (c) 1001 Inventions Ltd, 112–113 (c) Robert Sisson/National Geographic, 113 (tr) Hulton Archive/Getty Images, 115
(t) 1001 Inventions Ltd, 116 (r) 1001 Inventions Ltd, 117 (b) Blaine Harrington III/Alamy Stock Photo, 118 (bc) 1001 Inventions Ltd, 119 (t) 1001
Inventions Ltd, 121 (cr) Michael Gottschalk/Getty Images, 122–123 (c) Peter Macdiarmid/Getty Images, 123 (tr) De Agostini Picture Library/
Getty Images, 126 (br) Science & Society Picture Library/Getty Images, 129 (c) © Design Pics Inc./National Geographic Creative, 130–131
(c) NG MAPS/National Geographic, 131 (tr) NASA/CXC/MIT/F.K. Baganoff/National Geographic Stock, 131 (cr) © Babak Tafreshi/National
Geographic Creative, 131 (br) © Michael Miller/Stocktrek Images/National Geographic Creative, 132 (b) © oorka/Shutterstock, 133 (t) © NASA/
JPL-Caltech, 134 (t) Martiniere Stephan/National Geographic Creative, 135 (c) © NASA/JPL-Caltech, 137 (t) © Wes Skiles/National Geographic
Creative, 140 (tr) Getty Images/Getty Images, 140 (cr) © Paul Zahl/National Geographic Creative, 140 (br) © David Doubilet/National
Geographic Creative, 140–141 (c) Brian J. Skerry/National Geographic Creative, 143 (b) NASA/Getty Images, 145 (bc) Babak Tafreshi/National
Geographic Creative
texts/sources
2–3 Adapted from “Urban Explosion”: NGM Nov 2002; 2016 data source: “The World’s Cities in 2016”: United Nations Data Booklet; 5–6 Adapted
from “The Face of Seven Billion”: http://ngm.nationalgeographic.com/2011/03/age-of-man/face-interactive; 8 Based on information from
“World Population Prospects”: Unit Nations 2015; 12–13 Based on information from “Global Web Index 2016” and “Nielsen Social Media Report
2016”; 20–21 Based on information from https://blog.linkedin.com/2012/11/15/dream_jobs; 24–25 Adapted from “Barrington Irving”: http://
www.nationalgeographic.com/explorers/bios/barrington-irving; 30–31 Adapted from “Emily Ainsworth”: http://www.nationalgeographic.
com/explorers/bios/emily-ainsworth; “Behind the Mexican Circus”: http://voices.nationalgeographic.com/2012/05/23/behind-the-mexican-
164

circus-with-young-explorer-emily-ainsworth; “Explorer of the Week”: http://voices.nationalgeographic.com/2012/08/29/explorer-of-the-
week-emily-ainsworth; 39 Based on information from “The No Regrets Travel List”: https://www.contiki.com/ap/en/no-regrets-travel-list;
41 Adapted from “Adventurer Alastair Humphreys”: http://www.nationalgeographic.com/adventure/features/adventurers-of-the-year/2012/
alastair-humphreys; 56–57 Based on information from “Is Photography Dead?”: https://digital-photography-school.com/history-photography;
59–60 Based on information from “So You Want to Be Successful on Instagram?”: http://voices.nationalgeographic.com/2015/07/22/so-you-
want-to-be-successful-on-instagram; 66–67 Based on information from “14 Not-Fake Shark Pictures From a Real Nat Geo Photographer”:
http://news.nationalgeographic.com/2016/12/shark-pictures-not-fake-brain-skerry/; 77–78 Based on information from “Teenage Brains”:
http://ngm.nationalgeographic.com/2011/10/teenage-brains/dobbs-text; “Are You a Risk Taker”: http://ngm.nationalgeographic.com/2011/10/
teenage-brains/risk-quiz; “Fear Factor: Success and Risk in Extreme Sports”: http://news.nationalgeographic.com/news/2004/07/0709_040709_
sciencerisk; 84–85 Adapted from “Brian Skerry”: http://www.nationalgeographic.com/contributors/s/photographer-brian-skerry; “Could
This 15-Year-Old Redefine Rock Climbing?”: http://www.nationalgeographic.com/adventure/adventurers-of-the-year/2017/ashima-shiraishi-
sport-climber-boulderer; “14 Year Old Achieves Hardest Boulder Climb Ever Done by a Woman”: http://adventureblog.nationalgeographic.
com/2016/03/22/14-year-old-ashima-shiraishi-climbs-hardest-boulder-problem-ever-done-by-a-woman; “Rock Climbing Prodigy Injured
in Climbing Accident”: http://www.nationalgeographic.com/adventure/activities/climbing/rock-climber-ashima-shiraishi-injured-in-fall;
95–95 Based on information from “Mariana Fuentes”: http://www.nationalgeographic.com/explorers/bios/mariana-fuentes and additional
information from “Protecting Sea Turtles From Climate Change Should Include Nesting Site Protection”: http://www.redorbit.com/news/
science/1112786409/sea-turtle-conservation-efforts-nesting-site-protection-021913; 101 Based on information from “Mass Extinctions”: http://
www.nationalgeographic.com/science/prehistoric-world/mass-extinction; 102–103 Based on information from http://www.joelsartore.
com; 115–116 Based on information from: “1001 Inventions: The Enduring Legacy of Muslim Civilization,” published by National Geographic
Books, 2012; 122–123 Adapted from “Ada Lovelace Day Celebrates Women in Science”: http://voices.nationalgeographic.com/2012/10/16/
ada-lovelace-day; 133–134 Based on information from “Crazy Far”: http://ngm.nationalgeographic.com/2013/01/125-space-exploration/folger-
text and additional information from “NASA Telescope Reveals Largest Batch of Earth-Size, Habitable-Zone Planets Around Single Star”: https://
www.nasa.gov/press-release/nasa-telescope-reveals-largest-batch-of-earth-size-habitable-zone-planets-around; 140–141 Adapted from “Sea
Mounts”: http://ngm.nationalgeographic.com/2012/09/seamounts/stone-text
maps and infographics

2–3, 12–13, 20–21, 48–49, 56–57 5W Infographics; 48–49 Base map © maproom.net; 130–131 NG Maps/National Geographic
165

indEx oF Exam sKills and tasKs
Pathways Reading, Writing, and Critical Thinking
Key reading skills iElts toEFl® page(s)

Recognizing vocabulary from context 7, 14, 26, 32, 42, 61, 80, 86, 106, 142
Recognizing main ideas 7, 14, 26, 32, 42, 44, 50, 61, 68, 79, 97, 106, 117, 124, 135
Scanning for details 7, 8, 32, 142
Making inferences 26
Recognizing pronoun references 118
common Question types iElts toEFl® page(s)

Multiple choice 26, 42, 44, 46, 68, 79, 82, 86, 97, 100, 135, 138
Completion (notes, diagram, summary) 7, 61, 86, 97, 117, 124, 135, 136, 138, 142
Short answer 14, 28, 68, 98, 106
Matching tasks (headers, features, 14, 50, 64, 79, 97, 106, 120, 135
information)
True / False 68
Prose summary 61, 117, 124
Reference 118
Rhetorical purpose 50, 124, 138
Pathways Reading, Writing, and Critical Thinking

Foundations
Key Writing skills page(s)

Writing effective sentences 15, 16, 17, 34, 53, 54, 69, 71, 88, 90, 110, 127, 128
Expressing and supporting opinions 51, 128, 143, 144, 146
Giving reasons and examples 72, 106, 107, 108, 110, 128, 138, 142, 146
Paraphrasing ideas and information 32, 68, 124, 142
Making comparisons 14, 32, 86, 100, 106, 120, 124, 138, 142
pathways cEFr iElts band toEFl® score

Level 4 C1 6.5–7.0 81–100
Level 3 B2 5.5–6.0 51–80
Level 2 B1–B2 4.5–5.0 31–50
Level 1 A2–B1
0–4.0 0–30
Foundations a1–a2
166

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FOUNDATIONS

Reading, Writing, and Critical Thinking

Pathways, Second Edition is a global, five-level academic English program.

NEW in Pathways: Reading, Writing, and Critical Thinking

Reading, Writing, and Critical Thinking

For students For instructors

■ Student Book Split Editions ■ Classroom Presentation Tool

■ Online Workbook ■ Classroom DVD and Audio CD Package

■ Student Website ■ Assessment CD-ROM with ExamView®

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Laurie Blass and Mari Vargo

For product information and technology assistance, contact us at

National Geographic Learning

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Scope and Sequence iv

4 THE VISUAL AGE 55

6 SAVING THE WILD 91

7 GREAT INVENTORS 111

8 ALIEN WORLDS 129

Vocabulary Extension 147

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Main Ideas and Details,

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Focus Language for Writing Word Forms

Focus Language for Writing Word Link

Focus Language for Writing Word Partners

Focus Language for Writing Word Partners

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Focus Language for Writing Word Link

Focus Language for Writing Word Forms

Focus Language for Writing Word Forms

Focus Language for Writing Word Link

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A group of people take

ACADEMIC SKILLS THINK AND DISCUSS

ReaDing identifying examples 1 Do you take a lot of pictures? What do you

Understanding the reading E

B . I, he, she, it, you, we, they

Mariana Fuentes is a conservationist protect

explicit reading skill instruction

CRITICAl THINkING sequence

Critical thinking activities

Pages from al-Jazari’s Book

CritiCal thinking applying

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Reading 1 Vocabulary ExtEnsion unit 1

Key academic and thematic NeW Vocabulary extension activities

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UNDERSTANDING THE READING

Joel Sartore carefully

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A busy street in central

academic skiLLs Think and discuss

Reading Scanning 1 How many people do you think are in the

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Source: The World’s Cities in 2016, United Nations

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Researchers in Beijing created these images of

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