Reflect

3
REFLECT
LISTENING & SPEAKING
TEACHER’S GUIDE
LEARNING
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
NAS_3_TBLS_49462_FM_ptg01.indd 2 17/05/21 3:50 PM

LEARNING
Reflect 3 Listening & Speaking Teacher’s Guide © 2022 National Geographic Learning, a part of Cengage Learning
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CONTENTS
Series Overview................................................................................iv
Competencies promoted in Reflect...................................................vi
Assessment in Reflect......................................................................vii
Teaching with Reflect Listening & Speaking.......................................x
Pacing Guide....................................................................................xiii
UNIT 1 Creating Connections........................................................1
UNIT 2 Language and Culture........................................................9
UNIT 3 Fact or Fiction?.................................................................17
UNIT 4 Why We Make Art............................................................25
UNIT 5 Explorers..........................................................................33
UNIT 6 The Value of Memory.......................................................41
UNIT 7 Get Creative.....................................................................49
UNIT 8 Is There Good in Gaming?................................................57
Vocabulary Games............................................................................65
Answers to Vocabulary Expansion Activities....................................66
Audio and Video Scripts....................................................................67
iii

SERIES OVERVIEW
Thank you for choosing Reflect Listening & Speaking. This information will familiarize you with the series.
ook at the Scope and Sequence (Student’s

L
Book, pp ii-v). The book is organized into SCOPE AND SEQUENCE
LISTENING & SPEAKING & CRITICAL
eight units, each of which is based on a high-

VOCABULARY EXPANSION PRONUNCIATION GRAMMAR THINKING REFLECT ACTIVITIES
CREATING CONNECTIONS page 2 Video: The tables Listen for main ideas Give a Verbs + Brainstorm Consider where people meet in a big
URBAN STUDIES and details presentation gerunds or solutions city
Listening: Creative infinitives
interest theme within an academic discipline.

Evaluate activities that bring people
1
ways to connect Word stress together
Suffix: -ion
Brainstorm ways to meet your
Using a dictionary: neighbors
Each unit features a Listen & Speak and

Example sentences UNIT TASK Present a plan to help
people connect
Watch & Speak section, relevant academic

LANGUAGE AND CULTURE page 18 Listening: The Listen for signal words Take turns in a Future real Support your Give your opinion about learning a
LINGUISTICS world’s worst discussion conditionals opinions language
communicators? Explain the effect of learning a second
2
Formal and informal Stress in words language
skills, three Reflect activities, and a final

Video: Exploring language with suffixes
language with Discuss how language and culture are
linguist K. David Prefixes: in-, im-, and related
Harrison mis- UNIT TASK Present a saying or proverb
Unit Task. FACT OR FICTION?

MEDIA STUDIES
page 34 Listening: The tree
octopus
Listen for numbers Ask for and give
clarification
Simple past
and past
Evaluate data Discuss the issue of fake news
Consider how to deal with fake news
continuous
Interpret an infographic about fake
3
Video: Four tips to Suffixes: Change nouns Rhythm and
avoid fake news and verbs to adjectives stress: content news
vs. structure UNIT TASK Evaluate and present a
Using a dictionary: words news story
Choose the correct
meaning
WHY WE MAKE ART page 50 Video: Coloring the Take notes using a Define and Connecting Analyze Evaluate street art
ART streets of Singapore wh- question chart explain specific words for motivations Analyze the motivations of artists
terms reasons
Discuss art careers
4
Listening: Why make and results
art? Polysemy: Multiple- Reduced UNIT TASK Give a presentation about a
meaning words structure words work of art
Word families: Nouns,

verbs, and adjectives
ii SCOPE AND SEQUENCE SCOPE AND SEQUENCE iii
Turn to a Unit Opener. Notice the path of A man rides a scooter past
activities under In This Unit and the Skills street art in Aubervilliers, a
suburb of Paris, France.
IN THIS UNIT
Evaluate street art
Analyze the
listed to help you and the student know what

motivations of artists
Discuss art careers
Give a presentation
to expect.
about a work of art
SKILLS
LISTENING
Take notes using a
wh- question chart
SPEAKING
Define and explain
specific terms
GRAMMAR
Connecting words for
reasons and results
CRITICAL THINKING
Analyze motivations
4 WHY WE
UNIT
CONNECT TO THE TOPIC
1. Describe the photo.
Why do you think
this art is here?
MAKE ART
2. Where can you
see art in your
community?
50 51
Look at a Listen & Speak or Watch & WATCH & SPEAK C DETAILS Watch again. There are two mistakes in the steps for each experiment.
Speak section. The audio and video inputs

Correct the mistakes. 4.1
SCIENCE YOU CAN DO Experiment

Experiment1 1
1. Pour a little milk into a cup.
Experiment 3
Experiment 3
1. Take a glass with vinegar.
HOME
are adapted or taken directly from
2. Drop some food coloring in the center 2. Put a candle on top.
of the milk.
3. Light the candle.
A PREDICT Look at the names of the experiments you will watch. What do you think
3. Drop a little water into the food coloring.
will happen in each experiment? Tell a partner. 4. Put a bottle over the candle.
a variety of sources, including National

1. Milk, food coloring, and soap
2. A balloon and water Experiment
Experiment2 2 Experiment 4 4
Experiment
3. A candle, water, and a glass 1. Take a balloon and fill it with water. 1. Take a bottle of diet soda and drink it.
4. Mint candies in diet soda
Geographic. These real-world inputs give

2. Rub the balloon on your sweater. 2. Take some mint candies.
B MAIN IDEAS Watch the video and take notes. Check your predictions in activity A. 3. Turn on the tap. 3. Drop the candies into the bottle.
Then use your notes and match the number of the experiment to the result. 4.1
4. Move the balloon away from the water. 4. Step forward.
students the opportunity to engage with

a. It explodes out of the bottle. c. The water rises up.
b. It looks like a firework. d. It makes a kind of electricity. D Work with a partner and answer the questions.
1. Which experiment did you like the most?
authentic communication and help make

2. Have you ever done any of these experiments? If so, what happened?
3. Which experiment do you think was the easiest to do?
the topics more relevant. Before-, during-,

and after-viewing activities support Fritz Grobe
and Stephen
Voltz perform
the “mint
students’ comprehension and enhance

candies in
diet soda
experiment”
in New York,
NY, USA. They
their experience.
used 646 mint
candies and
122 bottles of
diet soda to
create these
fountains of
soda.
60 UNIT 4 THE BEAUTY OF SCIENCE 61
iv S E R I E S OV E R V I E W

C Look at the chart. Then answer the questions below. Discuss your answers with a partner.
These Languages Have the Most Speakers
Native and Total Speakers, Millions

375
English
1500
982
Chinese
1100
460
Hindi
650
330
Spanish
420
79
French
370 the questions with a partner.
B PERSONALIZE Discuss
1. Is there cultural
Source: diversity
Statista in your city? Native Speakers Total Speakers
2. Is your vocabulary adequate or inadequate to express what you want to say in English?
If it is inadequate, what can you do to expand it?
1. Which language has the most native speakers? The most total speakers?
3. What are important values in your culture?
C Complete
2. Which the
twofamily tree have
languages with more
the words in your
non-native language
speakers thanfor eachspeakers?
native family member. Notice any
differences between your language and English.
and
WordsWords
Words
Words for
forfor
for Family
Family
Family
Family Across
Across
Across
Across Cultures
Cultures
Cultures
Cultures
Words Words
Words
Words Words
Words
Words
Words
for
for for
for for
for
for
Family
FamilyFamily
Family
for
Family
Family
AcrossAcross
Family
Family
Across
Across
Across
Across Cultures
Across
Across
Cultures
CulturesCultures
Cultures Cultures
Cultures
Cultures
3. What surprises you about this chart?
Words
Words
Words
Words for for
forFamily
for Family
Family
Family Across
Across
Across
Across Cultures
Cultures
Cultures
Cultures
otice the three Reflect activities in a unit.

N CRITICAL THINKING
Grandmother
Grandmother
Grandmother
Grandmother
Grandmother
WhenGrandmother
Grandmother
you Grandmother
give your
Support
Grandmother
Grandmother
Grandfather
Grandfather
your opinions
Grandfather
Grandmother Grandfather
Grandfather
Grandfather
Grandfather
Grandfather
Grandfather
Grandfather
Grandfather
opinion, always
Grandmother
Grandmother
Grandmother
Grandmother
give at least one

Grandfather
Grandfather
Grandfather
Grandfather
Grandmother
Grandmother
Grandmother
Grandmother Grandmother
Grandmother
Grandmother
reason to Grandfather
Grandfather
Grandfather Grandfather
Grandfather
support Grandfather
Grandfather
it. Personal experience and
These activities are placed at transition

research Grandmother
are Grandmother
both good ways
Grandmother
Grandfather
to support your opinions.
Grandfather
Grandfather Grandmother
Grandmother
Grandmother
Grandfather
Grandfather
Grandfather
I agree that English is the most important second language to learn. People all over the world
use English to communicate. Also, more people speak English than any other language.
points in the unit to provide opportunities for REFLECT Give your opinion about learning a language.
AuntAunt
Aunt
Aunt Uncle
UncleUncleUncle
Uncle UncleMother
Uncle
Uncle Mother
Mother
Mother FatherUncle
Father
Father
Father Uncle Aunt
Uncle
Uncle Aunt
Aunt
Aunt Uncle
Uncle
Uncle
Uncle
personalization and higher-level thinking. In

Aunt Aunt
Aunt Uncle
Aunt
AuntUncle
Uncle
Uncle
UncleUncle
Uncle Mother Father Uncle Aunt Uncle
Aunt
YouAunt
Aunt
are Uncle
Uncle
going Uncle
to Uncle
listen aUncle
toUncle Uncle
Uncle
Mother
Mother
Mother
radio Mother
Mother
talk Mother
showMother
FatherFather
Father
about Father
Father
native Father
Father
Uncle Uncle
Uncle
and Uncle
UncleUncle
Uncle
Aunt
non-native Aunt
Aunt Aunt
Aunt Aunt
Aunt
Uncle
EnglishUncleUncle
Uncle
Uncle
Uncle Uncle
speakers.
RankAunt
the statements
Aunt
Aunt
Aunt Uncle
UnclebyUncle
Uncle
Uncle how strongly
Uncle
Uncle
Uncle you agree. Then
Mother
Mother
Mother
Mother share your
Father
Father
Father
Father Uncleanswers
Uncle
Uncle
Uncle Auntwith
AuntaUncle
Aunt
Aunt partner.
Uncle
Uncle
Uncle
1 = strongly agree 2 = agree 3 = disagree 4 = strongly disagree
each activity, students are asked to work in- English is the most important second language to learn.
English
A man falling off speakers do not need to learn a second language.
depth with ideas that will be useful to them

of his surfboard
People who speak two or more languages are more interesting than people who only
Brother Brother
Brother
Brother
Brother Brother Me
Brother
Brother Me
MeMe Sister
Sister
Sister
Sister
speak one
Brotherlanguage.
Brother
BrotherBrother
Brother
Brother BrotherBrother
Brother Brother
Brother Brother
BrotherBrother
MeMeMeMe
MeMeMeSisterSister
Sister Sister
Sister Sister
Sister
Brother
Brother
Brother
Brother
Brother
D Look at the infographic. Brother
WhichBrother
Brother
Brother
Brother
techniques doMe
MeMe
MeMe think Sister
you Sister
Sister
Sister
Sister
are best for forgetting a bad memory?
as they progress towards the Unit Task and Rank them from 1 to 5 (1 = the best). Then discuss your ideas with a partner.
LANGUAGE AND CULTURE 21
How to Forget a Bad Memory
through their academic careers. REFLECT Discuss how language and culture are related.
You are going to watch a videoBADBAD

RESOURCE
RESOURCE
RESOURCE
RESOURCE
about
BAD
ID
MEMORY
BAD
ID
MEMORY
MEMORY
BAD
MEMORY language and culture. In a group, compare your family
ID
MEMORY
ID DESCRIPTION
DESCRIPTION
DESCRIPTION
DESCRIPTION
trees RESOURCE
and RESOURCE
RESOURCE
RESOURCERESOURCE
RESOURCE
RESOURCE
discuss IDIDID
the questions. ID ID ID
ID DESCRIPTION
DESCRIPTION
DESCRIPTIONDESCRIPTION
DESCRIPTIONDESCRIPTION
DESCRIPTION
DETAILS
DETAILS
DETAILS
DETAILSDETAILS KEEP
KEEP KEEPKEEP
KEEP
BUSY
BUSY
BUSY
BUSYBUSY
1. Are GettyGetty
Getty
RESOURCE
RESOURCE
RESOURCE
RESOURCE
there distinct words in yourIDID
ID
ID-1191574816
-1191574816
-1191574816
-1191574816
language vector
vector
vector
DESCRIPTION
DESCRIPTION
DESCRIPTION
DESCRIPTION
vector
for a younger brother/sister or people
people
people
anpeople
older brother/
Getty
GettyGetty
Getty
Getty Getty
Getty -1191574816
-1191574816
-1191574816-1191574816
-1191574816
-1191574816
-1191574816 vectorvector
vectorvector
vectorvector
vector
people people
people people
peoplepeople
people
sister? How about other family words? Explain any differences or similarities.
Getty
Getty
Getty
Getty -1191574816
-1191574816
-1191574816
-1191574816 vector
vector
vector people
vector
2. Do you think the number of words for family members shows how a culture thinks about
people
people
people
family? Explain.
Write about Push the Connect Forget the Keep
the memory. bad memory away. something positive details connected to yourself busy.
to the bad memory. the bad memory.
LANGUAGE AND CULTURE 27

REFLECT Consider reasons for removing a memory.
You are going to watch a video about recent research into memories. If it were possible,
would you ask a doctor to remove a memory? Complete the chart with reasons why it might
be a good idea or a bad idea.
Good idea to remove a memory Bad idea to remove a memory
THE VALUE OF MEMORY 91
Look at a Unit Task. Students first listen to a

Model of the task and complete an activity that
PRONUNCIATION Word stress 1.6
In words with two syllables, we usually stress just one syllable. We pronounce the vowel in the
stressed syllable more clearly and loudly than the vowel in the other syllable. We often pronounce the
unstressed syllable as a schwa (/ə/).
follows the same structure as their upcoming

e-vent sup-port
/ə/ /ə/
In words with more than two syllables, one syllable has the primary stress, or main stress. We often
pronounce unstressed syllables as a schwa (/ə/).
speaking task. Step-by-step planning helps po-pu-la-tion

/ə/ /ə/
con-nec-tion
/ə/ /ə/
students gather and organize their ideas, while

E PRONUNCIATION Read the words with a partner. Guess the stressed syllable in each word
and underline it. Then listen and check your answers. 1.7
1. be-ne-fit 6. po-si-tive
Pronunciation and Speaking Skills ensure A skateboard park in Odori

Park, Sapporo, Japan
2.
3.
pro-pose
ap-pear
7.
8.
ac-tu-al
o-bli-ga-tion
students can confidently complete the task.

UNIT TASK Present a plan to help people connect. 4. par-ti-ci-pate 9. ge-ne-rous
You are going to present a plan to help people in your community connect with each other. 5. phy-si-cal 10. di-sco-ver
You will take turns explaining your plan. Use the ideas, vocabulary, and skills from the unit.
F PRONUNCIATION Complete the sentences with words from activity E. Then listen and
D MODEL Listen to a group propose a plan for a skateboard park. Complete the chart. Discuss check your answers. 1.8
your answers with a partner and update your chart. 1.5
1. We have an to improve our community.
Plan to help people connect: Build a skateboard park 2. I building a skateboard park.
1. 3. There are and social of having a skateboard park for kids.
4. The new swimming pool is free for residents thanks to donations from local
Reasons 2. businesses.
5. The team a great site for the new farmer’s market.

3.
6. Having a group lunch with neighbors had many results, such as a greater
1. feeling of safety and security among residents.
Benefits 7. The name of the game is table tennis, but many people call it Ping-Pong.
2.
8. We will in the town meeting about the new park.
3.
14 UNIT 1 CREATING CONNECTIONS 15
Support components help you get the most out of Reflect.

a. Online Practice with a variety of interactive, self-grading activities
b. Classroom Presentation Tool for heads-up or online learning
c. Student’s e-book as a digital version of the student book
Visit the Teacher Companion Website at ELTNGL.com/Reflect1e. It includes the

audio program, the videos, video scripts, class worksheets, speaking rubrics, ExamView®
Test Center, and the Teacher’s Guide.

COMPETENCIES PROMOTED IN REFLECT
The content and activities in Reflect were developed to support students’ global
competence, social and emotional learning, and 21st century skills.
Throughout the series, students are exposed to diverse ideas, voices, and
perspectives, and asked to think critically about each. In doing so, students
develop self-awareness, social awareness, and self-management skills.
Kno
wle
dg
e
Examine local,
global, and intercultural issues
Self- Self-
Management Awareness
s
Skill
Take action
for collective
well-being and GLOBAL Understand SOCIAL &
sustainable and appreciate
development COMPETENCE the perspectives
and world
EMOTIONAL Responsible
views of others Social LEARNING Decision-
Awareness Making
Valu
es
@OECD2018
Engage in open, appropriate,

and effective Relationship
es
interactions across cultures Skills
tud
Atti
THE 4 CS OF 21ST CENTURY SKILLS

Communication Collaboration Critical Thinking Creativity
Engaging in constructive Working together Looking at problems Trying new

and critical to reach a goal; in a new way; approaches; developing
conversations; being willing to being able to analyze, ideas that demonstrate
sharing thoughts, participate and interpret, and evaluate curiosity, imagination,
questions, contribute and flexibility
and ideas
vi C O M P E T E N C I E S P R O M OT E D I N R E F L E C T

ASSESSMENT IN REFLECT
Regular assessment is an important element of any English-language course.
In Reflect Listening & Speaking, teachers will find a set of assessment tools
to help them support English learners, track their progress, and document their
achievements. These same tools, used regularly, will also help build learner confidence,
drive motivation, and encourage student ownership of learning.
As you plan your course and assessment, remember to consider the following:
ssessment should mirror learning. Tests should reflect clearly communicated

A
curriculum objectives. The structure and format of tasks should reflect what
students experience in class.
ests should contribute to learning on the part of both teachers and students.
T
Assessment results should provide teachers with information on which to base
instruction, especially modifications that may be needed for individuals or groups
of students. And test results should help learners manage their strengths and
weaknesses, as well as their progress in learning English.
ssessment should motivate learners and help build learner confidence. Just as
A
with class activities, students should receive motivating and constructive feedback
during assessment.
esting should take place at regular intervals in order to collect reliable evidence of
T
growth. The more regularly students are assessed through a variety of approaches,
the less anxiety they may experience, and the more practiced and confident they
will be when taking an assessment.
FORMATIVE ASSESSMENT
Because accurate assessment reflects not only what students can recognize and
produce on written tests, but also how they use language in real contexts, Reflect
includes numerous opportunities for performance-based, in-class formative
assessment. The Reflect activities in the Student Book give students regular chances
to pause, review, and expand on what they’ve learned. For each Unit Task, there is a
customized rubric to set expectations and evaluate, helping students achieve successful
outcomes. Formative Assessment tips appear in the Teacher’s Guide and align
directly to Student Book Reflect activities and to each unit’s objectives. In addition,
student presentations may be assembled as part of an assessment portfolio.
SUMMATIVE ASSESSMENT
Summative assessment is provided in the form of ExamView® test banks. Banks
include test items that allow teachers to create eight Unit Quizzes and one Mastery Test
per level. All quizzes and tests are easily generated and customizable.
vi i

PLACE, TEACH, PLACE TEACH
and monitor
PRACTICE, EVALUATE progress
Place students, adapt instruction, and
monitor progress with National Geographic
LEARN
Learning’s multi-step approach to
assessment.
EVALUATE PRACTICE
and monitor
progress
D MAIN IDEAS (p. 55) 4.1

• Have students read the sentences before CRITICAL THINKING Analyze motivations
PLACE
watching again. (p. 57)
NGL’sthe
• Review new, adaptable
meaning Online and
of motivation
E DETAILS (p. 55) ask students why it might beassesses
Placement Test reliably important to
• Play key clips of the video again as needed. listening,
analyze reading, and use of English,
motivations.
andstudents
• Have helps place
checkstudents into
their ideas byone of
reading
14 CEFR-aligned levels.
F NOTICE THE GRAMMAR (p. 56) the information in the box.
• After students match the sentence parts, • Elicit a few why and how questions about
write the sentences on the board and Zul and his artwork. Discuss the answers
underline each reason. Use these to present to analyze his motivation.
the grammar. • Ask How might analyzing Zul’s
motivations change the way we
understand and evaluate his actions?
GRAMMAR Connecting words for reasons
and results (p. 56)
• Circle because and so in the sentences on SPEAKING SKILL Give a presentation
the board. REFLECT (p.to57)
When you give a presentation, remember to:
Prepare by making notes use in your presentation.
• Ask What do you notice about these • ofRemind students to use the vocabulary
Practice your presentation. Say it aloud a few times. Record it on your phone, or do it in front
a mirror.
words and the position of the reason?

TEACH
Use sequence words such as First of all, Secondly, In addition.
as eye
Make well contactas because
with the and
audience. Don’t read sonotes.
from your to explain their
Which word introduces a reason? answers.
G PLAN Work in groups. Use the chart to plan your presentation. Then practice your presentation.
Listening and Speaking
(because) Skill instruction
Which introduces a result?supports
(so) Plan to help people connect:
listening
• Go comprehension
over the Grammar and speaking fluency. The
box. FORMATIVE ASSESSMENT
Teacher’s
• Ask Guide
What do provides ideas
you notice for presenting
about the use and
1.
expanding • As you2.monitor, listen for correct uses of

of a comma in the second sentenceboxes.
on the information in the skill Reasons
with
because 3. and so.
because? Point out that when because
Formative assessment ideas for each Reflect • Take notes on strengths in the use of
activitystarts a sentence, there is a comma, and
1.
are included in the Teacher’s Guide. these

Benefits adverbs and in vocabulary and note
thus a pause in speaking, after the adverb 2.
any areas that need improvement. Give

clause of reason. 3.
some
H UNIT TASKpositive feedback.
Present your plan to the class. As you Then write
listen to other some
groups present, take
of the errors on the board and elicit or

notes in the chart. Which group has the most interesting plan?
Plan for Group 1: Plan for Group 2:

provide the corrections.
G GRAMMAR (p. 57) 1. 1.
• Put students into new pairs to practice
• For each pair of sentences, encourage Reasons
again. 2. 2.
students to underline the sentence with the 3. 3.
v i i i A S Sreason.
ESSMENT
TIP 1. 1.
• Instruct students to keep the clauses in the

• Write
Benefits
some
2. sentence starters
2. on the
same order as the sentences.
board for3. students to choose
3. from, such
• Remind them that because may come at 16as: Because some art is temporary,
UNIT 1
the beginning
NAS_3_TBLS_49462_FM_ptg01.indd 9 of the sentence, or between 17/05/21 3:50 PM

375
English
1500
982
Chinese
1100
460
Hindi
650
330
LISTENING
Spanish SKILL Take notes using a wh- question chart
420
When taking notes,
79 listen for key information. To find key information, listen for facts that answer
French
wh- questions (questions 370 that begin with who, what, when, where, why, or how). You can write
wh- words or specific questions you have on one side of the chart. Then listen and write the
Source: Statista Native Speakers Total Speakers
answers on the other side.
PRACTICE 1. Which language has the most native speakers? The most total speakers?
B APPLY With your partner, write wh- questions in the chart about what you might learn. Then
Listening and Speaking Skill boxes are watch the video and take notes on the answers to your questions. 4.1
2. Which two languages have more non-native speakers than native speakers?
followed by Apply activities that give Wh- questions and Answers
students an opportunity to practice. These 3.1. What is Zul’s job?

What surprises you about this chart? He is a street artist.
activities support informal assessment 2. Where
and help build student competence and

3. How
CRITICAL THINKING Support your opinions
4. Why
confidence.
When you give your opinion, always give at least one reason to support it. Personal experience and
research are both good ways to support your opinions.
I agree that English is the most important second language to learn. People all over the world
C PHRASES TO KNOW Work with a partner. Discuss the meaning of these phrases from
the video. Then take turns answering the questions.
REFLECT activities encourage students to 1. Do you know anyone who has a rebellious nature? What rebellious things do they do?
REFLECT Give your opinion about learning a language.
regularly check their understanding of the 2. What are examples of public spaces? What are specific ones in your town?
You are going to listen to a radio talk show about native and non-native English speakers.
3. Do you think artists are on the fringes of society? Explain.
concepts in the unit. Rank the statements by how strongly you agree. Then share your answers with a partner.
D 1MAIN
= stronglyIDEAS
agree 2 = agree
Watch 3=
the video disagree
again. Choose4the
= strongly disagree
three main ideas. 4.1
a. Street artisseems
English rebellious
the most importantinsecond
Singapore because
language it is a very neat and organized place.
to learn.
English
b. Zul’s art isspeakers
valuabledobecause
not needittodisappears
learn a second language.
as soon as he paints it.
c. Zulspeak
wants onehis art to express what it’s like to live in a big city.
language.
d. Zul’s art is temporary, and this reflects how quickly things change in Singapore.
21
e. Making street art in Singapore is dangerous because it’s againstLANGUAGE
the law.AND CULTURE
E DETAILS Choose the correct answers about Zul.

1. Zul says street art in Singapore is the same as / better than / different from street art in other cities.
2. He describes his art as accessible because it’s popular / free / easy to understand.
3. He thinks removing his art is OK because it is temporary / ugly / public.
REFLECT
4. He started doing street art after high school / college / serving in the military.
A Check(✓) the Reflect activities you can do and the academic skills you can use.
5. Before
 givehe
yourstarted doing
opinion about street
learning art, Zul was
a language a student
 listen / skateboarder / painter.
for signal words
 explain the effect of learning a second language  take turns in a discussion
6. He 
was the first person to get a(n) show /future
discuss how language and culture are related
money / award from the National Arts Council.
real conditionals
7. He 
gets the
present motivation
a saying or proverb to create more art whenyour
 support the public gives him attention / money / work.
opinions
B Write the vocabulary words from the unit in the correct column. Add any other words
that you learned. Circle words you still need to practice.
NOUN VERB ADJECTIVE ADVERB & OTHER
WHY WE MAKE ART 55
Online Practice reinforces learning

with more opportunity to interact
with the skills, vocabulary, and ideas C Reflect on the ideas in the unit as you answer these questions.
1. Has your view of language and language learning changed? Explain.
from each unit.

2. What ideas or skills in this unit will be most useful to you in the future?
The REFLECT section at the end of each

unit encourages students to assess their
progress. LANGUAGE AND CULTURE 33
EVALUATE
An ExamView® Assessment
Suite includes test banks that
allow teachers to generate
and customize written tests,
including a Quiz and Mastery
Test for each unit.
ix

TEACHING WITH REFLECT LISTENING & SPEAKING
1. H
OW ARE THE UNITS ORGANIZED?
Unit Prepare to Watch & Prepare to Listen & Reflect

Opener Watch Speak Listen Speak
The units are organized into six sections and include the following features:
unit opener with an impactful photo that introduces the theme and a clear guide to outcomes
A
and skills taught
Two real-world listening inputs—one audio and one video—that present different angles on
the unit theme
Key academic skill instruction on listening, speaking, critical thinking, pronunciation, and grammar.
Three Reflect activities that give students the opportunity to pause, personalize, and think
critically about what they have learned. These can also be used as formative assessment
A culminating Unit Task that allows students to apply their learning in a final presentation
A final Reflect section that encourages students to take responsibility for their learning and
evaluate their progress
2. H
OW CAN THE VISUALS BE MAXIMIZED?
The Unit Openers and other photos can be used to practice the important 21st century skill of visual
literacy: the ability to recognize, understand, and evaluate ideas in images. Having students analyze
various elements in an image, such as subject matter, color, perspective, and style, will help them
to interpret the meaning of the image and react to it. Ask students questions such as these: What
is the first thing that you notice? What else do you see? How does the photo make you feel? What
questions do you have? What do you think the message of the photo is?
3. HOW SHOULD THE VIDEO BE USED?

The video in the Watch & Speak section boosts in-class engagement and enhances the content
and concepts students are learning. Understanding video is also an important part of visual literacy.
Videos have multiple layers of meaning, such as information about the setting, signs and captions,
nonverbal communication, and music and sound effects. These same elements can make the
content in a video more accessible, especially for language learners. Here are some ways beyond
the before-, during-, and after-viewing activities provided in the units to have students engage with
the videos.
Have students watch the video without the audio, so they can focus on the visuals.
Have students watch the video with the audio and ask how the visuals support their
understanding.
Have students work in pairs or small groups to discuss how they might change the video (e.g., how
to make the message clearer, how to make the content more interesting).
x TEACHING WITH REFLECT LISTENING & SPEAKING

4. HOW WAS THE VOCABULARY CHOSEN? These Languages Have the Most Speakers

375
The target words in the Prepare to Watch and Prepare to Listen English
sections were selected according 1500
to several criteria: frequency, utility, appearance

C Look at the chart. Then answer the questions below. Discuss your answers with a partner. on Academic
Chinese Word Lists, and CEFR
982
(Common
1100
European Framework of Reference for Languages) level. Students Hindi
learn 460 the meanings of the words in
context and apply them in follow-up activities. The target vocabulary

330
is then 650
reinforced and recycled
throughout subsequent units. In addition, Vocabulary Expansion Activities at the end of the Student
Native and Total Speakers, Millions Spanish
420
375
English
Book expand on some of these982target words1500by introducing useful collocations, word forms, and affixes.
79
French
370
Chinese
1100 Source: Statista Native Speakers Total Speakers
460
5. HOW IS CRITICAL THINKING PROMOTED?

Hindi
650
1. Which language has the most native speakers? The most total speakers?
330
Spanish
420
Throughout
French
79 the units, students analyze, apply, compare, evaluate,
2. Which two languagesinfer,
have moreinterpret,
non-native speakerspersonalize,
than native speakers? rank,
support, and synthesize, among other critical thinking tasks. In particular, the Reflect activities are
370
and
Source: Statista Native Speakers Total Speakers
specifically designed to be critical thinking opportunities. Bysurprises

3. What actively
you about participating
this chart? in higher-order
thinking tasks
1. Which language and
has the deeply
most native speakers?processing thetotalrich
The most content in Reflect, students engage in meaningful
speakers?
language acquisition.
2. Which two languages have more non-native speakers than native speakers? CRITICAL THINKING Support your opinions
and
While each unit contains multiple opportunities for critical thinking, there is also a Critical Thinking Skill
3. What surprises you about this chart? I agree that English is the most important second language to learn. People all over the world
in each unit followed by an application. use English to communicate. Also, more people speak English than any other language.
REFLECT Give your opinion about learning a language.

CRITICAL THINKING Support your opinions
Rank the statements by how strongly you agree. Then share your answers with a partner.
I agree that English is the most important second language to learn. People all over the world 1 = strongly agree 2 = agree 3 = disagree 4 = strongly disagree
English is the most important second language to learn.
English speakers do not need to learn a second language.
REFLECT Give your opinion about learning a language. People who speak two or more languages are more interesting than people who only
speak one language.
Rank the statements by how strongly you agree. Then share your answers with a partner. LANGUAGE AND CULTURE 21
1 = strongly agree 2 = agree 3 = disagree 4 = strongly disagree
English is the most important second language to learn.
6. W HAT ARE REFLECT ACTIVITIES?

English speakers do not need to learn a second language.
speak one language.
The three Reflect activities in each unit are transition points between one section and the next. They 21
provide moments for students to pause, reflect on what they have learned so far, and anticipate what
LANGUAGE AND CULTURE
they will learn next. Additionally, they act as touchstones that build toward the final unit task and
provide opportunities for formative assessment. This teacher’s guide provides information on what to
look for as students complete these tasks, as well as additional ideas to assess their learning.
7. H
OW ARE LISTENING AND SPEAKING SKILLS
DEVELOPED?
Each Listen & Speak or Watch & Speak section centers on an audio or video input related to the unit
theme. A Listening Skill develops an active-listening strategy students need to be successful in an
academic setting, such as listening for signal words and taking notes in various formats. The inputs
expose students to various listening genres and to grammar and vocabulary in use. The two inputs
also build students’ knowledge of the unit theme, preparing them for the final speaking task.
Speaking opportunities are woven throughout each unit, culminating in the final Unit Task. Before
completing the task, students listen to a Model that serves both as an example for students to
follow and an example of what they can achieve themselves. A Speaking Skill supports students by
providing a transferrable speaking skill relevant to academic and other real-world settings, such as
taking turns in a discussion and giving a presentation.
xi

8. WHAT IS THE FINAL REFLECT SECTION?
The final Reflect section is an opportunity for students to self-assess their progress. Students
are asked to evaluate whether they can apply the skills learned and to review the vocabulary from
the unit and identify words they need to practice. This teacher’s guide provides question prompts
to review the Reflect activities and academic skills. Additionally, a game that reviews the vocabulary,
grammar, and skills from the unit is available on the Classroom Presentation Tool.
9. IS REFLECT COMPATIBLE WITH BLENDED AND ONLINE

CLASSES?
Reflect offers flexibility to successfully instruct classes in person, online, and in blended classrooms.
For online and blended classes, the Classroom Presentation Tool (CPT), Online Practice, and Student’s
eBook allow a teacher to deliver all of Reflect content digitally.
Connecting with students, building a community, and creating a positive learning environment are as
important, if not more, when teaching in a blended or online context. Here are some tips for teaching
Reflect in a blended or online classroom.
ive students time to greet each other and chat before the lesson starts.
G
During the lesson, ask that everyone mute their microphones when they’re not talking.
Use a variety of materials. Display the Classroom Presentation Tool (CPT) so that everyone is
literally on the same page, but also allow students time to do activities individually in their books.
Use the CPT to watch videos, listen to audio, and do the activities together and/or display
the answers.
Alternately, to maximize your time in the classroom, have the students watch the video and/or
listen to the audio and do the activities outside of class. Use time in class for students to ask
questions, discuss their ideas, and do group work.
Use break-out rooms in your video conferencing to give students time to work with their
classmates and meet with you.
xii TEACHING WITH REFLECT LISTENING & SPEAKING

PACING GUIDE
One unit of Reflect Listening & Speaking takes between 4.5–5.25 hours to complete.
All 8 units require approximately 36–42 hours.
By setting aside portions of each unit as homework, or by using extension activities and ancillaries,
the length of the the learning materials can be adapted to suit a wide range of course durations.
Here are some examples.
RECOMMENDED COURSE
Total course length = 42 hours (1 unit = 5.25 hours)
12-week course = 3.5 hours of instruction per week
his option assumes that the teacher covers all Student’s Book content in class. Online Practice
T
activities are given as homework.
SHORT COURSE
his option assumes that Online Practice activities and some of the Student’s Book content are given
T
as homework (e.g., Vocabulary, Grammar, and Unit Task planning and practicing activities).
LONGER COURSE
Total course length = 48 hours (1 unit = 6 hours)
12-week course = 4 hours of instruction per week
his option assumes that the teacher covers all the Student’s Book content in class. Lessons can be
T
extended using Online Practice activities.
EXTENDED COURSE
his option assumes that the teacher covers all Student’s Book content in class. Lessons are extended
T
using Online Practice activities. ExamView® quizzes are used regularly to monitor students’ progress.
xiii

CREATING CONNECTIONS
UNIT
1
URBAN STUDIES
IN THIS UNIT UNIT OPENER 5–10 min
Consider where people meet in a big city

CONNECT TO THE TOPIC (p. 3)
Evaluate activities that bring people together
• Have students look at the photo and caption. Ask
Brainstorm ways to meet your neighbors
Is tea common in your culture? What do people
Present a plan to help people connect
sometimes talk about over tea?
SKILLS PREPARE TO WATCH 35–45 min
LISTENING
A VOCABULARY (p. 4) 1.1
Listen for main ideas and details
• Read the definitions below and ask the
questions.
SPEAKING
Give a presentation
atmosphere (n) the general mood or feeling
associated with a place and the area around
GRAMMAR it; Does the local area have a pleasant
Verbs + gerunds or infinitives atmosphere?
average (adj) typical; not one extreme or the
CRITICAL THINKING other; What does the average student like to
Brainstorm solutions do in their free time?
discover (v) to find or learn something for
VIDEO the first time; Have you discovered any
In The Tables, a variety of people in New York City’s interesting places nearby?
Bryant Park describe their personal experiences of obligation (n) something you are required to
meeting and interacting with people from all walks do; What kind of obligations do you have
of life while playing Ping-Pong there. each week?
opportunity (n) a good situation or chance for
AUDIO success; What is an opportunity that many
A podcaster discusses different examples of students would like to have?
initiatives in cities to bring people together. These population (n) the total number of people who
include Ping-Pong tables in New York City’s Bryant live in an area; Is the population of your city
Park, pianos in cities worldwide, and collaborative or town big or small?
lunches in Chile. stable (adj) unchanging; likely to remain as it is;
in good condition; In the place you come from,
is the temperature pretty stable at this time
of year, or does it change a lot?
C R E AT I N G C O N N E C T I O N S 1
NAS_3_TBLS_49462_U1_ptg01.indd 1 17/05/21 3:38 PM

trust (v) to be confident in or rely on something
or someone; Can you trust trains and buses TIP
in your city or town to run on time? • If students are having a hard time
unique (adj) interesting because it is different answering the questions, have them think
from the others; What is unique about this city? about different reasons people move to a
whenever (conj) any or every time; What do new city. Ask Can people make friends
people do whenever the weather gets really in these different situations? Why
hot? might it be hard to make friends in a
new city?
VOCABULARY GAME: BINGO (See page 65.)
B (p. 4) 1.2 WATCH & SPEAK 60–75 min

• Assign students to be either partner A or B.
Have them close their books and instruct A PREVIEW (p. 7)
partner A to take notes on what Eun says • Ask Have you ever played Ping-Pong? Is it
about Seoul and partner B to take notes on easy? Hard?
what Miguel says about Puebla.
• Play audio track 1.2. Then have students open B PHRASES TO KNOW (p. 7)
their books and use their notes to complete • Read the example sentences and ask the
the chart together. questions.
C PERSONALIZE (p. 5) the rock My grandmother is the rock of my

• Ask students to think of famous cities around family when times are hard. Is “the rock of my
the world. Have them say what places or family” strong only for herself, or for the
things are unique in those cities while the family as well? (for her family as well)
rest of the class guesses which cities their make six figures My sister got a promotion.
classmates are thinking of. Now she makes six figures. Does she earn
more or less than $99,000 now that she
D ANALYZE (p. 5) makes six figures? (more)
• After you review the answers as a class, get through tough times Hugs from my best
invite students to share any facts that they friend help me get through tough times. Are
found surprising. tough times good or bad times? (bad) What
helps you get through tough times?
REFLECT (p. 5) EXTRA VIDEO VOCABULARY

• Have students count off one through three. Go over the definitions of these items before
Have the 1s work together, the 2s work watching the video.
together, and the 3s work together.
• Encourage them to use the target vocabulary. billionaire (n) a very rich person (has at least
$1,000,000,000)
FORMATIVE ASSESSMENT dignity (n) respect; a feeling of pride in yourself
• As you monitor, make sure students are foster home (n) a home where a child is cared
giving reasons for their answers. for by someone other than his or her parents
• Ask volunteers to share their group’s ideas grounded (adj) describes someone confident
for items 1 and 2 with the whole class. and reasonable
Have students give a thumbs up for any
ideas they also had. C MAIN IDEAS (p. 7) 1.1
• Say Remember that the main ideas are the
most important points.
2 UNIT 1

D DETAILS (p. 7) 1.1 H GRAMMAR (p. 9)
• Have students complete as much of the • Assign students to be either partner A or
activity as they can before watching the video partner B. Partner A covers the Grammar box
again. and guesses which forms sentences one
through five will take while partner B checks
the Grammar box. Then partner B covers the
COMMUNICATION TIP (p. 7) Grammar chart and guesses which forms
• Explain that you can also give opinions sentences six through ten take while partner
without using the phrases in the box, but A checks the Grammar box.
these phrases can soften your opinions, or
make them more polite. I GRAMMAR (p. 9)
• Provide students with a few suggested
question frames. Write
E DISCUSS (p. 7) What do you ?
• Model the phrases for giving an opinion in the When do you ?
Communication Tip. Say I don’t think Ping- Who do you ?
Pong tables would work in my community
because we don’t have a big park.
• Have one student from each group REFLECT (p. 9)
summarize whether or not Ping-Pong tables • Have students make a list of activities as
would work in their communities. they answer the questions with a partner.
• Compare lists as a class and take a poll as
F NOTICE THE GRAMMAR (p. 8) to which are the best for bringing people
• Ask What do the words after hope and together.
needs have in common? (They include to • Encourage students to use the phrases for
and the base form of a verb.) What do the opinion from the Communication Tip on
words after plan on and propose have in page 7 as they give their explanations.
common? (They include a verb with an -ing
ending.) FORMATIVE ASSESSMENT
• Explain that the words that end in -ing are
• As you monitor, make sure students are
gerunds and the words that include to + the
giving reasons for their answers.
base form of a verb are infinitives.
• Place two pairs of students together and
have them share their ideas.
GRAMMAR Verbs + gerunds or infinitives
(p. 8) TIP
• Read the Grammar box. Have students • Say Think about games, sports, or
complete these sentence stems about the activities people can play and also watch.
photo at the bottom of the page. Write
The man in white hopes to .
The man in yellow plans on . PREPARE TO LISTEN 35–45 min
• Explain that students should memorize
which verbs are followed by a gerund and A VOCABULARY (p. 10) 1.3
which are followed by an infinitive. • Read the example sentences below and ask
the questions.
• Before students complete the task, remind
G GRAMMAR (p. 8) them to use the correct form of the words
• Have students practice the dialogue with a (i.e., past vs. present for verbs and singular
partner. vs. plural for nouns).

actual (adj) The actual price of the car was know most of their neighbors? (20%) Only
higher than I expected, with taxes and fees. some? (54%) None? (23%)
What is the actual amount of time you
spend playing sports each week?
appear (v) I love it when flowers appear in CRITICAL THINKING Brainstorm solutions
the spring after a long winter. Can you name (p. 11)
some things that appear in the sky? • Ask students to think about what
donation (n) I sometimes make a donation brainstorming means, and then have them
to help animals without a home. What read the Critical Thinking box to check their
organizations do people make donations to? ideas.
event (n) My grandmother’s 80th birthday was • Emphasize that brainstorming is about
a big event with many people, lots of food, and quantity over quality.
dancing. What was the last big event you
went to?
generous (adj) My mother gave me a generous
gift—a new computer! What is a generous COMMUNICATION TIP (p. 11)
gift you have given or received? • Read the example sentences out loud.
impossible (adj) People thought it was • Ask What word is used in both
impossible for humans to fly, but now we do it sentences? (could)
every day. What is something else that once • Read the Tip and explain that using could
seemed impossible? softens your suggestions or makes them
issue (n) I had issues with the Internet, so I more polite.
had to cancel the meeting. What are some
issues that make it difficult to work or study?
participate (v) My math class participated in a
REFLECT (p. 11)
competition, and we won! What would be a
• Tell each group to assign one person to
fun event to participate in?
write down the ideas as you brainstorm.
positive (adj) The changes in the city are
• Encourage students to use the target
mostly positive, and people are happy. What
vocabulary.
is a positive change you would like to see
• Have groups choose their favorite ideas to
where you live?
share with the class.
support (n) With my father’s support, I passed
all my exams and graduated with honors. What
kind of support do people give you when
you do something challenging? • As you monitor, make sure students share
real and hypothetical answers.
VOCABULARY GAME: SPIN A STORY (See • Vote as a class to decide on the top three
page 65.) ideas.
B PERSONALIZE (p. 11) TIP

• Ask What is the next event you plan on • To encourage creative answers, ask How
participating in? What do you plan to wear do people meet their neighbors in TV
to the event? shows or movies?
C (p. 11)
• Check basic comprehension of the LISTEN & SPEAK 120 min
infographic. Ask What percentage of people
ages 18–29 know all their neighbors? (2%) A PREVIEW (p. 13)
What percentage in the same age group • Ask Would you ever listen to someone
playing piano in the street?
4 UNIT 1

LISTENING SKILL Listen for main ideas PRONUNCIATION Word stress (p. 15)
and details (p. 13) 1.6
• Have students close their books. Read • Write event, support, population, and
the Listening Skill box without reading the connection on the board.
example sentences. • Have students say the words out loud and
• Write the example sentences from the box clap on the syllables to count how many
on the board and have students identify each word has.
the main idea and details. • Elicit the stressed syllable in each word
and underline it.
• Say the words again and ask students
B MAIN IDEAS (p. 13) 1.4 to notice the sound in the unstressed
• Remind students that they will likely hear the syllables. Explain that this sound, a schwa
main idea at the beginning and end of the (/ә/), is the most common vowel sound
podcast. in English, and only comes in unstressed
syllables.
C DETAILS (p. 13) 1.4
• Ask How many ideas do we hear in the
podcast? (3) E PRONUNCIATION (p. 15) 1.7
• Point out that the answers go in order across • Encourage students to say the words several
each row because each row represents one times, putting stress on a different syllable
idea for connecting with others in large cities each time until they find what sounds right.
around the world.
F PRONUNCIATION (p. 15) 1.8
• Write the groups of words on the board and
UNIT TASK (p. 14) have students guess which have the same
• As a class, define what their community word stress (words in bold).
could be (the city/town, neighborhood, or swimming skateboard improve
school community). residents donations businesses
• Either before or after listening to the model
in activity D, review key verbs used with
gerunds or infinitives (such as propose, SPEAKING SKILL Give a presentation
need, want, expect, plan on) that students (p. 16)
might use in their own presentations. • Ask students to share any advice they have
for giving a presentation.
SUMMATIVE ASSESSMENT • Compare their advice with the advice in
• Share the Unit 1 rubric with the class. the box.
(ELTNGL.com/reflect1e)
G PLAN (p. 16)

D MODEL (p. 14) 1.5 • As students plan in groups, write useful
• Encourage students to listen for words such language on the board. Include words and
as first, second, and finally as they complete phrases from the Communication Tips on
the chart since they signal a transition from pages 7 and 11, verbs followed by gerunds
one idea to another. and infinitives, as well as target vocabulary.

H UNIT TASK (p. 16) ideas) What are details? (facts, examples,
• Remind students to use words such as reasons, and explanations that support the
first, second, and finally as they present. main ideas)
Encourage students to use these words as What are some speaking skills for giving
guides to help them listen for reasons and a presentation? (prepare, practice, use
benefits. sequence words, and make eye contact)
• Have students compare notes with a partner What are some verbs that are followed by
after each presentation. a gerund? (hope, need ) By an infinitive?
• Use the Unit 1 rubric to assess each (plan on, propose)
presentation. Does a brainstorming session have to
include many good ideas? (no)
REFLECT 15–20 min
B (p. 17)
A (p. 17) • Explain that words that are listed as conj
• Ask questions about the Reflect activities: should go in the Adverb & Other column.
What are some ways that people connect
in a city? C (p. 17)
In your opinion, what is the best activity • Have students answer the questions
that brings people together? individually, and then have volunteers share
• Ask questions about the academic skills: their answers with the class.
What are main ideas? (the most important
6 UNIT 1

ANSWER KEY
CONNECT TO THE TOPIC (p. 3) E. (p. 7)
Answers will vary. Possible answers: Answers will vary.
1. He serves them free tea and offers neighbors
a chance to connect. I think it is unusual but F (p. 8)
interesting. 1. I hope to become, infinitive 2. My town needs to
2. Answers will vary. build, infinitive 3. I plan on going, gerund
4. I propose building, gerund
PREPARE TO WATCH
A (p. 4) G (p. 8)
1. Whenever 2. stable 3. unique 4. population 1. doing 2. to get 3. to join 4. giving 5. to bring
5. atmosphere 6. trust 7. average 8. discovered 6. to borrow
9. obligation 10. opportunity
H (p. 9)
B (p. 4) 1. to teach 2. to learn 3. building 4. organizing
City, Country: Seoul, Korea; Puebla, Mexico 5. to pay 6. to get 7. putting 8. to bring 9. seeing
Population: (almost) 10 million; (about) 1.5 million 10. to play
Favorite neighborhood: Gangnam; Centro Histórico
Atmosphere: fun and trendy; relaxed I (p. 9)
Unique feature: Samneung Park; Alley of the Answers will vary.
Frogs
PREPARE TO LISTEN
C (p. 5) A (p. 10)
Answers will vary. 1. appeared 2. positive 3. actual 4. events
5. impossible 6. issues 7. donations 8. participated
D (p. 5)
1. Spanish, English 2. 34 3. open, 1,700, beaches B (p. 11)
Answers will vary.
WATCH & SPEAK
A (p. 7) C (p. 11)
Answers will vary. Possible answers: 1. the United States; February and March of 2018
1. playing Ping-Pong 2. 65 and older; 18–29; Answers will vary.
2. Ping-Pong in New York City 3. Answers will vary.
B (p. 7) Reflect (p. 11)

Answers will vary. Answers will vary.
Possible answers.
1. the rock: the person who supports everyone in a LISTEN & SPEAK
group; 2. make six figures: to earn over $100,000; A (p. 13)
3. get through tough times: to deal with difficult Answers will vary. Possible answers:
situations 1. playing a piano
2. Yes, that would be fun.
C (p. 7)
a, c, e B (p. 13)
b
D (p. 7)
1. NG 2. F 3. T 4. F 5. NG 6. T 7. T 8. NG

C (p. 13) F (p. 15)
Answers will vary. Possible answers: 1. obligation 2. propose 3. physical, benefits
1. Ping-Pong tables 2. enjoy the game 3. met each 4. generous 5. discovered 6. positive 7. actual
other / became friends / played Ping-Pong 8. participate
4. pianos 5. artist 6. talk about them 7. lunch
8. organization 9. stronger 10. friends G (p. 16)
Answers will vary.
D (p. 14)
Answers will vary. Possible answers: H (p. 16)
Reasons: Answers will vary.
1. Kids need a safer place for skateboarding.
2. Kids need to exercise and spend time outside. REFLECT
3. Kids will meet people from other parts of the B (p. 17)
city. Nouns: atmosphere, donation, event, issue,
Benefits: 1. makes skateboarding safe 2. kids will obligation, opportunity, population, support
get exercise 3. helps kids make friends and be Verbs: appear, discover, participate, trust
happier Adjectives: actual, average, generous, impossible,
positive, stable, unique Adverb & Other:
E (p. 15) whenever
1. be-ne-fit 2. pro-pose 3. ap-pear 4. par-ti-ci-pate
5. phy-si-cal 6. po-si-tive 7. ac-tu-al 8. o-bli-ga-tion
9. ge-ne-rous 10. di-sco-ver
8 UNIT 1

LANGUAGE AND CULTURE
UNIT
2
LINGUISTICS
Give your opinion about learning a language

Explain the effect of learning a second language
Discuss how language and culture are related
What do you see in this photo? Describe the
Present a saying or proverb
scene.
SKILLS PREPARE TO LISTEN 35–45 min
LISTENING
Listen for signal words
• Read the example sentences below and ask
the questions.
SPEAKING
Take turns in a discussion according to (prep) According to my mother,
my great-grandmother spoke three languages.
GRAMMAR Is information “according to” an individual
Future real conditionals common knowledge, or is it reported by
someone? (It was reported by someone.)
CRITICAL THINKING attention (n) When someone speaks, I give them
Support your opinions my full attention. When I give my full attention
do I listen to or focus on other things? (No, you
AUDIO listen to and focus on the speaker.)
In The World’s Worst Communicators? a radio host author (n) Leo Tolstoy is one of my favorite
discusses the idea that native English speakers authors. Does an author read a book or write
are the world’s worst communicators and takes one? (writes a book)
call-in responses from both a native and non-native background (n) My brother works in an office,
speaker. but his background is in art. Does he have past
or present experience in art? (past experience)
VIDEO field (n) I am a teacher—I work in the field of
In the interview Exploring Language with Linguist education. What are some other professional
K. David Harrison, this National Geographic fields? (medicine, law, business)
Explorer gives examples of how language shows mention (v) My friend mentioned that he had
the values and culture of its speakers, talks about pets, but I was surprised to visit his house
the knowledge of the world that will be lost if a and see five cats and two dogs. If someone
language dies, and urges listeners to consider the mentions something, do they say it loudly
value of language diversity. and with emphasis, or briefly? (briefly)
misunderstanding (n) We had a
misunderstanding—I thought the event was
L A N G U A G E A N D C U LT U R E 9
NAS_3_TBLS_49462_U2_ptg01.indd 9 17/05/21 8:09 AM

today, but it’s tomorrow. What can cause a
misunderstanding? (confusing language, not FORMATIVE ASSESSMENT
paying attention, linguistic differences) • Monitor as students discuss reasons to
patient (adj) My grandfather taught me how support their rankings.
to play the piano, and he was very patient • Take a poll to find out how students ranked
when I made mistakes. What are some other the statements.
situations when it is important to be patient? • Ask volunteers to explain and support their
(when stuck in traffic, waiting for someone, opinions.
dealing with children)
speech (n) In some situations, we use formal TIP
speech, and in others we use informal, or casual, • If students are not supporting their
speech. Would you use formal or informal opinions or only giving short answers,
speech when presenting a report to the class? prompt them and ask Why do you think
widespread (adj) After the storm, there that? or Tell me more.
was widespread damage and power loss. If
something is widespread, does it happen
over a large area or for a long time? (over a
LISTEN & SPEAK 60–75 min
large area)
A PREDICT (p. 22) 2.2
VOCABULARY GAME: WORDPLAY
• Direct students’ attention to the photo and
(See page 65.)
caption, as well as the title.
B PERSONALIZE (p. 20)
B PHRASES TO KNOW (p. 23)
• Encourage students to share answers
• Read the example sentences and ask the
that are true for them as they discuss the
questions.
questions in pairs.
you’ve lost me I was explaining something to
C (p. 21)
my nephew when he said, “I think you’ve lost
• Ask students to name the languages listed
me.” Was it difficult for him to understand, or
and help them distinguish between native
was he not paying attention? (It was difficult
speakers and total speakers.
for him to understand.)
opened your eyes My first travel experience
CRITICAL THINKING Support your opened my eyes. Is an experience that opens
opinions (p. 21) your eyes an important learning experience?
• Ask How does this person support their (Yes—it changes you.)
opinion? (with facts—based on research)
• Elicit examples from students’ personal C MAIN IDEAS (p. 23) 2.3
experience to further support the opinion • Remind students that some of these ideas
about the importance of learning English. may be in the radio show even if they are not
the main idea.
REFLECT (p. 21) LISTENING SKILL Listen for signal

• Give students a few minutes to think of words (p. 23)
reasons to support their rankings. • Write the example sentences from the
• Have students discuss the statements in chart on the board.
pairs and use their notes to justify their • With their books closed, have students
opinions. identify which parts of the sentences are
reasons and which parts are results.
10 UNIT 2

G PRONUNCIATION (p. 24) 2.6
• Have students identify key words that • Before playing audio track 2.6, call on
introduce the most relevant parts of the volunteers to try reading the words in
sentences and circle them. the table. Write the words on the board,
• Then have students read about the skill. underlining the syllables the students stress.
Encourage them to use these words as
signposts, pointing them to information as H PRONUNCIATION (p. 25)
they listen. • Tell groups to make sure their rules work
for each of the words with the same suffix.
Compare rules as a class.
D APPLY (p. 23) 2.4
• Have students read the chart before they
I PRONUNCIATION (p. 25)
listen. Elicit the signal words they should
• Have pairs discuss the questions and report
listen for.
anything they found interesting about each
other to the class.
E DETAILS (p. 24) 2.3
• Have students read the sentences and choose
J (p. 25)
what they think is correct from memory.
• Direct students’ attention to the graphic. Clarify
the meaning of any words they do not know.
• Provide an example to help students with
COMMUNICATION TIP (p. 24)
the task, such as I’m learning English so that
• Ask What language do you use in a
I can have more job opportunities because
conversation if you agree with what the
many jobs expect you to speak English.
speaker is saying?
• Encourage students to use some of the signal
• Ask When you disagree with the
words from the Listening Skill box on page 23.
speaker, are you polite about it? What
do you say?
• Read the Communication Tip and model
REFLECT (p. 25)
the language for disagreeing.
• Give students a few minutes to think of
answers and make notes. Encourage them
F (p. 24) to give reasons to support their opinions and
• Tell students to make sure everyone has a use words to signal their reasons and results.
chance to share their opinion on each statement.
• Listen to what students say and how they
PRONUNCIATION Stress in words with say it. Take notes on strengths in speaking
suffixes (p. 24) 2.5 and listening and any areas that need
• Write the word attention on the board. Ask improvement.
students what part of speech it is. (noun) • Monitor and make sure students are
Underline the suffix -tion, pointing out that supporting their answers.
this ending tells us it is a noun.
• Say the word attention and ask students to TIP
identify where the stress is. Put a box around • To help students formulate their thoughts,
the stressed syllable, just before -tion. write some of the vocabulary words on
• Direct students’ attention to the box as you the board in one box, the signal words for
play audio track 2.5. reasons in another, and the signal words
• Elicit other words with the same suffixes. for results in a third box. Say Use three
(decision, education, magician, Egyptian, words from the first box and one word
electricity, ability) from the other two boxes.

PREPARE TO WATCH 35–45 min values (n) One of my family’s values is getting
a good education. What are some of your
A VOCABULARY (p. 26) 2.7 family’s values? (equality, honesty, hard
• Read the example sentences below and ask work, etc.)
the questions.
VOCABULARY GAME: BACKS TO THE BOARD
appearance (n) His appearance told me (See page 65.)
that he hadn’t slept. How do you think he
looked? (tired, dark circles under eyes, messy B PERSONALIZE (p. 27)
hair, etc.) • Preview the questions as a class before
contain (v) The library contains many books, having students discuss them in pairs.
some tables, and two computers. If you have
a backpack with you, what does it usually C (p. 27)
contain? • Have students share any surprising
distinct (adj) There are many kinds of cheese, differences that they notice between their
but they all have a distinct flavor. Can you language and English.
name some things that are similar in some
ways but have distinct differences? (plants,
animal species, languages) REFLECT (p. 27)
diversity (n) Big cities often have a lot of • Encourage students to use vocabulary
diversity, with people from many parts of from this unit in their responses.
the world living there. Can you name some
places that have great diversity—of people, FORMATIVE ASSESSMENT
or of plants and wildlife? (for people: places • Monitor small groups as they share their
such as Singapore, São Paulo, London; for ideas with the class. Is everyone in the
plants and wildlife: the Amazon rain forest, the group taking a turn?
Great Barrier Reef, etc.) • Have students write a note with a
document (v) Lawyers and journalists summary of their ideas to an elder family
document evidence. What other jobs have member who speaks another language.
to document information? (scientists,
historians, etc.) TIP
elder (adj) I have an elder brother and a • Write useful phrases on the board for
younger brother. Does anyone have an elder students to choose from as needed, for
sibling? example, I’ve noticed that ;
expand (v) My friend expanded her business show(s) that a culture values family ;
by adding new products. What are some ways I’m not sure about ; When we
to expand your mind? (reading, studying, speak to elder family members ; My
travel, etc.) language has distinct words for ; There
immense (adj) The Pacific Ocean is immense. is an immense difference between
What other things in nature are immense?
(the Grand Canyon, Iguazu Falls, etc.)
inadequate (adj) The concert hall was an WATCH & SPEAK 120 min
inadequate place for so many fans. Can you
think of activities for which a person’s skills A PREVIEW (p. 28) 2.1
or experience might be inadequate? (playing • Have students look at the photo on page 28
in a band, fixing a computer, caring for a and read the caption. Ask What kinds of
seriously ill relative) questions do you think K. David Harrison is
asking Mr. Waikay?
12 UNIT 2

B PHRASES TO KNOW (p. 28) E DETAILS (p. 29) 2.3
• Read the example sentences and ask the • Review the meaning of proverb and ask
questions. students if they have heard any of these
proverbs before.
related by blood Some relatives are related to • Ask students if they have similar proverbs or
you by blood, for example, your mother, father, sayings in their languages.
and siblings. Do people who are related by
blood share the same genes and family
tree? (yes) UNIT TASK (p. 30)
related by marriage Some relatives are related • Tell students they will have an opportunity
to you by marriage, for example, a stepfather, to research their proverbs.
brother-in-law, or an uncle’s wife, who we
call an aunt. Do people who are related by SUMMATIVE ASSESSMENT
marriage share the same genes and family • Share the Unit 2 rubric with the class.
tree? (They don’t share the same genes, but (ELTNGL.com/reflect1e)
through marriage these people become part of
the family tree.)
F MODEL (p. 30) 2.8
open doorways to other worlds Reading
• Say Listen carefully to how the people
can open doorways to other worlds—worlds I
analyze the proverbs. Decide which
could never imagine on my own. What other
analysis best matches each situation.
activities open doorways to other worlds
by expanding your knowledge? (travel,
education, meeting new people, etc.) GRAMMAR Future real conditionals (p. 30)
natural world I enjoy spending time in the • On the board write I will be very happy if
natural world doing things such as hiking and . Elicit a few different ways to
camping. Where can you enjoy the natural complete the sentence, including different
world? (parks, beaches, forests, etc.) subjects and negatives (e.g., I pass the
test; it doesn’t rain tomorrow), and write
EXTRA VIDEO VOCABULARY some of these on the board.
Go over the definitions of these terms before • Underline I will be very happy in one
watching the video. color, labeling it as the result. Underline
students’ examples, starting with if, and
indigenous (adj) born in or native to a place label this part of the sentence as the
meteorologist (n) a scientist who predicts the condition—something that happens and
weather causes something else to happen.
nomad (n) a member of a group who moves • Circle the verbs in each part of the sentence
from place to place to look for food and water and ask students what they notice about
proverb (n) a short well-known sentence that the forms (will + the base form in the result;
gives advice about life simple present in the condition).
• Elicit one of the sentences in the negative—
C MAIN IDEAS (p. 29) 2.2 e.g., I won’t be happy if it rains tomorrow.
• Have volunteers read the statements aloud • Ask students if the two parts, or clauses,
before watching the video. can be reversed, and write one of them
on the board, with a comma after the
D DETAILS (p. 29) 2.2
if-clause, for example, If I pass the test, I
• Have students read the statements before
will be very happy.
watching again. Say When you hear a
• Go over the information in the chart.
talk on an unfamiliar subject, and with
statistics, it’s a good idea to take notes as
you listen.

G GRAMMAR (p. 30) 2.9 K UNIT TASK (p. 32)
• Remind students to check whether the • Set students up in small groups to discuss
if-clause comes first or second as they their sayings. Groups who are waiting their
complete the activity. turn can start the Reflect activities at the end
of the unit.
H GRAMMAR (p. 31) 2.10 • Use the Unit 2 rubric to assess each
• Go over the Grammar box on page 30. Explain presentation.
that it’s possible to use should or might in the
main clause. REFLECT 15–20 min
I GRAMMAR (p. 32) A (p. 33)

• Monitor and check for correct verb usage. • Ask these questions about the Reflect
• Invite volunteers to share what they wrote activities:
with the class. What are some reasons people have for
learning another language?
In what ways has learning English affected
SPEAKING SKILL Take turns in a you?
discussion (p. 32) Can you give some examples of how
• Before going over the skill box, ask the words some cultures use for family
students to share phrases they use to take members show how they value family?
turns in a discussion. What is an example of a proverb?
• Write • Ask these questions about the academic
1. Taking the first turn skills:
2. Offering a turn to someone else What are some signal words for reasons
3. Changing turns and results?
• Have students close their books. Say Here What are some phrases for taking turns in
are some polite ways to take turns. Read a discussion?
aloud some of the expressions from each What are some ways to complete this
category, in a random order. Have students sentence: If it rains tomorrow, . . .
indicate the purpose of each statement What are two ways to support opinions?
with a show of one to three fingers.
• Have them open their books and study the B (p. 33)
chart. Model correct intonation and have • Explain that words that are listed as prep
students repeat. should go in the Adverb & Other column.
C (p. 33)
J PLAN (p. 32)
• Have students answer the questions
• Option: Write proverbs on pieces of paper and
individually, and then have volunteers share
have students draw a random one to research.
their answers with the class.
14 UNIT 2

ANSWER KEY
CONNECT TO THE TOPIC (p. 19) G (p. 24)
1. Answers will vary. 1.Indonesian 2. Malaysian 3. Korean 4. Russian
2. Answers will vary. 5. Finnish 6. Spanish 7. Turkish 8. English
9. Japanese 10. Cantonese 11. Vietnamese
PREPARE TO LISTEN 12. Congolese
A (p. 20)
1. attention 2. author 3. speech 4. background H (p. 25)
5. mention 6. widespread 7. misunderstanding 1. Stress is on the syllable before the suffix.
8. field 9. According to 10. patient 2. Stress is on the syllable before the suffix.
3. Stress is on the final syllable with the suffix.
B (p. 20)
Answers will vary. I (p. 25)
Answers will vary.
C (p. 21)
1. Chinese, English 2. English, French J (p. 25)
3. Answers will vary. Answers will vary.
LISTEN & SPEAK PREPARE TO WATCH

A (p. 22) A (p. 26)
Answers will vary. 1. diversity 2. document 3. elder 4. immense
Correct answer: Native English speakers 5. appearance 6. contain 7. inadequate 8. values
9. expand 10. distinct
B (p. 23)
Answers will vary. B (p. 27)
1. You should try to clarify / explain what you mean. Answers will vary.
2. Answers will vary.
C (p. 27)
C (p. 23) Answers will vary.
b
WATCH & SPEAK
D (p. 23) A (p. 28)
1. because the use of English is so widespread. 1. Both answers possible: A linguist is a person
2. Since so many people around the world speak who studies many languages. / A linguist is a
English, 3. Because most native English speakers scientist who studies language.
don’t regularly speak a second language, 4. As a 2. There are more than 7,000 languages in the
result, people from any language background can world.
easily understand them. 3. K. David Harrison has explored more than 400
languages.
E (p. 24)
1. don’t think 2. less 3. use 4. 90% 5. don’t need B (p. 28)
Answers will vary.
F (p. 24) 1. by blood: you share biological ancestors; by
Answers will vary. marriage: you are related because one person is
married to the family member of the other 2. open
doorways to other worlds: to make an opportunity
for something to happen; Knowing another

language means learning about people H (p. 31)
and cultures that are very different from yours; 1. does, shouldn’t do 2. need, should be 3. need,
It can help you see the world from another shouldn’t make, decide, will probably regret
viewpoint. 3. natural world: all of nature, or all 4. are, will be
animals or plants considered as a group
I (p. 32)
C (p. 29) Answers will vary. Possible answers:
b, d 1. you want to understand 2. you’ll / you might lose
your job 3. you don’t work hard 4. you will be in
D (p. 29) good shape
1. one word 2. many different people 3. 90
4. more 5. they need to survive on the ice J (p. 32)
6. it expands your mind Answers will vary.
E (p. 29) Reflect

1. b 2. d 3. a 4. c B (p. 33)
Noun: appearance, attention, author, background,
F (p. 30) diversity, field, misunderstanding, speech, values;
1. a 2. b 3. b Verb: contain, document, expand, mention;
Adjective: distinct, elder, immense, inadequate,
G (p. 30) patient, widespread; Adverb & Other: according to
1. ’ll go, minds 2. Don’t make, want 3. is, won’t
help 4. aren’t, will miss 5. ask, ’ll, get
16 UNIT 2

FACT OR FICTION?
UNIT
3
MEDIA STUDIES
Discuss the issue of fake news

Consider how to deal with fake news
Interpret an infographic about fake news
How do you think this photo was taken?
Evaluate and present a news story
PREPARE TO LISTEN 35–45 min

SKILLS
LISTENING A VOCABULARY (p. 36) 3.1
Listen for numbers • Read the example sentences below and ask
the questions.
SPEAKING
article (n) I read an interesting article about how
Ask for and give clarification
the city is changing. Where do you think I read
this article? (in a newspaper, magazine, or online)
GRAMMAR
convince (v) I tried to convince my nephew that
Simple past and past continuous
aliens landed in our town, but he didn’t believe
me. How might you try to convince someone
CRITICAL THINKING
that aliens landed nearby? (share eyewitness
Evaluate data
reports, show evidence)
evaluate (v) A company will evaluate a worker
VIDEO before offering a promotion. What kind of
In Four Tips to Avoid Fake News, a narrator gives information is a company looking for when
advice about how to recognize a news source that they evaluate a worker? (how well they do
is not reliable. The tips are to check the URL, check their job)
the author, check the source, and use common fool (v) You can’t fool me—I know this picture
sense. is fake. What is the person who tried to fool
someone with a photo trying to do? (trick
AUDIO someone into believing something false)
In The Tree Octopus, a professor and three purpose (n) What is the purpose of your trip—
students discuss how children are often easily business, study, vacation? For what purpose
fooled by fake news and need to be taught to are you studying English?
evaluate what they read. recognize (v) I can always recognize my
mother’s voice. Can you recognize the voices
of your friends and family on the phone?
reliable (adj) We often lose our Internet
connection—it’s just not reliable here. If
FAC T O R FI C T ION? 17

something is not reliable, can we depend on
it? (no) REFLECT (p. 37)
result (n) I didn’t study, and as a result, I failed • Read the questions and elicit different
the exam. What is the result of not getting sources of news, especially those shared
enough sleep? (being tired, unfocused, etc.) on social media.
source (n) My grandmother is the main source • Encourage students to use the vocabulary
of information about our family history. What are words in their discussion.
some other sources of general information?
(books, websites, documents, etc.) FORMATIVE ASSESSMENT
the media (n) When there is news, the media • Make sure students are supporting their
tries to share it as quickly as possible. What are answers with reasons and examples.
some examples of the media? (newspapers, Listen for the use of target vocabulary.
websites, magazines, radio, TV, etc.) • After students have had time to discuss,
take a poll of how many worry about fake
VOCABULARY GAME: TIC-TAC-TOE news. Ask for volunteers—both those who
(See page 65.) are worried and those who are not—to
explain their answers.
B (p. 36) 3.2
• Pause the audio between speakers so TIP
students have time to write their answers. • Write some helpful chunks of text on the
board with vocabulary for students to use,
for example, People are often fooled by
CRITICAL THINKING Evaluate data (p. 37)
; It’s easy / difficult to recognize
• Before students read the information, ask
; Information is probably not
How can you know if the information in
reliable if ; When I ask about the
a research study is reliable?
purpose or source ; I saw an
• Elicit possible answers, then have students
article on social media about .
read the information in the box.
• Ask Is a study more reliable with a lot of
people or fewer people? (a lot of people)
Why is it important to know something LISTEN & SPEAK 60–75 min
about who these people are? (People

from a variety of places and with different A PREVIEW (p. 38) 3.3
experience bring more trustworthy • As students share their answers, ask for key
results.) Why is the date important? (The words that gave them clues.
information could be outdated.) Why is the
source important? (If the study is done by B PREDICT (p. 38) 3.4
a company, their motivation may be to sell • Have students compare their predictions in
their product.) pairs before listening.
• Tell students that when evaluating a study,
C MAIN IDEAS (p. 38) 3.5
it’s important to consider bias—an opinion
• Remind students that the main idea is
based not on facts or evidence, but rather
not necessarily at the beginning of a text
on personal gain, or on how popular
or presentation and that they have to pay
something is.
attention to the message as a whole.

C APPLY (p. 37)
• Have students preview the questions before
• After pairs discuss the questions, discuss
they listen.
question 4 again as a class.
18 UNIT 3

LISTENING SKILL Listen for numbers • Check understanding by reading one of the
(p. 40) sample sentences, first quickly but with
• Go over the information in the box. Point equal stress on every word in a robotic
out the symbol for percentage. way, then naturally, putting stress on the
• Say You need a fast but accurate way to content words. Ask Which sounded more
take notes on complicated statistical or natural? Why?
scientific data. • Say You may speak as slow or fast as
• Ask for suggestions on how to note the you like, but to sound natural in English,
example information more simply, while it’s important to put more stress and
still recording the exact numbers and what time on the content words.
they refer to. You might want to write the
following example on the board: 7% of 11
& 12 y.o. – fake; 93% – reliable F PRONUNCIATION (p. 41) 3.9
• Ask students to recall the parts of speech that
are content words. Tell them to notice and
E APPLY (p. 40) 3.7 underline these. Then have them mark the
• Have students close their books and take stressed syllables as directed.
notes on paper as they listen, focusing on the
numbers and what they refer to. Then have
REFLECT (p. 41)
them open their books and use their notes to
• Preview the questions. Give students a
complete the chart.
few minutes to consider their answers
and take notes. Ask them to note content
PRONUNCIATION Rhythm and stress: words that they will stress in their
content vs. structure words (p. 40) 3.8 responses.
• Before going over the information, write
the examples from speakers A and B on FORMATIVE ASSESSMENT
the board. • Monitor to ensure that students are
• Ask students to identify the most using the terms reliable and evaluate
important words for meaning, and correctly.
underline these. (seems, lives, trees, • As you review questions as a class, elicit
rivers, Pacific, northwest; What, other, suggestions for combating fake news,
sources, say, octopus; Actually, aren’t, and remind students to use vocabulary
other, sources) words; for example, Check the source and
• Elicit the types of words that these ask if it is reliable; Ask about the purpose
important words are. (nouns, verbs, of an article; Evaluate how the study was
adjectives, adverbs, wh- question words, conducted.
negative auxiliaries)
• Explain that words that are important for TIP
meaning are called content words. Ask • Suggest that students make a list of
students if they think these words have causes and effects of fake news. They can
more or less stress than the other, less name some effects while they discuss
important, words. (more) question 1 and consider causes and how
• Play the audio and review the information to take actions against them while they
in the box. discuss question 3.

PREPARE TO WATCH 35–45 min symbol (n) The dove is a symbol of peace.
What is a symbol for love? (a heart)
A PREVIEW (p. 42) well-known (adj) Beyoncé is a well-known
• Before pairs discuss the questions, have singer. Who are some other well-known
students focus on the image on page 42. singers? (Ariana Grande, Taylor Swift, Rihanna,
Ask What do you think about this photo? Billie Eilish etc.)
If necessary, define UFOs as “unidentified
flying objects.” C PERSONALIZE (p. 43)
• After students discuss, ask for volunteers to
B VOCABULARY (pp. 42–43) 3.10 share and explain their answers.
the questions. VOCABULARY GAME: SPIN A STORY
(See page 65.)
aware (adj) I pay attention to the news because
I believe it’s important to be aware of what’s
happening in the world. How do you stay REFLECT (p. 43)
aware of what’s happening in the world? • Ask students to recall ways to evaluate
common sense (n phr) If you have common data from the Critical Thinking box on
sense, you can usually make good basic page 37.
decisions. Is it common sense to run across • Encourage students to try and use the
a busy street without looking? (no) vocabulary as they discuss the questions.
indicate (v) There’s no reliable evidence to
indicate that the Loch Ness monster exists. FORMATIVE ASSESSMENT
Does indicate mean to show or to predict • Monitor and make sure students are giving
something? (to show something) reasons to support their answers and
journalist (n) I like to write, and I’m interested opinions.
in current events, so I thought about being • Ask volunteers to share their ideas with
a journalist. What kind of media does a the whole class. Have students give a
journalist write for? (usually newspapers and thumbs up for any ideas they also had.
magazines)
professional (n) This photo is very good. You TIP
can tell it was taken by a professional. Was • Write some helpful chunks on the board
the photo taken by a photographer with with vocabulary for students to use,
training or someone with no experience? (a for example, The study indicates that
photographer with training) ; It seems that ; Fake
publish (v) If you have information other people news spreads ; A well-known
should know, you could publish it on social [newspaper / magazine] is .
media. What are some other ways to publish
information? (printing it in a book, newspaper,
magazine, etc.) WATCH & SPEAK 120 min
seem (v) The story seems real, but I’m not
sure. If something seems real, is it real, or A PREDICT (p. 45)
does it just appear to be real? (It appears to • Have students look at the photo on pp. 44–45
be real.) and read the caption. Discuss as a class how
spread (v) Both viruses and fake news spread even real photos can be used to trick people
easily. Does spread mean to stay in one into believing fake news.
place or to move around from person to • Encourage students to use some of the
person? (to move around) vocabulary words to write tips.
20 UNIT 3

B PHRASES TO KNOW (p. 45) E DETAILS (p. 45)
• Read the example sentences below and ask • Play the video again if necessary.
the questions. • For a greater challenge, have students close
their books and refer only to their notes to
make sure When I send a text message, I name the tips and to put them in the correct
always make sure there are no mistakes and order.
that I am sending it to the correct person.
Do you make sure a message is written F (p. 45)
correctly and is going to the right person • After pairs discuss the questions, take a quick
before you send it? poll as to which tips students already follow
red flags This man raised some red flags when and which they will follow in the future.
I met him, and I had the feeling I shouldn’t trust
him. What could be a red flag telling you not
to trust someone? (if you catch them in a lie UNIT TASK (p. 46)
or stealing something, or acting as if they have • Read the task. Suggest that students find
something to hide) a news story that is circulating in their own
passed on to If I’m sick, I stay home so I don’t community and / or on their social media
pass the virus on to other people. What else, feed. Explain that they can read the news
besides a virus, can be passed on to other story in English or in their own language,
people? (ideas, news) but they will present about it in English.
EXTRA VIDEO VOCABULARY SUMMATIVE ASSESSMENT

Go over the definitions of these items before • Share the Unit 3 rubric with the class.
watching the video. (ELTNGL.com/reflect1e)
social media sites (n) websites on which us- G MODEL (p. 46) 3.11
ers create and share information • After students listen and compare notes in
URL (n) an Internet address pairs, ask them if they believe the story is
true or not, and why, using information from
C (p. 45) 3.1
the model to support their ideas.
• Review the predictions students made before
watching. After, have them confirm which of
their tips appear in the video. SPEAKING SKILL Ask for and give
clarification (p. 47)
D MAIN IDEAS (p. 45) • Ask How do you ask someone to clarify
• Remind students that while some ideas something they said? Do you remember
might be mentioned, only one is the main any expressions the speakers used to
idea. ask for and give clarification?
• Go over the chart and model the
expressions with natural rhythm and
LISTENING TIP (p. 45)
intonation.
• Ask students to recall how many tips
are presented in the video. Ask What
words might introduce a new piece of H (p. 47) 3.11
information? • Have students practice these expressions in
• Direct students’ attention to the Listening pairs after completing the activity.
Tip to check their ideas.

I NOTICE THE GRAMMAR (p. 47) briefly. Say, for example, Two people were
• Review the form of past continuous verbs walking on the beach when they saw . . .
(was / were + -ing) before students do the • Encourage students to use the language from
activity. the Speaking Skill box to ask for and give
clarification as necessary.
• Use the Unit 3 rubric to assess each
GRAMMAR Simple past and past presentation.
continuous (p. 47)
• Before going over the Grammar box, use REFLECT 15–20 min
the text from activity I as an example.
Ask Which verb form shows an action A (p. 49)
in progress? (past continuous) Which • Ask questions about the Reflect activities:
verb form shows the main events of the What are some ideas you discussed about
story? (simple past) What time word do the issue of fake news?
you notice in the first sentence? (when) What are some ways school and society in
Which verb form is the verb that follows general can deal with fake news?
it? (simple past) What time word do What did the infographic on page 43 tell us
you notice in the last sentence? (while) about fake news?
Which verb form is the verb that follows How reliable was the news story you
it? (past continuous) presented?
• Go over the information in the box. • Ask questions about the academic skills:
What should we note together with
numbers? (what they refer to)
J GRAMMAR (p. 48) What are some expressions to ask for and
• Have students compare their answers in pairs give clarification?
before listening to the audio. Which verb form shows an action in
progress, and which shows a completed
K PLAN (p. 48) event? (past continuous – an event in
• Review the tips for evaluating news stories progress; simple past – a completed event)
before students begin. Provide additional What are some questions to ask to
assistance as necessary with the evaluation. evaluate the results of a survey? (See the
• Encourage students to use past continuous Critical Thinking box on page 37.)
and simple past verb forms in their stories,
and to think about how they will use both, B (p. 49)
taking notes on their own paper or in the • Explain that words that are listed as n phr
“Notes about story” section of their planning should go in the Adverb & Other column.
chart.
C (p. 49)
L UNIT TASK (p. 48) • Have students answer the questions
• Remind students to use simple past and past individually, and then have volunteers share
continuous as they tell their story. Model this their answers with the class.
22 UNIT 3

ANSWER KEY
CONNECT TO THE TOPIC (p. 35) A: I don’t think so. I saw it on the National
1. Answers will vary. Geographic website. That’s a reliable source.
2. Answers will vary. B: True. It is really cute, but is it really smiling in
the photos?
PREPARE TO LISTEN A: No, I don’t think so. I read that it looks like it’s
A (p. 36) smiling when it’s hot.
1. d 2. g 3. a 4. h 5. b 6. c 7. e 8. j 9. f 10. i
PREPARE TO WATCH
B (p. 36) B (pp. 42–43)
Person 1: Korea, no; Person 2: Brazil, yes; 1. journalist 2. aware 3. common sense
Person 3: Egypt, yes; You: Answers will vary. 4. publish 5. indicate 6. well-known 7. spread
Your partner: Answers will vary. 8. seem 9. symbol 10. professional
C (p. 37) Reflect (p. 43)

1. 74,000 2. 2018 3. Reuters Institute Digital News 1. Answers may vary. It tells us how Americans
Report 4. Yes. The well-known source and the feel about fake news. The source is a university, so
large number of people in the study make it seem it may be reliable.
reliable. 2. Answers may vary.
3. Answers may vary.
LISTEN & SPEAK
A (p. 38) WATCH & SPEAK
a study about children in the United States and B (p. 45)
the Netherlands; they wanted to see how easily Answers will vary.
children believe fake information on the Internet 1. make sure: to check; 2. red flag: a warning sign
(about a tree octopus) or something that help you notice a problem;
3. pass on to: to send or give to
B (p. 38)
b D (p. 45)
c
C (p. 38)
b E (p. 45)
1. Check the URL.
D (p. 39) 2. Check the author.
1. a 2. b 3. c 4. c 5. b 3. Check the source.
4. Use your common sense.
E (p. 40)
1. 13 2. 27 3. 51% 4. 6 5. 27 6. 11 7. 2 8. 25 G (p. 46)
Answers may vary.
F (p. 41) Name of article: Shark! How one surfer survived
(stressed syllables are bold) an attack; Notes about story: 2007, California;
A: Have you ever heard of a quokka? Surfer attacked three times by shark while surfing;
B: A what? Dolphins saved him, attacked shark; He went back
A: A quokka. Look, it’s an endangered animal from to surfing. Source(s): Reader’s Digest Magazine,
Australia. It’s really cute. It smiles and poses for Big Wave Productions True or false? True How do
selfies with tourists. you know? Well-known sources; documentary
B: Let me see that . . . Are you sure this isn’t fake film made about him
news?

H (p. 47) J (p. 48)
Could you repeat it? Let me put it another way. 1. lived 2. was, was shining, were playing
Could you say that again? What do you mean by a 3. were swimming, formed 4. seemed 5. got,
“documentary film?” went, wasn’t / was not
I (p. 47) REFLECT

Endris was resting on his surfboard when B (p. 49)
something hit him really hard from below. The Noun: article, common sense, journalist,
shark threw him 15 feet in the air, and he landed professional, purpose, result, source, symbol,
on his head. While several of his friends were the media; Verb: convince, evaluate, fool,
watching, something even more incredible indicate, publish, recognize, seem, spread;
happened. Adjective: aware, reliable, well-known;
24 UNIT 3

WHY WE MAKE ART
UNIT
4
ART
Evaluate street art

Analyze the motivations of artists
• Have students look at the photo and caption.
Discuss art careers
Ask Is there street art like this in the place you
Give a presentation about a work of art
live?
SKILLS PREPARE TO WATCH 35–45 min
LISTENING
Take notes using a wh-question chart A VOCABULARY (pp. 52–53) 4.1
the questions.
SPEAKING
Define and explain specific terms
accessible (adj) It is important to make public
places accessible to people with disabilities.
GRAMMAR
How can public transportation be made
Connecting words for reasons and results
more accessible? (larger seats, ramps, more
elevators, etc.)
CRITICAL THINKING
expect (v) I expect my mother to text me
Analyze motivations
soon—she usually does this every few days.
What do you expect will happen this week?
VIDEO express (v) I express myself through my style
In Coloring the Streets of Singapore, street artist of clothing. What are some ways to express
Zul (or “Zero”) discusses the intentions, ideas, and ideas and feelings? (through art, music, words,
motivations behind his work. etc.)
motivation (n) Money can be a motivation for
AUDIO people, causing them to do things—good or
In Why Make Art? four art students on a panel bad. What is your motivation for studying
discuss the question, “What is the purpose English?
of art?” Each shares a different perspective process (n) I learned the process of baking bread
influenced by their goals, passions, and the media from my father. What can you tell me about
they use. the process of starting classes at a university?
(possible answers: take a test, submit an
application, pay a fee, meet with a counselor)
public (adj) The park is a public place that
everyone shares. What are some other public
places nearby?
WHY WE MAKE ART 25

reflect (v) What I post on social media reflects WATCH & SPEAK 60–75 min
what I care about. Do you think a person’s
interests reflect their personality? A PREDICT (p. 54)
remove (v) I spilled coffee on my pants, and it • Encourage students to get ideas from the
was difficult to remove. Do you think graffiti photo for their predictions.
should be removed?
society (n) Things such as drugs, crime, and
poverty are bad for society. What things are LISTENING SKILL Take notes using a wh-
important for a healthy society? (education, question chart (p. 55)
health care, access to clean water and • Ask Do you have any strategies for
healthy food, safety, housing, employment, listening for key information? Elicit ideas
transportation, etc.) from students, then read the explanation in
temporary (adj) My brother has a temporary the skill box to the class.
apartment—he will live there only for a few • Elicit examples of wh- questions about a
months. Is it common to seek temporary listening activity from a recent unit, such
jobs or housing where you are from? as the Tree Octopus in Unit 3 and the
statistics it gave.
(See page 65.)
B APPLY (p. 55) 4.1
• Compare questions as a class and have pairs
decide on the most important ones to listen
• After pairs discuss the questions, ask for
for the answers to.
a few volunteers to share some of their
answers with the class.
C PHRASES TO KNOW (p. 55)
REFLECT (p. 53) questions.
• Preview the questions. Encourage
students to use some of the vocabulary in rebellious nature Someone with a rebellious
their discussions. nature wants to do things their own way and
resists authority. How might schools deal
FORMATIVE ASSESSMENT with students who have a rebellious nature?
public spaces Public spaces are for all
• Take notes on strengths in speaking
people to enjoy. What makes a public space
and listening and any areas that need
enjoyable? (convenient location, beautiful
improvement. Give positive feedback
surroundings, nature, clean space, etc.)
as needed. Then share common errors
on the fringes On the fringes means far from
on the board and elicit or provide the
the center of something, or not very well
corrections.
known. Would you like to live on the fringes
• Ask partners to share their thoughts with
of a big city?
the class. Take a class vote on whether
graffiti is art.
EXTRA VIDEO VOCABULARY
Go over the definitions of these items before
TIP
watching the video.
• Encourage students who are only
responding with short answers to say
advocate (v) to strongly support
more with prompts such as Tell me more
disruption (n) a very large change in the way
or Could you give an example?
people do things
innovation (n) the creation of new things
26 UNIT 4

D MAIN IDEAS (p. 55) 4.1
• Have students read the sentences before CRITICAL THINKING Analyze motivations
watching again. (p. 57)
• Review the meaning of motivation and
E DETAILS (p. 55) ask students why it might be important to
• Play key clips of the video again as needed. analyze motivations.
• Have students check their ideas by reading
F NOTICE THE GRAMMAR (p. 56) the information in the box.
• After students match the sentence parts, • Elicit a few why and how questions about
write the sentences on the board and Zul and his artwork. Discuss the answers
underline each reason. Use these to present to analyze his motivation.
the grammar. • Ask How might analyzing Zul’s
motivations change the way we
understand and evaluate his actions?
GRAMMAR Connecting words for reasons
and results (p. 56)
• Circle because and so in the sentences on
the board. REFLECT (p. 57)
• Ask What do you notice about these • Remind students to use the vocabulary
words and the position of the reason? as well as because and so to explain their
Which word introduces a reason? answers.
(because) Which introduces a result? (so)
• Go over the Grammar box. FORMATIVE ASSESSMENT
• Ask What do you notice about the use
• As you monitor, listen for correct uses of
of a comma in the second sentence with
because and so.
because? Point out that when because
• Take notes on strengths in the use of
starts a sentence, there is a comma, and
these adverbs and in vocabulary and note
thus a pause in speaking, after the adverb
any areas that need improvement. Give
clause of reason.
some positive feedback. Then write some
of the errors on the board and elicit or
provide the corrections.
G GRAMMAR (p. 57)
• Put students into new pairs to practice
• For each pair of sentences, encourage
again.
students to underline the sentence with the
reason.
TIP
• Instruct students to keep the clauses in the
• Write some sentence starters on the
same order as the sentences.
board for students to choose from, such
• Remind them that because may come at
as: Because some art is temporary,
the beginning of the sentence, or between
; Art reflects ;
the clauses, but so only comes between the
Viewers of art (don’t) expect ,
clauses.
so . I think people’s motivation
for making art is because
H (p. 57)
.
• After students discuss, invite volunteers to
share and explain their answers.
WHY WE MAKE ART 27

PREPARE TO LISTEN 35–45 min imagination (n) When you use your
imagination, you create new ideas and pictures
A (p. 58) in your mind. What kinds of jobs require a
• Encourage students to use because and so to good imagination? (artists, writers, movie
explain their answers. directors, storytellers, etc.)
• Take a poll of which art styles students like influence (v) If something influences you, it
and dislike and invite a few volunteers to gives you ideas and makes you think differently.
explain their reasons. You can ask students Do you think you are most influenced by
what they know about these types of art— things you read, watch on TV, or see on the
digital art, sculpture, and impressionistic Internet?
painting—and have them share anything they passionate (adj) If you are passionate about
know about the artists. something, you care deeply about it. I am
passionate about education and language—
B VOCABULARY (p. 58) 4.2 what are you passionate about?
• Read the sentences below and ask the
questions. VOCABULARY GAME: BINGO (See page 15.)
• Before students complete activity B, have
them check that they’ve used correct noun C PERSONALIZE (p. 59)
and verb forms. Remind them that a verb • After pairs discuss, invite a few volunteers to
must agree with the subject of the sentence. share their answers.
appreciate (v) If you appreciate something, you D (p. 59)

are aware of and thankful for it. What do you • Before students do the task, help orient them
appreciate about your hometown? to the chart, making sure they understand the
definitely (adv) We use definitely when we are types of jobs and degrees mentioned.
sure of something. What is definitely going to
happen this week?
direction (n) Direction can mean the path REFLECT (p. 59)
something is moving toward, sometimes a • Preview the questions and give students a
plan for one’s life. Is the direction you wish few minutes to plan how they will answer.
to go in your career or studies similar to or Put them in groups to discuss. Encourage
different from what your parents want for them to use vocabulary from the unit and to
you? explain their answers with because and so.
emotional (adj) Something emotional relates
to feelings such as sadness, joy, anger, fear, FORMATIVE ASSESSMENT
etc. Does music often cause you to have an • Monitor groups as they talk. Make sure
emotional response? everyone participates. Encourage more
entertain (v) To entertain is to make people proficient English speakers to help less
feel welcome and happy as your guests or to proficient speakers express their ideas.
perform for them. What kind of professionals • Ask volunteers to share their group’s ideas
entertain people? (musicians, actors, with the whole class. Have students give a
comedians, etc.) thumbs up for any ideas they also had.
essential (adj) Something essential is
extremely important. What things are TIP
essential for life? (food, water, oxygen, etc.) • Write some relevant vocabulary on the
image (n) An image is a picture. What images board, such as: appreciate, definitely,
come to your mind when you hear the word essential, influence, passionate.
vacation? (possibly relaxing on a beach, travel,
hotel, etc.)
28 UNIT 4

LISTEN & SPEAK 120 min
PRONUNCIATION Reduced structure
A PREVIEW (p. 60) words (p. 63) 4.5
• Have students describe and discuss the • Write My purpose is to educate; Give her
photo on page 61 before discussing the the answer. Remind students of content
question. words, or the words that carry the important
meaning in a sentence. Elicit and underline
B PREDICT (p. 60) them. (purpose, educate; give, answer)
• Review the kinds of art discussed on pages • Circle the structure words, and ask Which
58 and 59 before students do the task. words get extra stress and time, the
content words or the structure words?
C MAIN IDEAS (p. 60) 4.3 (the content words)
• Have students read the purposes before • Explain that students learned about rhythm
listening. and stress with content words in Unit 3,
and now they will learn about reduced
D DETAILS (p. 60) 4.3 structure words.
• Clarify any unknown words such as • Play the audio and go over the
murals, landscapes, and illustrator. Point Pronunciation box.
out that imaginary is the adjective form of • Review each example and elicit the
imagination. reduced sounds of the structure words.
• Ask volunteers to share which purpose of art
they appreciate the most.
F PRONUNCIATION (p. 63) 4.6
• After students listen and underline, ask them
UNIT TASK (p. 62) to identify vowel sounds reduced to schwa
• Go over the task and suggest key words (to, the, of, a) and omitted vowels (for).
for students to put in a search engine,
based on their interests. G PRONUNCIATION (p. 63) 4.7
• In addition to the famous artists and art • Remind students that these words are
forms that students may be familiar with, reduced and not always easy to hear. Explain
you might want to mention genres such that structure words can often be guessed
as classical art and sculpture, abstract from context, and the patterns shown in the
art, photography, Asian art, African art, Pronunciation box can also help identify the
performance art, installation, as well as words.
graphic art and illustration.
SUMMATIVE ASSESSMENT SPEAKING SKILL Define and explain

• Share the Unit 4 rubric with the class. specific terms (p. 64)
(ELTNGL.com/reflect1e) • Write the words sfumato and realistic on
the board. Ask students if they remember
what they mean from the model in activity
E MODEL (p. 62) 4.4 E. Play clips from the audio if necessary.
• Point out signal words to listen for, indicating Elicit the meaning of the words and any
each reason: one reason, another reason, words that let students know that the
lastly. speaker was defining or explaining them.
• Go over the Speaking Skill box.
• Encourage students to learn and share the
meaning of special terms related to the
piece of art they present.
WHY WE MAKE ART 29

H PLAN (p. 64) What are some reasons for or against
• Encourage students to include in their considering graffiti as art?
planning the words they will use to introduce What are some motivations for making
the difficult or unfamiliar terms. art?
Name some art careers. Which pay more,
and which require more education?
COMMUNICATION TIP (p. 64) What did you learn while preparing or
• Ask students how they know if an listening to a presentation about art?
audience is following a speaker. • Ask questions about the academic skills:
• Read the Tip. What are some wh- questions to ask in
• Emphasize the importance of making eye order to listen for key information?
contact and interacting with the audience. What are some expressions to define and
explain specific terms?
Which word introduces a reason? (because)
I UNIT TASK (p. 64)
Which word introduces a result? (so)
• Instruct students to take notes similar to
Why is it helpful to analyze motivations,
those in activity E on page 62 as they listen to
and what kind of questions can we ask
their peers.
to do this? (It helps us evaluate a person’s
• While you listen to each group presenting,
actions; why or how questions)
the other groups can begin the Reflect tasks
on page 65.
B (p. 65)
• Use the Unit 4 rubric to assess each
• Elicit sentences that include target terms.
presentation.
C (p. 65)
REFLECT 15–20 min
A (p. 65)
• Ask questions about the Reflect activities:
30 UNIT 4

ANSWER KEY
CONNECT TO THE TOPIC (p. 51) Reasons
1. Answers will vary. 1. Because he grew up in a big city
2. Answers will vary. 2. Marco wants to make money
3. because it expresses joy and hope
PREPARE TO WATCH
A (pp. 52–53) G (p. 57)
1. express 2. public 3. removes 4. temporary 1. Street art can be surprising because it’s often in
5. society 6. reflect 7. accessible places where you don’t expect it.
2. Street art is especially interesting in Singapore
WATCH & SPEAK because the country is very neat and organized.
A (p. 54) 3. There is a law against street art in Singapore,
Answers will vary. Possible answers: so artists must get permission to paint from the
I may learn about his artwork on the streets. government.
4. In 2015, Singapore wanted to use art to
B (p. 55) celebrate its independence, so the government
Answers may vary. asked artists to paint 50 murals.
1. What is Zul’s job? He’s a street artist. 5. Street artist Zul grew up in Singapore, so his
2. Where does Zul work / live? In Singapore. He art reflects Singaporean life. / Because street
works in a studio and on the streets. artist Zul grew up in Singapore, his art reflects
3. How does he earn money? He won an award, Singaporean life.
but it is not clear from the video how he earns 6. Street artist YC Yip wants to tell stories about
money. Singapore’s history, so he paints scenes of
4. Why does Zul create art? He wants to express Chinatown’s past. / Because street artist YC Yip
himself / tell stories about life in Singapore. wants to tell stories about Singapore’s history, he
paints scenes of Chinatown’s past.
C (p. 55) Answers will vary. 7. Little India is an interesting place to visit because
1. rebellious nature: a personality that doesn't like there is a lot of street art there.
to follow rules; 2. public space: an area that is 8. Because Singapore changes quickly, people
open to all people; 3. on the fringe: not completely aren’t surprised when street art disappears.
belonging somewhere or to a particular group Singapore changes quickly, so people aren’t
surprised when street art disappears.
D (p. 55)
a, c, d PREPARE TO LISTEN
B (p. 58)
E (p. 55)
1. emotional
1. different from
2. essential
2. free
3. definitely
3. temporary
4. direction
4. serving in the military
5. imagination(s)
5. skateboarder
6. influence
6. award
7. entertain
7. attention
8. appreciates
F (p. 56) 9. passionate
1. c, reason: he grew up in the city 10. images
2. a, reason: wants to make a lot of money
3. b, reason: it helps people
WHY WE MAKE ART 31

D (p. 59) F (p. 63)
1. It shows art careers, salaries, and education 1. Thanks for coming to the first in a series of
needed. presentations.
2. Pays the most: museum director; Pays the least: 2. What is the main purpose of art, in your opinion?
graphic designer and artist (painter, sculptor, etc.) 3. You’re shaking your head.
3. The most education: museum director; The 4. For me, the main purpose of art is to entertain
least education: artist (painter, sculptor, etc.) and people.
video-game artist 5. So to me, art is a kind of therapy.
4. Answers will vary. Possible answers: When a
video game artist has a lot of experience and a G (p. 63)
museum director is new to the job, the video-game Dany: Thanks, Mr. Marquez. The work 1of art that I
artist might make more money. chose is 2the painting the Mona Lisa, by Leonardo
da Vinci. It’s 3a really great work of art, 4in my
LISTEN & SPEAK opinion. What makes it so great?
C (p. 60)
1. c Well, one reason is 5that it’s realistic—that is, it
2. b looks real. The woman 6in the picture looks like
3. d a real person because 7the artist used a painting
4. a technique called sfumato. This means using shades
8
of dark and light paint 9in certain places, like
D (p. 60) around 10her mouth 11and eyes. See these places
David: street artist, murals of imaginary here? They give shape to 12her face, so it looks very
landscapes; Ana: computer game artist, imaginary realistic.
characters and environments; Carlos: botanical
illustrator, pictures of plants; Devin: art therapist; REFLECT
painting, sculpture B (p. 65)
Noun: direction, image, imagination, motivation,
E (p. 62) process, society Verb: appreciate, entertain,
Type of art: painting Name of artist: Leonardo expect, express, influence, reflect, remove
da Vinci Opinion of art: It’s good. Reason 1: It’s Adjective: accessible, emotional, essential, public,
realistic. Reason 2: Its perspective makes things temporary, passionate Adverb & Other: definitely
in the distance seem smaller. Reason 3: It’s
mysterious.
32 UNIT 4

EXPLORERS
UNIT
5
TRAVEL / HISTORY
Discuss what it means to be an explorer

Consider explorers, past and present
Discuss exploration, past and present
Say Describe what you see in the photo.
Role-play an interview with an explorer
• If any students have been in a desert, invite
them to tell the class what it was like.
SKILLS
LISTENING PREPARE TO LISTEN 35–45 min
Listen for time words A VOCABULARY (p. 68) 5.1

SPEAKING the questions.
Ask follow-up questions • Remind students to use the correct form of
the words as they complete the activity, for
GRAMMAR example, the correct form of the verb.
Present perfect
apparently (adv) Apparently, the city is thinking
CRITICAL THINKING about building a new park where the old
Preview a listening hospital was. Am I 100 percent sure of this
information, or does it seem true based on
VIDEO what I know? (It seems true.)
In A Tale of Two Explorers, National Geographic assistant (n) My mother works as a medical
Explorer Alizé Carrère and naturalist Tom Ritchie assistant—she helps doctors with many tasks.
stand on the Antarctic island of South Georgia What are some jobs that have assistants?
in the same place where Ernest Shackleton (lawyers, dentists, scientists, office managers,
completed his trek across the island in 1916. They teachers, etc.)
discuss his difficult journey and the differences end up (v phr) I went downtown for a walk,
between exploration then and now. but I ended up going shopping instead. Was
shopping part of my original plan? (no)
AUDIO eventually (adv) The doctor said I need to take
In Trailblazers, two students discuss what they have a break from sports, but with physical therapy,
learned about an explorer they are researching. I can eventually go back to playing. Does
One shares about French explorer Jeanne Baret, eventually refer to a short time or a long
an expert on plants and the first female to travel time? (a long time)
the world, and the other shares about Moroccan expedition (n) an expedition is when people
explorer Ibn Battuta, who traveled long distances for travel for a purpose, such as adventure,
the sheer joy of learning new things.
EXPLORERS 33

exploration, or research. Would you like to go E (p. 69)
on a mountain-climbing expedition? • Have pairs switch roles and practice both
illness (n) If you have an illness, you are parts of the conversation.
sick or unhealthy. What are some common
illnesses? (colds or the flu, allergies, infections,
sore throats, depression, etc.) REFLECT (p. 69)
joy (n) Seeing my family together during a • Go over the questions. Remind
holiday brings me a lot of joy. What brings you students that qualities are often natural
joy? characteristics, while skills are learned.
region (n) My mother is from the north, and
my father is from the south—these regions FORMATIVE ASSESSMENT
have very different climates and cultures. What • Monitor to be sure students understand
region are you or your relatives from? the phrase “less known.” Ask Who is an
skilled (adj) My niece is a very skilled painter— example of a less know artist or singer
she has been practicing for a long time. What that you like?
are you skilled at, or what would you like to • Ask volunteers to share their group’s ideas
become skilled at? with the whole class. Have students give a
wealthy (adj) Wealthy people have thumbs up for any ideas they also had.
opportunities that people without money do
not have. What is the opposite of wealthy? TIP
(poor) • Write sentence starters on the board,
for example, An explorer is someone
VOCABULARY GAME: WORDPLAY who ; When someone goes on
(See page 65.) an expedition, ; It’s important for
an explorer to because .
• Encourage students to explain their
responses, using the vocabulary terms when
possible.
A (p. 71) 5.3
C (p. 68) 5.2
• Ask students to share any key words they
• Remind students that they might not hear
heard that gave them clues.
these exact words, but rather the same facts
expressed in a slightly different way.
CRITICAL THINKING Preview a listening
(p. 71)
• Read the information aloud.
• Before going over the Tip, have students
• Have students brainstorm some ways to
close their books. Write body language and
preview a listening in real life, such as a
words and sounds on the board. Ask How
video, lecture, or class discussion. (Look
do you show that you’re interested in
at the title and main image of a video, read
hearing what someone is saying? Have
the title of a lecture and find out about the
pairs brainstorm some ideas in each category.
lecturer, etc.)
• Have students open their books and
compare their ideas to those in the Tip.
B PREVIEW (p. 71)

D APPLY (p. 69) 5.2
• Help students define the term trailblazer.
• Pause the audio briefly after each item so that
Show or draw a picture of a trail in the forest.
students can write.
Say The person who makes the trail for
34 UNIT 5

others is a trailblazer. Ask What are other
ways—not on a literal trail—that someone REFLECT (p. 73)
prepares the way for others to do • Preview the questions and give students
something new? (by doing something first; time to think about how they will answer.
by trying something new that is not popular; Encourage them to use vocabulary from
by making something safe or more accessible this unit.
for others to try) • Put students into pairs to discuss.
C MAIN IDEAS (p. 71) 5.4 FORMATIVE ASSESSMENT

• Have students read the ideas first, and then • Put two pairs of students together and
close their books while listening. Remind have them share their ideas. Monitor
them that main ideas are the most important the students. Take notes on strengths in
ideas, not ideas that are mentioned once and speaking and listening and any areas that
never referred to again. need improvement.
• Ask for volunteers to share some interesting
D DETAILS (p. 71) 5.4 points of the discussion with the class.
• Have students read the questions before
listening again, circle any answers they may TIP
remember, and then listen to confirm. • Write these categories for students to
think about while comparing the explorers:
E (p. 72) 5.5
personal background; places traveled to;
• Have students look at the photo at the
how they traveled; things they did
bottom of page 72. Read the caption. Tell
students they’re going to learn a little more
about Tereshkova. Play the audio.
• After checking answers, play the audio again, PREPARE TO WATCH 35–45 min
showing the rising or falling intonation with A VOCABULARY (p. 74) 5.8
your hand. • Read the example sentences below and ask
the questions.
• Remind students to use the correct form of
PRONUNCIATION Final intonation
the words as they complete the activity.
(p.72) 5.6
• Play the recording, then model the
alert (v) To alert is to tell someone about a
example sentences and have students
possible danger or problem. Who would you
repeat them.
alert if you saw a fire in your neighborhood?
• Model the last sentence, both as a
(firefighters, neighbors)
statement and then as a question, and
crew (n) The crew of an airplane works
have students identify which is which by
together to make it travel safely. Where
the intonation.
else might you find a crew? (a ship, train,
spaceship)
F PRONUNCIATION (p. 73) 5.7 disaster (n) The sinking of the ship Titanic was
• After listening to check answers, have pairs a disaster—many people died. What are some
practice the conversation twice, switching other kinds of disasters? (plane crashes,
parts the second time. explosions, tornadoes, fires, etc.)
failure (n) Sometimes what we think is a good
G (p. 73) plan doesn’t work and becomes a failure. What
• Before students ask their questions, have is the opposite of failure? (success)
them write arrows to remind them how the landscape (n) I prefer paintings of landscapes
intonation should go. because I like looking at nature. Where can
EXPLORERS 35

you go to see beautiful landscapes? (the
mountains, the forest, the beach, etc.) • Tell students to imagine they are 19th-
leadership (n) Leadership is the position or century Antarctic explorers. Invite a few
the skill of being able to guide others toward to tell the class about the conditions they
a goal. What are some jobs that require found there.
good leadership? (politicians, military officers,
teachers, etc.) TIP
mission (n) A mission is a special task or job • Write useful language chunks on the
that a person or group is given. What kind of board, for example, Early missions
missions might an explorer have? (to explore probably ; To survive the cold,
an unknown area, to do research) explorers ; A mission can end in
rescue (v) To rescue is to save someone from failure if .
a dangerous situation. What kind of situations
might an explorer need to be rescued from?
(getting lost, a shipwreck or plane crash, WATCH & SPEAK 120 min
getting injured)
survive (v) Only nine people survived the A PREDICT (p. 76) 5.1
disaster. What is the opposite of survive? (die) • Have students describe the photos, then have
trap (v) The explorers trapped small animals a volunteer read the caption. Give students
for food. What are some other reasons you time to study the map before they discuss.
might trap an animal? (to study it, to take it to • Have students close their books while they
a new place) watch and listen.
B PERSONALIZE (p. 74) EXTRA VIDEO VOCABULARY

• Encourage students to support their answers Go over the definitions of these items before
with examples and details. watching the video.
VOCABULARY GAME: SPIN A STORY set off (v phr) to begin a journey

(See page 65.) refuge (n) a safe place
stranded (adj) left somewhere without the
C (p. 75) 5.9 ability to escape
• Have students preview the statements before trek (v) to go on a long, difficult journey, usually
listening. by walking
B MAIN IDEAS (p. 77)

REFLECT (p. 75) • Have students explain the reasons for their
• Ask Are skills natural characteristics or choice.
something learned? (something learned)
• Give students time to think about how
they will answer. Encourage them to use LISTENING SKILL Listen for time words
vocabulary from this unit and / or look up (p. 77)
words they would like to use in a dictionary • Go over the skill. Model and / or elicit
as needed. uses of each category of time words. For
example, say I haven’t seen my mother
FORMATIVE ASSESSMENT since February; When I finally arrived
• Monitor students. Listen to what they home, she gave me a hug; I moved to
say and how they say it. Provide positive the city in 2017; I eventually bought a
feedback when appropriate. condo.
36 UNIT 5

C DETAILS (p. 77) 5.2 F GRAMMAR (p. 79) 5.11
• Replay and pause clips as needed for students • Remind students of the different word order
to complete the activity. in questions.
D APPLY (p. 78) 5.3 G GRAMMAR (p. 79)

• Have students compare their answers in pairs • Model the exercise by doing the first one as
before watching to check. a class, clarifying the use of for and since if
necessary.
• After students ask and answer the questions,
UNIT TASK (p. 78) have them share one interesting fact they
• Go over the task. Give suggestions on how learned about their partner with the class.
students might conduct their research. You Remind them to use has + the past participle
might provide a list of explorers for them this time.
to choose from.
SUMMATIVE ASSESSMENT SPEAKING SKILL Ask follow-up

• Share the Unit 5 rubric with the class. questions (p. 80)
(ELTNGL.com/reflect1e) • Read the skill aloud. Ask for volunteers to
model the conversation.
• Ask Which of these questions asks about
E MODEL (p. 78) 5.10 a specific time in the past? (the second)
• Have students read the statements before If we want to know information about
listening. Remind them that if information in a a specific time in the past, do we use
statement is not mentioned in the interview, present perfect or simple past? (simple
it means that statement is not given. past)
GRAMMAR Present perfect (p. 79) H APPLY (p. 80)

• Before going over the Grammar box, write • Elicit a few follow-up questions for the first
on the board item. For example, Have you ever visited
1. I have been to Asia, but I haven’t been there? When did you first learn about it?
to Africa. • Remind students to use the simple past for
2. I went to Asia two years ago. a specific time and the present perfect for an
• Ask Do these events take place in the unspecific time, or a time that continues in
past? (yes) Which sentence does not the past until the present.
mention the exact time? (1.)
• Point out the verb form present perfect in I PLAN (p. 80)
the first sentence (have + past participle), • Give students time to research and take
and elicit the change needed for the notes. Tell them that they can choose a few
subject my sister. (My sister has been to key places that this explorer visited, rather
Asia, but she hasn’t been to Africa.) than a detailed list of every place the person
• Go over the first point in the Grammar box. has been to.
• Write
3. I have lived in Madrid, and I have lived in J PLAN (p. 80)
Singapore. • Point out that some questions will be in the
4. I have lived in Singapore for three years. present perfect and others in the simple past,
• Ask In which sentence does the speaker depending on the time referred to.
currently live in Singapore? (4.)
• Go over the final point of the chart. Ask
How long have you been in this class?
EXPLORERS 37

K UNIT TASK (p. 80) What is an interesting fact about an explorer
• If you have students perform their interviews that you learned from the role-play?
in front of the class, have students write • Ask questions about the academic skills:
down notes about each person as they listen. What are some examples of time words?
• Alternatively, have students record their What are some examples of follow-up
interviews and send them to you, or perform questions about a journey?
them for you in class while the others start How do we form the present perfect, and
the Reflect activities. when do we use it?
• Use the Unit 5 rubric to assess each What are some ways to preview a listening,
presentation. and why is it helpful to preview before you
listen?
REFLECT 15–20 min
B (p. 81)
A (p. 81) • Explain that words that are listed as v phr
• Ask questions about the Reflect activities: should go in the Adverb & Other column.
What are some important qualities and
skills for an explorer to have? C (p. 81)
What are some similarities and differences • Have students answer the questions
between past and modern explorers? individually, and then have volunteers share
How is exploration of places such as their answers with the class.
Antarctica different today than in the past?
38 UNIT 5

ANSWER KEY
CONNECT TO THE TOPIC (p. 67) C (p. 71)
1. Answers will vary. Possible answer: She is in the a, d
Namib Desert in Namibia. I wouldn’t like to visit
this place because I don’t like hot weather. D (p. 71)
2. Answers will vary. 1. poor
2. using plants as medicine
PREPARE TO LISTEN 3. worked as his housekeeper
A (p. 68) 4. local plants
1. Apparently 2. ended up\ 3. expedition 4. illness 5. collect plant samples
5. wealthy 6. joy 7. skilled 8. assistant 9. region 6. pretend to be a man
10. Eventually 7. Africa, Asia, and southeastern Europe
8. 120,000
C (p. 68)
✓ traveled to the North Pole E (p. 72)
✓ gotten a pilot’s license 1.
✓ made films 2.
✓ traveled to the South Pole 3.
✓ ridden a horse from Mongolia to Russia 4.
D (p. 69) F (p. 73)

1. Mmm hmm. A: Did you choose someone for your report?
2. Really? B: Yes.
3. That’s amazing. A: Who did you choose?
4. That sounds really interesting. B: Valentina Tereshkova.
A: What did she do?
Reflect (p. 69) B: She was the first woman to travel into
Answers will vary. Possible answers: outer space.
1. To be an explorer means to be interested in A: Really? That’s interesting. Where was she from?
discovering new places and learning new things. B: The Soviet Union.
2. An explorer is brave, curious, unafraid of failure, A: When did she go?
and able to see things in new ways. B: In 1963.
A: Did she spend a long time in space?
LISTEN & SPEAK B: No. She spent just 70 hours in space.
A (p. 71) She circled Earth 48 times.
Answers will vary. A: Did she ever go into space again?
They are going to write a report about an explorer. B: No, she didn’t. She became a politician.
B (p. 71) PREPARE TO WATCH

Answers will vary. A (p. 74)
1. Trailblazer means someone who is the first to 1. alerts 2. failure 3. crew 4. landscape
do something. They “blaze” or create a path for 5. leadership 6. trapped 7. mission 8. rescue
others to do it in the future. 9. survive 10. disasters
2. Jeanne Baret was a female explorer, which was
not common in the 1700s and 1800s. Therefore, C (p. 75)
she was a trailblazer. 1. T
2. T
EXPLORERS 39

3. F (70 percent) F (p. 79)
4. F (less than 50 millimeters of rain or snow per 1. have you been
year) 2. ’ve / have been
5. T 3. Have you ever been
6. T 4. have gone
5. ’ve / have managed
WATCH & SPEAK 6. Have you decided
B (p. 77) 7. have
b 8. Has anyone ever done
C (p. 77) G (p. 79)

1. December 5, 1914 (sets off from South Georgia) Answers will vary for endings.
2. April–May, 1916; Shackleton and men row 1. A: have you been
800 miles to South Georgia. B: ’ve / have been
3. May 20, 1916 (Shackleton gets back to South 2. A: have you visited
Georgia.) B: ’ve / have visited
4. August 30, 1916 (Shackleton returns to rescue 3. A: have you never traveled
crew.) B: ’ve / have never traveled
D (p. 78) REFLECT

1. in B (p. 81)
2. while Noun: assistant, crew, disaster, expedition, failure,
3. When illness, joy, landscape, leadership, mission, region;
4. in Verb: alert, rescue, survive, trap; Adjective: skilled,
5. eventually wealthy; Adverb & Other: apparently, end up,
6. finally eventually
7. After
8. since
E (p. 78)
1. T
2. F (17 years)
3. NG
4. T
5. F (Ireland)
6. T
40 UNIT 5

THE VALUE OF MEMORY
UNIT
6
NEUROSCIENCE
Discuss how our memories affect our behavior

Relate ideas about memory to your life
Consider reasons for removing a memory
Ask What do you see? Who are the people
Debate ideas about changing memories
in the small photos?
SKILLS PREPARE TO LISTEN 35–45 min
LISTENING
Distinguish facts from opinions
the questions.
SPEAKING
Present arguments for and against
absolutely (adv) Scientists are absolutely sure
that Earth is round. What is something you
GRAMMAR
are absolutely sure of?
Unreal present and future conditional
ahead (prep) My cousin just started college
studies, so she has four years of classes ahead
CRITICAL THINKING of her. How much class time do we have
Categorize ideas ahead of us?
behavior (n) Scientists study animal behavior
VIDEO to find out why animals do things the way they
What If We Could Turn Our Memories On or do. How would you describe your behavior
Off introduces the work of brain scientist Steve in formal situations compared with informal
Ramirez, who wants to find individual memories ones?
in the brain and turn them on, off, or change conscious (adj) Humans are capable of
them. The question is posed that if we can adjust conscious thought—we are aware of ourselves,
memories and help people with PTSD, depression, as well as the world around us. What is
and Alzheimer’s disease, should we do it? happening around you that you’re conscious
of right now?
AUDIO painful (adj) My friend said some painful words
In Your Memories and You, a professor discusses to me, and I don’t want to speak to him. How
the role of memory in making a person who they do painful words or memories make people
are. This includes how people, especially young feel? (sad, angry, hurt emotionally)
people, often remember negative events better, personality (n) Some people have a friendly
which likely helps them avoid dangerous situations and outgoing personality, while others are quiet
or mistakes in the future. and introverted. What are some other words
T H E VA L U E O F M E M O R Y 41

that describe personality? (talkative, shy, kind, D (p. 85)
hard-working, etc.) • Explain that any of these phrases can be
protect (v) A building protects you from danger used to complete any of these blanks but that
such as bad weather or crime. What do you students should use one of each.
use outside to protect yourself from the
rain? (an umbrella, a raincoat)
psychology (n) If you study psychology, REFLECT (p. 85)
you study how people think, as well as their • Go over the questions. Clarify that the
behavior. Have you ever taken a course in speaker in question 1 is person B in activity D.
psychology? • Encourage students to use vocabulary as
relationship (n) I have a very close relationship well as phrases from the Communication
with two of my friends. What are some Tip where necessary.
examples of relationships that are often • Give students a few moments to think
close? (relationships with parents and siblings, about what they want to say, then put
romantic relationships, etc.) them into pairs or small groups.
situation (n) I was in a scary situation when I
got lost at night in a big city. What are some FORMATIVE ASSESSMENT
difficult or scary situations? (being without • Monitor the students. Listen to what they
a job, being sick, being in an accident or the say and how they say it. Take notes on
victim of a crime) strengths in speaking and listening and any
areas that need improvement.
VOCABULARY GAME: TIC-TAC-TOE • Put students into new pairs to practice again.
(See page 65 for directions.)
TIP
B (p. 84) 6.2 • Point out or elicit that the speaker uses
• Encourage students to think about the part of past continuous and simple past to talk
speech of these words and how they function about her experience. Remind students
in a sentence. that these verb tenses are helpful when
telling a story.
C PERSONALIZE (p. 85) • Write a few sentence frames for students
• If students need extra support before to use if they wish: I had a / an
personalizing, elicit examples of bad behavior, experience when ; Because of
personality traits, and unpleasant situations this, I always / usually / never .
(e.g., rudeness, gossiping, seeing someone
cheat on an exam).

A PREVIEW (p. 86)
• Ask What might you say in response
• Say Imagine you are the person who just
to someone who tells you about a
fell. Think about how you are feeling. If you
painful situation? What would you like to
are the boy who is watching, how are you
express to that person?
feeling?
• Take some student responses. Then direct
• After pairs discuss, invite a few to share their
students’ attention to the Communication
ideas with the group.
Tip to compare.
• Model intonation of these phrases.
questions.
42 UNIT 6

live in the moment My sister likes to live
in the moment and just enjoy the present. If • Ask What is the most important word in
you live in the moment, what are you not this sentence? Circle memories. Ask Do
thinking about? (the future or the past) you think this word will have more or
the distant past I remember things from the less stress than the others? (more)
distant past, such as the house I lived in when • Play the recording and go over the
I was a baby. How long ago is the distant information in the box.
past? (possibly early childhood, but other time
periods if the person is older)
serve a purpose Grammar isn’t always fun, but F PRONUNCIATION (p. 88) 6.5
it serves a purpose in communication. What • Once students have completed Activity F, have
are some things we do every day that serve them use the focus words in original sentences.
a purpose for the common good? (follow Have them focus on stressing the focus word.
traffic rules, recycle, be polite, etc.)
G PRONUNCIATION (p. 88) 6.6
C MAIN IDEAS (p. 87) 6.3 • Have students read the sentences first and
• Have students close their books while predict the focus words, before listening to
listening and encourage them to take notes confirm.
on their own paper. • Ask for volunteers to model the conversation,
or have students practice it in pairs.
• Have students read the sentences before H (p. 89)
listening again. • Encourage students to justify their reasons
with ideas from the lecture, as well as their
own thoughts.
LISTENING SKILL Distinguish facts from
opinions (p. 87)
• Go over the Listening Skill. CRITICAL THINKING Categorize ideas (p. 89)
• Model the language for introducing • Go over the Critical Thinking box.
opinions. • Ask for examples of ways to categorize
• Elicit some facts and opinions about the ideas from some recent units, such as:
local town or city. Encourage students benefits of exploring, dangers of traveling,
to use the expressions to introduce their reasons for exploring; types of art, reasons
opinions. people make art, etc.
E APPLY (p. 87) I (p. 89)

• Encourage students to pay attention to the • Tell students to just write key words, rather
language that introduces each statement. than complete sentences. Explain that they
will not need to share all of these memories
with their peers.
PRONUNCIATION Focus words (p. 88)
6.4
REFLECT (p. 89)
• Before going over the Pronunciation box,
• Have students answer the questions,
write the first example sentence on the
noting details. Encourage them to use
board and ask students to identify the
vocabulary from this unit, as well as
content words. Underline them. Our
appropriate past verb forms.
professor talked about the importance of
• Remind students to stress focus words.
memories.

mood (n) If I don’t get enough sleep, I get
• Give students a few minutes to think about angry easily and stay in a bad mood all day.
what they want to say and take notes What kind of mood are you in today?
before putting them in pairs. pleasure (n) Some artists enjoy making art and
do it just for pleasure. What do you do for
FORMATIVE ASSESSMENT pleasure in your free time?
• Monitor the students. Listen to what they recover (v) If someone is very sick, it might take
say and how they say it. Take notes on a long time to recover. What might people do
strengths in speaking and listening and any while they recover from a physical or mental
areas that need improvement. illness? (rest, see a doctor, take medicine)
• Put students into new pairs to practice again. symptom (n) Symptoms often let people know
that they are sick. What are some symptoms
TIP of the flu? (a fever, cough, headache, sore
• Encourage students to use because and so throat, etc.)
to talk about reasons and results. Model technique (n) I learned some cooking
this with your own example. Say I had a techniques from videos online. Have you ever
bad experience with a dog when I was taught a technique for how to do something
little, so I don’t like dogs today; Because you are good at?
I don’t like dogs, I am usually nervous
around people with pets. B (p. 90)
• Remind students to consider the correct form
of the word, such as a singular or plural noun.
PREPARE TO WATCH 35–45 min
(See page 65 for directions.)
C PERSONALIZE (p. 90)
the questions.
• Instruct students to share their ideas and
explain them.
awful (adj) When I was sick, I felt awful. Is
feeling awful just physical, or can a painful
D (p. 91)
situation with a friend make someone feel
• Ask for volunteers to share anything
awful, too? (It can.)
interesting they learned from their partner,
depression (n) Depression is a medical
using the vocabulary.
condition, as well as a mental illness, and
people often need medication to get better.
How might people with depression feel? REFLECT (p. 91)
(sad, tired, hopeless) • Encourage students to use vocabulary
experience (n) When we shared a memory, we from the unit and to give examples of why
talked about an experience from our past. Was people might want to remove or keep a
the memory you shared in the last Reflect bad memory.
activity a good or a bad experience?
experiment (n) Scientists perform experiments FORMATIVE ASSESSMENT
to learn new things. Have you ever done an
• As you monitor, make sure students are
experiment to find out something new?
giving reasons for their opinions.
What did you do?
• Ask volunteers to share their ideas with
individual (adj) Sometimes a teacher works
the whole class. Have students give a
with the class as a whole, and other times, a
thumbs up for any ideas they also had.
student gets individual attention. Does each
student have individual needs? (yes)
44 UNIT 6

E (p. 93)
TIP • Instruct students to choose only the
• Encourage students to think of as many memories they would like to share with their
reasons as they can for both sides. If partner and encourage them to explain why
students need more prompting, ask they chose them.
questions such as How could this
technology protect people? How could
it make a situation worse? How might UNIT TASK (p. 94)
it affect relationships? In what kinds of • Go over the task. Explain that students
situations might people want to remove might argue for or against their personal
or keep memories? point of view.
WATCH & SPEAK 120 min
• Share the Unit 6 rubric with the class.
A PREDICT (p. 92)
• Encourage students to share vocabulary from
this unit, as well as ideas from the Reflect F MODEL (p. 94) 6.8
activity on page 91. • Instruct students to write just a few words
to help them remember each reason, not
EXTRA VIDEO VOCABULARY complete sentences.
watching the video.
SPEAKING SKILL Present arguments for
activate (v) to start or turn off and against (p. 94)
Alzheimer’s disease (n) an illness that causes • Go over the Speaking Skill and model the
people to forget things, especially common in the intonation.
elderly • Point out that the information presented
disorder (n) a physical or mental condition that after these expressions will have focus
is not normal words to stress.
PTSD (post-traumatic stress disorder) (n)
a psychological illness caused by having or
G APPLY (p. 94)
seeing frightening experiences
• Point out that if one advantage or
B MAIN IDEAS (p. 93) 6.1 disadvantage has already been mentioned,
• Have students close their books while they it’s good to use the word another when
watch the video. Encourage them to take introducing the next one.
notes on their own paper. • Have students practice reading these aloud
in pairs, using the phrases and stressing the
C DETAILS (p. 93) 6.1 focus words and other content words.
• Have students read the statements before
watching again.
• As you check students’ answers, ask COMMUNICATION TIP (p. 94)
individuals to correct the false statements. • Before going over the Tip, ask Is it good to
be polite in a debate? What expressions
D (p. 93) might you use to be polite when giving
• As you check answers, ask students to a different opinion?
identify key words that indicate opinions. • Have students check their ideas as you read
(thought, could) the Tip aloud, modeling the expressions.

If the majority hold one opinion, ask for
GRAMMAR Unreal present and future volunteers to argue for the other side.
conditional (p. 95) • Allow students arguing for the same side to
• To introduce the grammar, write If doctors compare notes.
removed memories, people with PTSD
would recover. Ask Is this a real or an L UNIT TASK (p. 96)
imagined situation? (imagined) Is it • Make sure students have a partner from the
talking about the past? (No—it refers to opposite side, arranging pairs as necessary. In
the present or future.) case of an odd number of students, organize
• Underline the if-clause in one color and ask one group of three, letting a pair take turns
students to identify the verb form (past). presenting their reasons and details.
Reassert that it is not referring to the past • Use the Unit 6 rubric to assess each
but using a past verb form to suggest a presentation.
hypothetical situation.
• Underline the result clause in another color REFLECT 15–20 min
and ask students to identify the verb form
(would + verb). Change would to might A (p. 97)
and ask Does this change the meaning? • Ask questions about the Reflect activities:
(Yes—it makes it less certain.) What are some ways memories affect our
• Ask Can we reverse these clauses? Is behavior?
the meaning the same? (yes) What feelings do you connect to the
• Go over the Grammar box. memory you shared? Has that memory
influenced your personality?
What are some reasons for removing a
H GRAMMAR (p. 95) memory?
• After checking the answers, have students What is one of the strongest ideas you
write a check mark by the items that they heard or argued in the debate?
agree with, then have them discuss these in • Ask questions about the academic skills:
pairs or small groups. What are some words that help us
distinguish facts from opinions?
I GRAMMAR (p. 95) What is some language for presenting
• Have students identify whether the if-clause arguments for and against?
or the result clause comes first in each item, What kind of verb is in the if-clause of an
(it comes second in items 3, 5, and 6) and unreal present and future conditional?
then determine which verb form the missing What kind of verb is in the result clause?
clause requires. Why is it helpful to categorize ideas?
• Monitor and make sure students are writing
the correct forms. B (p. 97)
• Explain that words that are listed as prep
J (p. 96) should go in the Adverb & Other column.
• Suggest that students get ideas from the
activities on pages 94 and 95, as well as write C (p. 97)
their own thoughts. • Have students answer the questions
• Encourage them to use the unreal present individually, and then have volunteers share
and future conditional. their answers with the class.
K PLAN (p. 96)

• Take a quick poll by show of hands and find
out which sides students are leaning toward.
46 UNIT 6

ANSWER KEY
CONNECT TO THE TOPIC (p. 83) G (p. 88)
1. Answers will vary. Possible answers: A: According to the professor, memories are not
There is a woman lying down, with two old just the things that happened. They are also the
photos by her, with strong lighting, suggesting a feelings involved with the things that happened.
window above her. The picture might suggest a B: Right. For example, a memory includes whether
strong emotional connection to the past. you had fun.
2. Answers will vary. A: It also includes how an event affected a
relationship.
PREPARE TO LISTEN B: And he said we may remember positive events
A (p. 84) better.
1. h 2. g 3. b 4. c 5. j 6. i 7. a 8. e 9. f 10. d A: Actually, he said we may remember negative
events better.
B (p. 84) B: Really?
1. absolutely A: Yes. Remembering negative events can help us
2. psychology survive.
3. painful B: Oh yeah, and older people remember them
4. relationships more.
5. protect A: No, younger people remember them more.
LISTEN & SPEAK PREPARE TO WATCH

B (p. 86) A (p. 90)
Answers will vary. 1. individual
1. live in the moment: to enjoy what is happening 2. symptom
and not think about the past or future 2. the distant 3. experiment
past: a time long ago 3. serve a purpose: to help us 4. technique
in some way 5. depression
6. experience
C (p. 87) 7. pleasure
a, b, e 8. mood
9. recover
D (p. 87) 10. awful
1. learned
2. neighborhoods, relationships B (p. 90)
3. Younger, older 1. Depression
4. moment 2. mood
5. conscious 3. symptom
4. pleasure
E (p. 87) 5. techniques
1. O 6. recover
2. F 7. experiments
3. F
4. F WATCH & SPEAK
5. O B (p. 93)
6. F a, c, e

C (p. 93) H (p. 95)
1. T 1. existed, would not take
2. T 2. turned, would / could / might get
3. F 3. would not / wouldn’t / might not be, deleted
4. F 4. were, would / could / might try
5. T 5. would / could / might lose, made
6. F 6. would / could / might have, removed
D (p. 93) I (p. 95)

1. F Answers will vary. Possible answers:
2. O 1. we might not learn how to protect ourselves
3. F 2. we would be depressed all the time
4. O 3. I knew I would be happier
5. F 4. I didn’t understand the assignment
5. I’d travel to Africa
F (p. 94)
Answers may vary. J (p. 96)
Jason For: students could do better on exams, not Answers will vary. Possible answers:
have to study as much; people with Alzheimer’s Reasons for changing people’s memories: fight
disease could remember; person who saw crime depression, grief, PTSD; repair bad relationships;
could tell police exactly what happened Nina help older people remember their lives Reasons
Against: would make friendships difficult; pill might against changing people’s memories: might
stop working, and we could lose information; repeat mistakes; not sure of long-term effects;
might be dangerous gives doctors or criminals too much power
G (p. 94) REFLECT

Answers will vary. B (p. 97)
1. The main advantage is that Noun: behavior, depression, experience,
2. Another advantage is that experiment, mood, personality, pleasure,
3. The main disadvantage is that psychology, relationship, situation symptom,
4. Another disadvantage is that technique Verb: protect, recover Adjective: awful,
conscious, individual, painful, Adverb & Other:
absolutely, ahead
48 UNIT 6

GET CREATIVE
UNIT
7
PSYCHOLOGY
Discuss how boredom and creativity are related

Question ideas about boredom
• Have students look at the photo and caption. Say
Evaluate how personal habits affect creativity
Describe what you see in the picture.
Present the results of a challenge to be more
creative
PREPARE TO WATCH 35–45 min
SKILLS A VOCABULARY (p. 100) 7.1

LISTENING • Read the example sentences below and ask
Take notes: numbers and time periods the questions.
• Before students do activity A, remind them to
use the correct form of the target words.
SPEAKING
Present results
decision (n) My friend made a decision to quit
her job and go back to school. Is a decision a
GRAMMAR
choice you make in the moment or one you
-ing forms
make after thinking a lot? (after thinking a lot)
despite (prep) Despite the rain, we went to the
CRITICAL THINKING
beach. Did the rain stop us from going? (no)
Question ideas
generate (v) When you brainstorm, you
generate, or produce, ideas. What are some
VIDEO things that generate electricity? (wind, the
Why Boredom Is Good for You discusses an sun, moving water, nuclear power, natural gas,
experiment where participants chose to give etc.)
themselves an electric shock rather than face obvious (adj) It was obvious from the look on
boredom. It talks about how people distract his face that he was lying. If something is
themselves to avoid feeling bored, but it also obvious, is it easy or difficult to see? (easy)
suggests that embracing boredom actually occupied (adj) My little nephew stays occupied
increases creative ideas. with videos and games on a tablet. If you are
occupied with something, are you ignoring it
AUDIO or giving it your time and attention? (giving it
In Checking In and Checking Out, a radio host talks time and attention)
about how cell phone usage is increasing and how participant (n) The participants in our project
this often limits creativity. Listeners are invited to came from different ages and backgrounds.
participate in a podcaster’s challenge to restrict cell Are participants things or people that are
phone usage in order to stay in the moment and involved in something? (people)
let the mind wander.
G E T C R E AT I V E 49

previously (adv) Previously, before she had
health problems, my grandmother traveled a REFLECT (p. 101)
lot. Does previously refer to the past or the • Preview the questions. Give students a
present? (the past) few moments to think, then put them in
report (v) The teacher asked us to report the pairs or small groups to discuss.
details of our research. When you report, do
you tell people about something or hide FORMATIVE ASSESSMENT
something? (tell people about it) • Monitor and make sure students are giving
shock (v) If you touch something that conducts reasons for their answers. If they aren’t
electricity, it will shock you. Does this happen speaking enough, prompt them and ask
quickly or slowly? Does it hurt? (quickly; yes) Could you tell me more? or Why do you
unpleasant (adj) Touching something that think so?
shocks you is an unpleasant experience. What • Ask volunteers to share their ideas with
are some unpleasant experiences while the whole class. Have students give a
traveling? (flight delays, getting lost, losing thumbs up for any ideas they also had.
personal documents, etc.)
TIP
VOCABULARY GAME: BINGO (See page 65 for • Write useful language on the board, for
directions.) example, I usually feel bored / creative
when ; makes me feel bored /
B (p. 101) 7.2 creative; Previously made me feel
• Have students read the list before they listen. bored / creative, but now ; If your
Remind them that they are listening for things mind is occupied ; It’s easy / difficult to
the people currently do, not things they did in generate ideas when
the past.

WATCH & SPEAK 60–75 min
• Encourage students to qualify their answers
with adverbs and expressions of frequency,
EXTRA VIDEO VOCABULARY
such as usually, sometimes, a few times a
week, etc.
watching the video.
COMMUNICATION TIP (p. 101) self-administer (v) to give something (usually

• Ask What are some words and phrases medicine) to oneself
you can say if you need time to think leisure activities (n) enjoyable activities you do
before giving an answer? in your free time
• Have students compare their ideas to the alleviate v) to make something less strong or bad
expressions in the Tip.
A PREDICT (p. 102) 7.1
• Clarify the meaning of the word boredom in the
D (p. 101) 7.2 title. Ask Why might it be good to be bored?
• Have students predict what might go in each
gap before listening to complete the filler B (p. 102) 7.2
words and phrases. • Take a poll to find out how close students’
guesses were, and if they were surprised.
E (p. 101)
• Model intonation of the filler word and C PHRASES TO KNOW (p. 102)
phrases before students practice. • Read the example sentences and ask the
questions.
50 UNIT 7

mind wander When your mind wanders,
you don’t give your attention to anything in • Direct students’ attention to items 1 and
particular but go from one thought to another. 3 in activity G. Ask In which sentence is
When might people let their mind wander? the -ing noun the subject? (1.) In which
get rid of If you get rid of something, you is it the object of a preposition? (3.) Go
remove it from your life. When you get rid of over the information about gerunds in the
old clothes, do you give them away or throw Grammar box.
them in the trash? • Write ___ing can be dangerous; I enjoy
___ing; I am thinking about ___ing. Ask
D MAIN IDEAS (p. 102) 7.3 for examples of gerunds to complete each
• Have students read the statements, and then of these sentences.
close their books and take notes on their own • Point out that for a negative gerund, not is
paper while they watch. added before the -ing form, as in activity G
• After checking the answers, ask Did anything item 1.
surprise you?
E DETAILS (p. 103) 7.3 H GRAMMAR (p. 105) 7.3

• After completing the activity, have students • Remind students to drop the e before adding
discuss the question in the caption for the -ing for bore and participate.
photo of the chair. • For an extra challenge, have students identify
which are adjectives and which are gerunds.
F (p. 104) (adjective: 4; all the others are gerunds)
• Provide plastic cups or a similar object
for students to do the experiment with, I (p. 105)
distributing them only after the two minutes. • Point out that students may also use a gerund
of their choice to follow the verbs is and are
G NOTICE THE GRAMMAR (p. 104) in sentences 1 and 2, such as washing the
• Prompt students to notice the part of speech dishes, taking out the trash, etc.
as you ask Is it a noun, a verb, an adjective,
or something else? Check the answers
when you go over the Grammar box. CRITICAL THINKING Question ideas (p. 105)
• Model by providing your own example. • Ask Do you think the ideas in the video
about boredom being good are true for
everyone?
GRAMMAR -ing forms (p. 104) • Read the Critical Thinking box aloud.
• Check the parts of speech in activity G. Point Encourage students to consider all the
out that these are not present continuous items listed, and not just one, as they
verbs because they do not have be before evaluate information and question ideas.
the -ing.
• Direct students’ attention to item 2 in
activity G. Ask What nouns does the
adjective amazing describe? (animal REFLECT (p. 105)
and scene) Go over the information about • Go over the task. Encourage students to
participial adjectives in the Grammar box. use participial adjectives and gerunds in
• Elicit others, such as exciting, confusing, their answers.
surprising, annoying, tiring, etc. Elicit and • Put students into small groups \ or organize
write some sentences with them, in both a roundtable discussion, being sure to
forms: It is an annoying song; The song moderate so that everyone has a turn to
sounds annoying. speak at least once.

notice (v) I noticed my friend was wearing
FORMATIVE ASSESSMENT different glasses. If you notice something, are
• Monitor the students. Listen to what they you actively looking for it, or does it catch
say and how they say it. Take notes on your attention? (It catches your attention.)
strengths in speaking and listening and any period (n) I spent a period of three weeks
areas that need improvement. without a cell phone after I lost mine. How
• Call on volunteers to summarize the long is this class period?
opinions discussed or any conclusions restrict (v) My parents used to restrict the
reached in their group or in the roundtable. amount of time I could watch TV. Why do we
sometimes need to restrict, or limit, the
TIP time we spend on something fun? (to have
• Write some sentence starters for students time for other things, to avoid tiring your eyes
to choose from, if they wish, such as: watching a screen)
Sometimes being bored can result in shocking (adj) The number of homeless and
; Something that seems boring hungry people is shocking. Is shocking similar
might actually be to surprising? Is the surprise unpleasant?
(yes, but stronger; yes)
substantial (adj) There are always a substantial
PREPARE TO LISTEN 35–45 min number of people on the bus in the morning. Is
a substantial amount large or small? (large)
A (p. 106) usage (n) Usage of electronics often starts at an
• Have students discuss the questions in pairs early age, with very young children playing on
before discussing as a class. tablets. What is the verb form of usage? (use)
• Encourage different points of view about the
photo. For example, ask Do these museum VOCABULARY GAME: SPIN A STORY
visitors think art is boring, or could they be (See page 65 for directions.)
tired after looking at many things? What do
you think they’re doing on their phones? C PERSONALIZE (p. 107)
• Take a poll by show of hands to go over • After pairs ask the questions, invite
question 2. volunteers to share anything interesting they
learned about their partners.
B VOCABULARY (pp. 106–107) 7.4
• Read the example sentences below and ask the
questions. Remind students as they do activity REFLECT (p. 107)
B to change verbs to simple past if necessary. • Help students identify their age group on
the infographic.
challenge (n) I like games that give me
• Go over the questions and give students a
a challenge. Is a challenge difficult and
few minutes to think about what they want
interesting or easy and boring? (difficult and
to say.
interesting)
• Encourage students to question the ideas
delete (v) I deleted that photo from my phone
in the infographic.
a while ago—it’s not here. If you delete
something, do you lose it or remove it?
(remove it)
device (n) My phone and my tablet are devices • As you monitor pairs, notice whether
I use every day. What are some electronic students are using vocabulary and
devices here in this classroom? questioning ideas, and praise those efforts
look at (v phr) I read a study that looked at afterward.
the results of studying online. What kinds of • Put two pairs of students together and
information do you like to look at online? have them share their ideas.
52 UNIT 7

D MAIN IDEAS (p. 108)
TIP • Remind students that the main ideas are
• Write some sentence starters on the the big ideas that the radio show seeks to
board for students to choose from, communicate.
for example, When I look at this
information ; I (don’t) find it shocking
that ; Substantial device usage can LISTENING SKILL Take notes: numbers
lead to ; Devices can increase / and time periods (p. 108)
reduce creativity if • Have students close their books while
you write the following on the board:
minutes, hours, weeks, months, years
LISTEN & SPEAK 120 min per. Challenge students to think of an
abbreviation or symbol for each one, in
A PREDICT (p. 108) singular and plural.
• Before having students predict, direct their • Have students open their books and
attention to the photo. Ask Do you think compare what they wrote to what’s in the
this person is checking in or checking out? Listening Skill box.
Elicit and clarify what it means to check in and
check out (you might go over these from the
Phrases to Know in activity B first). E DETAILS (p. 109) 7.6
• After students finish, ask Which number did
B PHRASES TO KNOW (p. 108) you find most surprising?
questions. F DETAILS (p. 109) 7.7
• Have partners compare notes and invite them
stay in touch with I stay in touch with my to share any special symbols or abbreviations
cousins on social media—we exchange they used with the class.
messages and share what’s happening in our
lives. What are some other ways to stay G (p. 109)
in touch with people? (phone calls, texting, • Remind students to make sure they do the
email, etc.) challenge so that they can present the results
checking in My dad makes checking in to the for the Unit Task.
news and to social media part of his morning
routine. What device does checking in
UNIT TASK (p. 110)
probably involve? (a phone, maybe a tablet)
• Go over the task. Make sure students have
checking out When I go on vacation, I
completed a challenge before doing the
completely check out—I turn off my phone and
role-play. In the event that someone was
just enjoy where I am. Is checking out the
not able to complete the challenge on their
opposite of checking in? (yes)
own, have them make up some results.
out of habit The first thing my parents do
in the morning is turn on the news and the
coffee maker; they do this out of habit. What
is something you do out of habit as soon as
you wake up?
C (p. 108) 7.5 H MODEL (p. 110) 7.8

• Have students close their books and take • Encourage students to take notes in their
notes on their own paper. Tell them to listen own way with abbreviations and symbols as
specifically for ideas about phone usage and appropriate.
creativity.

L APPLY (p. 112)
PRONUNCIATION Connected speech • Have one group member play the role of
(p. 111) 7.9 radio host, asking questions similar to those
• Have students close their books while you in activities I and J. Then someone else plays
read the example sentences aloud at a host and asks the first student host the
natural—and rather fast—pace. Challenge questions.
them to write down the words they hear.
Repeat the connected sounds several M UNIT TASK (p. 112)
times, in isolation: look at, times a, both • Combine groups and have them take turns
apps, from my, and did you. presenting while you listen.
• Play the audio as students study the • Use the Unit 7 rubric to assess each
Pronunciation box. presentation.
• Repeat the example sentences, and have
students repeat them with you, focusing REFLECT 15–20 min
on the connected sounds.
• Explain that if students can learn to A (p. 113)
recognize connected speech, it will greatly • Ask questions about the Reflect activities:
improve their listening skills. When do you usually feel bored or cre-
ative, and how do you think the two are
connected?
I PRONUNCIATION (p. 111) 7.10 Do you think being bored is always good
• Have pairs take turns reading aloud each part for creativity? When is it not?
of the conversation. Do you think your usage of electronic de-
vices is high? Does it help or reduce your
J PRONUNCIATION (p. 111)
creativity?
• Assign one side of the classroom as the
What was an interesting result from the
host and the other as the caller. Have callers
challenge you tried?
rotate and share their answers with a new
• Ask questions about the academic skills:
host each time. Then switch roles and repeat.
What are some symbols and abbreviations
Encourage students to connect the linked
for numbers and time periods?
words.
What are some expressions used to pres-
ent results?
K PLAN (p. 112)
Can you give an example of an -ing form
• Encourage students to use some of what
as a participial adjective and as a gerund?
they wrote in activity J, as well as vocabulary
When you look at research, is it good to
and skills from the unit, such as abbreviations
question the ideas? What else might you
and -ing forms.
consider?
B (p. 113)
SPEAKING SKILL Present results (p. 112)
• Explain that words that are listed as v phr
• Go over the Speaking Skill. Model
should go in the Adverb & Other column.
pronunciation of the expressions.
Encourage students to choose one from
C (p. 113)
each category to use as they complete the
Unit Task.
54 UNIT 7

ANSWER KEY
CONNECT TO THE TOPIC (p. 99) E (p. 103)
1. Answers will vary. Possible answer: The girl has 1. 17
used everyday items to dress up as a princess and 2. checking social media
pretend she is someone else. 3. waiting in line
2. Answers will vary. 4. losing
5. mind wanders
PREPARE TO WATCH 6. more
A (p. 100) 7. more
1. generate 8. gets rid of
2. occupied
3. report / reported G (p. 104)
4. obvious Answers will vary.
5. shock 1. Not having my phone, noun (subject)
6. decision 2. amazing, adjective
7. Despite 3. becoming, noun (object of preposition)
8. participants
9. Previously H (p. 105)
10. unpleasant 1. participating
2. relaxing
B (p. 101) 3. thinking
check social media, text people, exercise, write in a 4. boring
journal, play an instrument 5. being
6. avoiding
D (p. 101) 7. wandering
1. Um, that’s a good question
2. Um, I’m not sure I (p. 105)
3. Let me see Answers will vary. Possible answers:
1. The most boring activity I regularly have to do is
WATCH & SPEAK grammar homework.
A (p. 102) 2. Three things I usually avoid doing are taking out
Predictions will vary. the trash, reading emails, and eating sugar.
3. Being creative is important for my future
B (p. 102) because it’s a useful skill for success at work.
Answers will vary.
Bar chart: 25% of women; 67% of men PREPARE TO LISTEN
B (pp. 106–107)
C (p. 102) 1. substantial
Answers will vary. 2. shocking
1. (let your) mind wander: to let thoughts come 3. restrict
into your head freely 2. get rid of: to throw out or 4. challenge
remove 5. notice
6. usage
D (p. 102) 7. delete
1. b 8. looked at
2. b 9. device
3. a 10. period

Reflect (p. 107) 2. Avoid taking photos of everything and enjoy
1. Answers will vary. view.
2. Answers will vary. 3. Delete your favorite app on your phone.
3. Answers will vary. Possible answer: 4. Write down what you notice when you are not
There are apps and programs for designing on phone.
documents, editing photos, creating art, and
seeing ideas. H (p. 110)
4. Answers will vary. Possible answer: Ritchie: 3; Reason: spends too much time on
It’s easy to waste time, fall down a “rabbit Instagram / Reddit Results: in a better mood; had
hole” of looking at random information, videos, ideas for an assignment Plans for the future:
photos. You don’t have time to be bored or be will not add apps back yet; will keep them off for
creative. a while Eva: 1; Reason: wants to break habit of
looking at phone while waiting in line Results: had
LISTEN & SPEAK more time to think; made plans to get things done
B (p. 108) Plans for the future: will do it for a longer period
Answers will vary. of time
1. stay in touch with: to keep communicating with
(other people) 2. check in: to find out if there is any I (p. 111)
new information 3. check out: to relax and not think 1. did you
about your life or responsibilities 4. out of habit: 2. What did you
following a usual behavior or habit 3. in a
4. when I got to
D (p. 108) 5. some ideas
a, c 6. what to
7. made you
E (p. 109) 8. add your
Accept reasonable shorthand / abbreviations. 9. think I’ll leave
1. 277 mins 10. while longer
2. 4 1/2 hrs /
3. hrs / wk REFLECT
4. 5 days / mo B (p. 113)
5. 2 mos / yr Noun: challenge, decision, device, participant,
period, usage; Verb: delete, generate, look at,
F (p. 109) notice, report, restrict, shock; Adjective: obvious,
Answers will vary. occupied, shocking, substantial, unpleasant;
1. Keep phone in pocket or bag while traveling to Adverb & Other: despite, previously
work or school or waiting in line.
56 UNIT 7

IS THERE GOOD IN GAMING?
UNIT
8
TECHNOLOGY
Consider reasons for joining a club or team

Evaluate your attitude toward video gaming
Discuss players and types of video games
What is your opinion of video games?
Present a review of a video game or an app
PREPARE TO LISTEN 35–45 min

SKILLS
LISTENING A VOCABULARY (p. 116) 8.1
Use a T-chart to take notes • Read the example sentences below and ask
the questions.
SPEAKING
addicted (adj) I am addicted to coffee—if I don’t
Use signal words and phrases
drink it in the morning, I get a headache. What
are some things that people can be addicted
GRAMMAR
to? (cigarettes, drugs, alcohol, social media,
Infinitives of purpose
etc.)
come out (v phr) A new book by my favorite
CRITICAL THINKING
author will come out soon. What are some
Evaluate pros and cons
new movies that have come out recently?
common (adj) The fear of speaking in public
VIDEO is very common—many people experience it.
In Gaming for Good, National Geographic Explorer What are some other common fears? (fear of
and Wildlife Storyteller Gautam Shah describes snakes, spiders, high spaces, etc.)
Internet of Elephants, a video game company confidence (n) My brother learned a lot in class,
he founded, which creates unusual and exciting and that gave him confidence that he could do
video games designed to inspire empathy for wild his job well. Have you ever faced a challenge
animals. or had a success that gave you confidence in
yourself?
AUDIO cooperate (v) When you are on a team, it is
Effects of Online Gaming is an interview with a important to cooperate with other people. What
psychologist that outlines some pros and cons are some activities that require cooperation
of playing video games online and suggests that with others? (playing a game, team sports,
there are more advantages than disadvantages working on a project)
to it. disadvantage (n) Children who grow up poor
face disadvantages and often need extra help
to succeed. What are some disadvantages
IS T HERE GOOD IN GA MING? 57

of taking a class online? (you can’t easily talk • Set a time limit of at least five minutes.
to classmates, it may feel impersonal, bad Challenge students to keep the conversation
Internet connection, etc.) going for the entire time.
ignore (v) Sometimes it is easier to ignore
problems and pretend they don’t exist, but that
doesn’t make anything better. Do you ever REFLECT (p. 117)
ignore calls and messages that you don’t • Go over the task. Give students some time
want to answer? to think about what they want to say.
sense (n) I had a sense that something wasn’t • Encourage students to ask follow-up
right, and I left immediately. What gives you questions and respond to yes / no questions
a sense of peace? (maybe nature, hugs from with extra information to keep the
friends, home, familiar places and smells, etc.) conversation going.
trivial (adj) The help he gave me was trivial—I
did most of the work on my own. If information FORMATIVE ASSESSMENT
is trivial, is it important? (no) • Monitor and listen for follow-up questions
whether (conj) I don’t know whether or not I and strategies to keep the conversation
will go to the party. Do you know whether it going.
will rain this week? • Provide feedback, then put students into
new pairs to practice again.
VOCABULARY GAME: WORDPLAY
(See page 65 for directions.) TIP
• Write some follow-up questions, such as:
B VOCABULARY (p. 116) 8.2 When did you start? Why did you start? Do
• Encourage students to pay attention to the you have many friends who do this, too?
part of speech necessary to fill in each blank Have you ever tried it? Would you ever try
correctly. it? Do you know anyone who does this?
C (p. 117)
• As an extra challenge, invite students to share
a personalized sentence with one of the three
bold terms, or any other terms from activity A. A PREDICT (p. 119) 8.3
• Challenge students to use information from the
introduction to explain their answer in pairs.
• Before going over the Communication Tip,
model the conversation, but with person B
responding only with Yes. Ask Should
questions.
person B say anything else? Why? What
could person B say?
takes control of For some people, social
• Review the Communication Tip.
media takes control of their lives. Is this a
negative thing? (in this context, yes)
D (p. 117) social skills It is important for young children
• Have pairs practice reading these exchanges to interact with others to learn social skills.
aloud. What are some examples of social skills?
(listening, taking turns during discussions,
E (p. 117) communication, cooperation, empathy)
• For extra speaking practice, have students for the most part For the most part, my family
rotate and discuss the questions with three lives near me, but one brother lives in another
to five classmates. city. For the most part, do you go to bed
early or late?
58 UNIT 8

• Remind students that the main ideas are the GRAMMAR Infinitives of purpose (p. 120)
most important ideas. Have them close their • Directing students’ attention to activity G
books while listening. first, ask What words answer the question
Why? (to or in order to) Do these have to
come at the beginning of a sentence?
LISTENING SKILL Use a T-chart to take (No, they can come at the beginning or end.)
notes (p. 119) Which do you think is more formal? (in
• Go over the Listening Skill. Ask students order to)
for examples of T-charts they may have • Go over the first half of the Grammar box.
used in other classes, or other headings • Have students cover their books. Ask Which
for a T-chart. of these is correct? Write 1. In order to
not get addicted to video games . . .;
2. In order not to get addicted to video
D DETAILS (p. 119) 8.4 games . . . (2. is correct)
• Help students notice that the arrows in the • Have students complete the sentence with
Cons side of the T-chart identify the types, their own ideas. Then go over the final part
or categories, of disadvantages, and the of the Grammar box.
arrows in the Pros side mark the types of
advantages. The bullet points on both sides
are examples of each type.
H GRAMMAR (p. 121)
• Tell students that they can use the formal or
CRITICAL THINKING Evaluate pros and informal form for any of these.
cons (p. 120)
I GRAMMAR (p. 121)
• Before going over the Critical Thinking
• Make sure students use to in their infinitives.
box, ask Are some pros and cons more
• Have students share these with three to five
important than others? Explain. How
other students, noting with a check mark how
can you evaluate them?
many other students have the same ideas.
• Discuss, and then have students read the
box and compare their ideas.
REFLECT (p. 121)
E APPLY (p. 120) • Go over the task. Encourage students to
• Have pairs compare their ideas with another use vocabulary and grammar from the unit
group, and challenge groups to try and agree as well as their ideas from activities E and F.
on the most important pros and cons. • Put students into new pairs or groups to
discuss.
F (p. 120)
• Put students into new pairs or have them FORMATIVE ASSESSMENT
continue the conversation in groups of four. • As you monitor, make sure students are
giving reasons for their answers.
G NOTICE THE GRAMMAR (p. 120) • Ask volunteers to share their group’s ideas
• Suggest that students underline or highlight with the whole class. Have students give a
the part of the sentence that introduces the thumbs up for any ideas they also had.
purpose or reason.

transport (v) Trucks help transport items from
TIP one place to another. What are some other
• Write some useful language on the board ways to transport things? (ships, planes,
for students to choose from, for example, trains, etc.)
I used to think , but now I think
. I think many people play video B VOCABULARY (pp. 122−123)
games . • Encourage students to use the context of
the sentences in activity A, that is, the words
surrounding the target vocabulary word, to
PREPARE TO WATCH 35–45 min help them select the best meaning.
A VOCABULARY (p. 122) 8.5 VOCABULARY GAME: TIC-TAC-TOE

• Read the example sentences below and ask (See page 65 for directions.)
the questions.
accompany (v) My best friend accompanied • For an extra challenge, have students write
me on my trip to Asia. Who would you like to three sentences about themselves, using
accompany you on a trip? at least one vocabulary term in each. The
animation (n) My niece likes to draw sentences can be true or false, and their
characters. She hopes to work in animation partner has to guess which are which.
someday. Do you like movies with
animation, or do you prefer all live action? D (p. 123)
approximately (adv) I am standing • Elicit or clarify that gender refers to men and
approximately two meters from the door. women.
Approximately how many meters are you
from the door?
REFLECT (p. 123)
audience (n) An audience is a group of people
• Review the task and preview the
in a particular age group or with certain
questions. Clarify that appeal means “to be
interests. Why is it important for designers
attractive or interesting.” Say If something
of apps and games to think of the audience
appeals to you, it causes you to like it.
they are designing for? (to know their needs
Ask What sorts of things do you find
and interests in order to sell them a product)
appealing?
compete (v) When you compete, you play
something in order to win. Do you compete
on any sports groups?
cooperative (adj) If you are cooperative, you • As you monitor, make sure students are
work well with other people. What is the verb explaining their answers.
form of cooperative? (cooperate) • Ask Who can explain the infographic in
look into (v phr) If you look into something, Activity D?
you explore it to learn more about it, usually on
your own. What are some topics you would TIP
like to look into in your free time? • Write useful sentence starters on the
mate (n) The male emperor penguin stays with board, for example, I was surprised
the egg, while his mate goes looking for food. by . I didn’t realize .
Is a mate an animal’s partner? (yes) Some games (don’t) appeal to me
remain (v) Some people study in another city and because .
choose to remain there after they finish school. Is
it common for young adults to remain in their
parents’ house in your culture?
60 UNIT 8

WATCH & SPEAK 120 min E (p. 125)
• Preview the questions before putting
students into pairs or small groups to discuss.
A PREDICT (p. 124)
• Follow up the discussion by asking students
• Before students do the task, have them study
to share some of their answers to question 3.
the photo for one minute and write down any
Ask Would you be interested in playing
words that come to mind. Compile these on
games like those described in the video?
the board.

UNIT TASK (p. 126)
• Go over the task with students. Encourage
questions.
students to review games or apps that are
lesser known.
gone outside of your comfort zone I went
outside my comfort zone when I tried rock
climbing. If you go outside your comfort
zone, are you trying something new? (yes)
play a big part Sports play a big part in my
father’s life. If something plays a big part in
your life, do you spend a lot of time with it? F MODEL (p. 126) 8.6
(yes) • After students complete the task, ask Based
bring to life My nephew wasn’t interested in on the review, would you like to try the
science until he started watching a video series game?
that brings it to life. Do you think animation
and good storytelling can bring school
subjects to life? PRONUNCIATION Thought groups
(p. 127) 8.7
EXTRA VIDEO VOCABULARY • Before going over the Pronunciation box,
Go over the definitions of these items before write the first example sentence on the
watching the video. board, with the comma, but without the
augmented reality (AR) (n) images created by slash. Ask students to divide the sentence
placing computer images or sound over real images into two parts.
data visualization (n) a chart, graph, diagram, or • Play the audio and go over the
image that represents a set of information Pronunciation box. Elicit a few sentences
empathy (n) the ability to understand how other with some of the prepositional phrases,
people feel clauses, and set phrases. Model a pause
intervene (v) to become involved in a situation and between thought groups, and have
try to change it students practice aloud.

• Have students close their books and take G PRONUNCIATION (p. 127) 8.8
notes while they watch. • Remind students to pause between thought
groups as they practice aloud. Tell them that
D DETAILS (p. 125) 8.1 these slight pauses give them a bit of a rest
• Have students read the statements before and help their speech sound more natural.
watching again. If necessary, explain wildlife
conservation.

after they have had enough practice, or after
SPEAKING SKILL Use signal words and they present.
phrases (p. 127) • Use the Unit 8 rubric to assess each
• Have students close their books. Write the presentation.
four categories on the board. Write the
expressions on individual pieces of paper, REFLECT 15–20 min
scrambled. Have students decide which
category they belong in, attaching them A (p. 129)
to the appropriate part of the board with • Ask questions about the Reflect activities:
masking tape. What are some reasons to participate or
• Ask Why might words and phrases like not to participate in an activity?
these be helpful? Have students share What is your attitude toward gaming, and
their ideas and then read the Speaking Skill has it changed at all?
in their books. What types of video games appeal to you,
or people in your age group, and why?
Which game or app reviewed in the
H APPLY (p. 128) 8.9 presentations would you most like to try,
• Review signal words with students. Ask
and why?
What are some examples of signal words?
• Ask questions about the academic skills:
(for example, however, similarly)
What are some possible topics for a
T-chart?
I APPLY (p. 128)
What are some examples of signal words
• After checking the answers, have pairs take
and phrases?
turns practicing reading the review aloud.
What question do infinitives of purpose
answer?
J PLAN (p. 128)
How can you evaluate pros and cons?
• After students complete the chart, encourage
them to select some signal words and
B (p. 129)
phrases to use in their presentation.
• Explain that words that are listed as v phr
should go in the Verb column and words
K UNIT TASK (p. 128)
listed as conj should go in the Adverb & Other
• Have students copy the chart into their
column.
notebook, with enough space to take notes
on the presentations in their group.
C (p. 129)
• Students who are waiting their turn can
quietly practice their own presentation,
focusing on putting words into thought
groups. Groups can start the Reflect activities
62 UNIT 8

ANSWER KEY
CONNECT TO THE TOPIC (p. 115) D (p. 119)
1. Answers will vary. Possible answer: Two teams Cons of playing video games:
are competing in a video game championship 1. don’t exercise 2. no friends 3. school, work,
on a huge stage, with every action shown on family 4. some are addicted
large screens before a crowd; It makes me feel Pros of playing video games:
excited. 5. develop thinking 6. find solutions 7. make quick
2. Answers will vary. decisions 8. develop strategies 9. better social
skills 10. sense of community 11. more confidence
PREPARE TO LISTEN 12. less loneliness
A (p. 116)
1. d G (p. 120)
2. j 1. c (first part is purpose)
3. i 2. b (first part is purpose)
4. c 3. a (second part is purpose)
5. g
6. e H (p. 121)
7. h 1. To reach / In order to reach
8. f 2. (in order) to meet
9. a 3. (in order) to show
10. b 4. To win / In order to win
5. (in order) to learn
B (p. 116) 6. (in order) to help
1. whether
2. cooperate PREPARE TO WATCH
3. sense A (p. 122)
4. confidence 1. look into
5. ignore 2. compete
3. cooperative
D (p. 117) 4. mate
Yes, I was in the computer club. 5. transport
No, I’m always studying. 6. accompany
7. audience
LISTEN & SPEAK 8. approximately
A (p. 119) 9. remain
Predictions will vary. 10. animations
B (p. 119) B (pp. 122–123)

Answers will vary. 1. a
1. take control of: to manage or guide something 2. b
2. social skills: the ability to communicate with 3. c
others 3. for the most part: mostly, mainly 4. b
5. c
C (p. 119) 6. a
a, c 7. b
8. a
9. b
10. c

D (p. 123) F (p. 126)
1. It shows the number of game players by gender Answers may vary.
and age group. Game or App: Wildeverse Description: Players
2. Answers will vary. find animals in their cities. They are based on real
3. Answers will vary. animals in the wild. Players take and collect photos
and learn about the animals. Pros: Players can
WATCH & SPEAK share photos and be part of a community. Players
A (p. 124) go outside and explore. Game helps with animal
Answers will vary. conservation. Cons: There aren’t many animals.
He creates games that teach people about wild There isn’t a lot of information about the animals.
animals. Conclusion: It’s a great game.
B (p. 125) G (p. 127)

Answers will vary. 1. b
1. go outside your comfort zone: to do something 2. a
that you do not normally do or something that is 3. a
hard for you 2. play a big part in: to be an important 4. b
part of something 3. bring to life: to make 5. b
something interesting or exciting
H (p. 128)
C (p. 125) 1. For example
c 2. In addition
3. Finally
D (p. 125) 4. Also
1. F 5. In conclusion
2. T
3. NG I (p. 128)
4. T Answers may vary. Possible answers:
5. T 1. For example / For instance; Also / In addition;
6. NG Also / In addition / Finally
2. However
E (p. 125) 3. In conclusion / In summary
Answers will vary. Possible answers:
1. It gives her name, gender, home, age, and REFLECT
information about her personality. It also shows B (p. 129)
a picture of her. Noun: animation, audience, confidence,
2. It gives this information to help people get to disadvantage, mate, sense; Verbs: accompany,
know and care about Fio. come out, compete, cooperate, ignore, look
3. It makes me care about her, and I want to make into, remain, transport; Adjectives: addicted,
sure she is safe. common, cooperative, trivial; Adverb & Other:
approximately, whether
64 UNIT 8

VOCABULARY GAMES
In order for students to learn new words, they need repeated exposure to and practice with them. Here
are some suggestions for interactive games that can be used throughout the unit to review and get
students thinking about words in new ways.
ACKS TO THE BOARD Divide the students into two teams. Place one person from each team in a
B
chair with their back to the board. Have their team members form a semi-circle around them. Write
a word or phrase on the board so the team can see the word, but the person with their back to the
board cannot. Each team must describe the word or phrase using definitions and examples; the word
itself cannot be used. The first person with their back to the board to guess the word calls it out and
scores a point for their team. Repeat the activity with two new students from each team. The first
team to score five points is the winner.
BINGO Have students draw a three-by-three table in their notebooks. Write nine vocabulary words on
the board. Direct students to write one word in each box of their table in any order they want. Then
call out the definitions of the words in random order. The first student to get three words in a row
(vertically, horizontally, or diagonally) calls BINGO! For an extra challenge, ask the student to use the
three words accurately in sentences.
WORDPLAY Divide the students into two teams, Team A and Team B, and draw two big boxes on the
board: one for each team. Choose a word or phrase you want to review. Draw blank spaces for each
letter of the word. As a group, Team A says a letter they think is in the word. If the word contains this
letter, write all instances of this letter where it belongs in your word or phrase. If the word doesn’t
contain this letter, draw an X and write the letter in their box. Then it’s Team B’s turn. Each wrong
letter gets an additional X. Once a team guesses the word, they have to use it correctly in a sentence
to win. If they don’t use it correctly, they get an X and the other team gets a try. The first team to use
the word correctly in a sentence wins. Alternately, the first team to get five Xs loses.
PIN A STORY Have students work individually, or in pairs/small groups, to describe an image in
S
the unit. Direct students to use certain vocabulary words. For this exercise, the students should pay
particular attention to meaning and use. Set a time limit. The winning student or pair/small group is
the one that used the most words correctly.
IC-TAC-TOE Draw a three-by-three grid on the board and number each square 1–9. The numbers
T
correspond to nine vocabulary words you want to review. Divide the students into two teams,
Team X and Team O. The first team picks a number, and you tell them a word. As a group, they
must come up with a sentence in which the word is used and pronounced correctly. If their use and
pronunciation of the word is correct, they get to mark the box with their letter (X or O), and then the
other team gets a turn. If their use and/or pronunciation is incorrect, they do not get to mark the box.
The first group to get three Xs or three Os in a row (vertically, horizontally, or diagonally) wins the
game. You may choose to have the students spell the words in this game, too.
65
NAS_3_TBLS_49462_EM_ptg01.indd 65 17/05/21 3:51 PM

VOCABULARY EXPANSION ANSWERS
Unit 1 Unit 5
A. page 130 A. page 134
1. population 1. rescuer
2. connection 2. assistant
3. contribution 3. survivor
4. obligation 4. contestant
5. donation 5. actor
6. action B. page 134
B. page 130 1. b
Answers will vary. 2. a
3. b
Unit 2 4. b
5. b
A. page 131
1. c
2. d Unit 6
3. e A. page 135
4. a Answers will vary.
5. b B. page 135
B. page 131 Answers should include completed Frayer Models
1. in for relationship and painful.
2. im
3. in Unit 7
4. mis
5. im A. page 136
6. mis 1. d
2. c
3. b
Unit 3 4. e
A. page 132 5. a
1. b B. page 136
2. c Sample answers:
3. a 1. make speeches
4. b 2. make decisions
5. b 3. do research
B. page 132 4. do chores
Answers will vary but should include definitions 5. make an effort/do exercise/do homework
about the topic of “news.”
Unit 8
Unit 4 A. page 137
A. page 133 1. d
1. b 2. e
2. a 3. a
3. b 4. c
4. a 5. b
B. page 133 B. page 137
Noun: access, connection, entertainment, 1. What is something you are looking forward to?
expectation, support 2. What was the last magazine you looked
Adjective: accessible, connected, entertaining, through?
expected, supportive 3. Who do you look up to?
4. Looking back, what’s the bravest thing you’ve
done?
5. Who looks after you?
66 VO C A B U L A RY E X PA N S I O N A N S W E R S

AUDIO AND VIDEO SCRIPTS Eun: I love old buildings.
Yeah, but what makes the area unique is
Miguel:
this street market called “Callejón de los
Sapos” or, in English, “Alley of the Frogs.”
UNIT 1: CREATING Eun: Frogs?
CONNECTIONS There aren’t any frogs there. But you can
Miguel:
Audio Track 1.1 page 4, activity A buy beautiful artwork and jewelry, eat
great local food, and hear music at night.
atmosphere Eun: Nice!
average
discover
obligation Video Track 1.1
opportunity page 7, activities C and D
population Oh, my goodness!
stable
trust I was actually walking by one day. I look over and I
unique see Ping-Pong balls in the air. I said, “Wow. Tables.”
whenever Welcome to Bryant Park.
Audio Track 1.2 New York City has a population of over

Narrator:
page 4, activity B eight and a half million people. It can
be hard to make connections in such a
Miguel: Hey Eun, how’s it going? big city. But just two Ping-Pong tables
Eun: Not bad. How are you, Miguel? in Bryant Park are bringing all types of
Great. Thanks. So, you’re from Seoul,
Miguel: New Yorkers together.
Korea--right? That’s a big city.
Eun: Yeah. Almost 10 million people live I take the bus to the train and then the
there. train to another train just to get here.
Wow. What’s your favorite neighborhood?
Miguel: Bryant Park has a nice New York type of
Where do you like to hang out? atmosphere, all walks of life and all the
Eun: Uhm. . . . that would be Gangnam. Ping-Pong players come from all over
Miguel: Gangnam? Why? What’s it like? the world to play at this park.
Eun: It’s got a fun atmosphere. Super trendy. Gregory: I discovered Ping-Pong when I was
Miguel: Is that what makes Gangnam unique? about 11, 12 years old. I lived in a foster
Eun: No, not reaIly. I’d say what makes home and I was the youngest out of six
Gangnam really different is Samneung foster children in the home. And they had
Park. It’s a beautiful, quiet park in the a Ping-Pong table in the basement. And
middle of a busy neighborhood. my older foster brothers did not want
Miguel: Huh. me to play. And my foster mother said,
Eun: And you can learn a lot of Korean “You’ve gotta let him play” and that’s
history there, too. Three Korean kings how I learned how to play the game.
are buried there. So, what about you?
Where are you from? There’s a gentleman by the name of
I’m from Puebla, Mexico. There’s about
Miguel: Gregory.
one and a half million people there.
Eun: Oh, so much smaller than Seoul. Gregory is the rock of the park, he’s
Miguel: Right. always there. You can trust him to be
Eun: What’s the best neighborhood in Puebla? here.
I’d say the city center, the Centro
Miguel: He’s homeless, but he’s not, he’s not
Gideon:
Histórico. your average homeless man.
Eun: What’s it like?
It has a very relaxed atmosphere. But
Miguel: He’s kind of like the boss. You don’t
lots to see and do. You can learn a lot really know it, but he’s kind of like the
of history there, too. It’s where people boss of the tables.
go to see colonial architecture—lots
of buildings from the 16th and 17th. The people that come here are, it’s a
centuries. community now, you know?
67

You don’t know what a person has event
in New York City. They can look like generous
something and be a billionaire. impossible
Gideon: What makes these tables unique is issue
that they don’t ask for any money at participate
all. And without that price, you get a positive
lot of different kinds of people because support
there’s no, there’s no obligation to pay.
You’re just there with everybody else.
Audio Track 1.4

Wally You know, you have the guy who’s
page 13, activities B and C
Green: working upstairs, making six figures. You
have, the guy here is a bike messenger, Hello, and welcome. You’re listening to Cities
making one figure. This guy gets a face- Today. Sometimes, it seems impossible to make
on-face meeting with this guy, who’s connections in big cities. But this morning, we’re
making six figures. So, you meet people looking at three ways people are connecting with
who can help you in your future. others in large cities around the world.
I found a job, and I find opportunity in The first way people are connecting with each
my life, you know, I have a place to stay, other is by playing Ping-Pong. One day, two Ping-
pay my rent, and I have my dignity. Pong tables appeared in Bryant Park, New York
Gregory: Oh, great! City. Soon, people from all walks of life were
Gregory: What’s up, Gid? The greatest kid in the meeting there regularly to play. Some players
world. The park is stable, the park is here. became really good friends. Some helped each
It’s not going anywhere. I know I haven’t other find jobs and places to live. Almost everyone
seen Gideon in a while, since he went to found support and kindness. How and why did the
school. It’s been almost a year, I guess. tables appear there?
And where does he show up at when I
first see him? Right here in Bryant Park. Professional Ping-Pong player Wally Green put the
That thing I love about Gideon is Gideon tables in Bryant Park because he wanted more
is, for a young man, he’s grounded very people to enjoy the game. He comes to the park
well. I feel good being around him, you and plays Ping-Pong with people from time to time,
know, he always makes me feel better, and he’s pleased with the positive effects of his
especially when I was going through gift. This generous donation has made a difference
some tough times. And he helped me in the community.
get through a lot of tough times, you
know, he would go out of his way to Another way people are connecting with each
check on me, see if I was doing okay. other is through pianos in public spaces. Pianos
have appeared on city streets around the world,
Everything that I’ve got now in New York, from Arica, Chile, to Tokyo, Japan. And they aren’t
like all the success I’ve had, like somehow, ordinary pianos. Artists have painted the pianos in
all the people I’ve met, it comes from the beautiful colors. People gather around the pianos
tables right over there, like. and discuss them. And people of different musical
abilities sit down and play them.
Whenever I come out here, I feel
like I’m just a regular guy, you know, British artist Luke Jerram got the idea for the
I’m not a soldier, I’m just a guy that’s project in 2008. He thought the pianos would bring
coming out here to play Ping-Pong people together. Today there are over 2,000 pianos
and to talk to people, you know? Just in 65 cities around the world.
say, “I’m here, I’m still alive, and I’m
somebody.” Yep. In some cases, the pianos have made a big
difference in people’s lives. In Sao Paulo, for
Audio Track 1.3 instance, Jerram met a woman who worked as a
page 10, activity A cleaner. She could pay for piano lessons for her
daughter, but not for an actual piano. She was
actual finally able to hear her daughter play on one of Sao
appear Paulo’s 13 street pianos and see for herself how
donation much her daughter had learned.
68 AUDIO AND VIDEO SCRIPTS

Finally, people are connecting with each other Julianna: Thank you, Aya. To conclude, the
by eating lunch together. A simple idea, right? benefits are clear. First, our plan will
Well, one day in April 2017, people in towns and make skateboarding safer. Second,
cities all over Chile participated in a collaborative kids will get more exercise. And finally,
lunch. It was called “El Gran Malón,” or “The Big it can help kids make friends and be
Lunch.” The idea came from an organization in the happier.
United Kingdom called The Eden Project. The idea Mr. Gold: OK, thank you, Julianna, Frederico, and
of The Big Lunch is to bring people together and Aya.
make communities stronger. Thousands of people
participate in big lunches each year, and many say
Audio Track 1.6
that the event helps them make new friends. They
page 15, Pronunciation: Word stress
also get the chance to discuss ways to deal with
important neighborhood issues such as parking, In words with two syllables, we usually stress
crime, safety, and waste management. The Big just one syllable. We pronounce the vowel in the
Lunch idea has been such a success in Chile that stressed syllable more clearly and loudly than the
now El Gran Malón is a national holiday. vowel in the other syllable. We often pronounce
the unstressed syllable as a schwa /ə/.
Audio Track 1.5 e-vent
page 14, activity D sup-port
Mr. Gold: OK, I think Juliana, it’s your group’s In words with more than two syllables, one syllable
turn, right? has the primary stress, or main stress. We often
Julianna: Yes. Um . . . OK. Our group—Frederico, pronounce unstressed syllables as a schwa /ə/.
Aya, and I–propose creating a
skateboard park in the old parking lot po-pu-la-tion
on Oak Street. No one is using the lot con-nec-tion
now, and there are a lot of reasons
why this is a good idea. First of all, kids
are currently skateboarding in Bradley Audio Track 1.7
Park, but there are too many activities page 15, activity E
there already. Kids need to move to
a safer place to skateboard. Also, 1. be-ne-fit
skateboarding at a skateboard park is 2. pro-pose
much safer than in the street or in other 3. ap-pear
public spaces. Frederico? 4. par-ti-ci-pate
Frederico: Ah, yes . . . Secondly, skateboarding is 5. phy-si-cal
a great way for children to get exercise 6. po-si-tive
and spend time outdoors. We’ve all 7. ac-tu-al
heard the facts about kids nowadays— 8. o-bli-ga-tion
they spend too much time sitting in 9. ge-ne-rous
front of computer and TV screens. They 10. di-sco-ver
don’t get enough exercise, and they
don’t spend enough time meeting other Audio Track 1.8
children face-to face. Aya? page 15, activity F
Aya: Thank you, Frederico . . . Finally, we
think a skateboard park will help kids 1. W e have an obligation to improve our
from different parts of the city meet. community.
We want to build a fun and safe place 2. I propose building a skateboard park.
for kids from different neighborhoods 3. There are physical and social benefits of having
to hang out after school and on a skateboard park for kids.
weekends. The Number 5 bus stops 4. The new swimming pool is free for residents
at the old parking lot, so kids from thanks to generous donations from local
other neighborhoods can get there businesses.
easily. Also, since we don’t expect 5. The team discovered a great site for the new
to charge anything to use the park, farmer’s market.
children with less money will be able 6. Having a group lunch with neighbors had many
to participate. positive results, such as a greater feeling of
safety and security among residents.
69

7. The actual name of the game is table tennis, but OK, so the author argues that since
many people call it Ping-Pong. so many people around the world
8. We will participate in the town meeting about speak English, most native English
the new park. speakers don’t think they need to learn
a second language. Only about 20%
UNIT 2: LANGUAGE AND of Americans speak a language other
than English at home. And because
CULTURE most native English speakers don’t
Audio Track 2.1 page 20, activity A regularly speak a second language,
they don’t practice changing their
according to speech. For example, they don’t slow
attention down or use simpler vocabulary.
author They also use slang, jokes, cultural
background references and abbreviations—things
field that many non-native English speakers
mention don’t understand. All of this makes
misunderstanding it difficult for non-native speakers
patient to understand them. Non-native
speech speakers, on the other hand, usually
widespread use simpler language and more limited
vocabulary. As a result, people from
Audio Track 2.2 any language background can easily
page 22, activity A understand them. And if there is a
misunderstanding, non-native speakers
Radio host: Good morning, and welcome to Let’s know how to quickly fix the problem.
Talk. So, I saw an interesting article the other day.
The title really got my attention: “Native English Another problem the article mentions is
speakers are the world’s worst communicators.” how much native English speakers talk.
Really, I thought? The worst? How can that be When they talk to non-native speakers,
true? After all, English is used all over the world. native speakers talk about 90% of the
It’s used in every field, from law to medicine. time. This is probably because non-
Well, according to the author of the article, native native speakers usually need more time
English speakers are not good communicators to think before they speak. But native
because the use of English is so widespread. Have speakers often don’t give them time—
I lost you yet? Forgive me. I’m a native speaker, so they just keep talking. As a result, the
you’ll have to be patient while I try to explain. non-native speakers don’t speak as
much. However, when only non-native
Audio Track 2.3 English speakers are talking, they are
pages 23 and 24, activities C and E better at taking turns.

Radio ood morning, and welcome to Let’s
G So, what should we do? Is this what
Host: Talk. So, I saw an interesting article always happens when a language
the other day. The title really got my becomes so widespread? Or can we
attention: “Native English speakers do better? I’d love to hear from both
are the world’s worst communicators.” native and non-native English speakers,
Really, I thought? The worst? How so give me a call. Let’s start with Annie
can that be true? After all, English from Boston. Hello, Annie.
is used all over the world. It’s used Annie: Hi. Thanks for taking my call. I’m
in every field, from law to medicine. a native speaker of English, and I
Well, according to the author of the definitely agree that native speakers do
article, native English speakers are not not always communicate very well with
good communicators because the use non-native speakers. I studied Italian
of English is so widespread. Have I in Italy, and it really opened my eyes.
lost you yet? Forgive me. I’m a native It made me much more patient with
speaker, so you’ll have to be patient non-native speakers of English because
while I try to explain. I learned how difficult communication
in a foreign language was.

Radio hanks, Annie. Now let’s take a call
T Audio Track 2.6
Host: from a non-native speaker of English. page 24, activity G
Javier, are you there?
Javier: Yes, thank you. I’m from Guatemala 1. Indonesian
and English is my second language. 2. Malaysian

Radio So, what do you think, Javier? Are we 3. Korean
Host: the world’s worst communicators? 4. Russian
Javier: I wouldn’t say that! But I agree that 5. Finnish
people who speak two or more 6. Spanish
languages are better communicators. 7. Turkish
The experience of speaking in 8. English
another language teaches you how 9. Japanese
to communicate more clearly in any 10. Cantonese
language. That’s why non-native 11. Vietnamese
speakers of English sometimes 12. Congolese
understand each other better than they
understand native speakers. Audio Track 2.7
Radio Well said. Thanks for the call. page 26, activity A
Host:
appearance
Audio Track 2.4
contain
page 23, activity D
distinct
1. Well, according to the author of the article, diversity
native English speakers are not good document
communicators because the use of English is elder
so widespread. expand
2. OK, so the author argues that since so many immense
people around the world speak English, most inadequate
native English speakers don’t think they need to values
learn a second language.
3. And because most native English speakers don’t Video Track 2.1
regularly speak a second language, they don’t page 28, activity A
practice changing their speech.
4. Non-native speakers, on the other hand, Narrator: Please introduce yourself.
usually use simpler language and more limited
K. David My name is David Harrison. I’m a
vocabulary. As a result, people from any Harrison: linguist and a National Geographic
language background can easily understand Explorer. Some people think a
them. linguist is a person who speaks many
languages. Actually, a linguist is a
scientist who studies language. There
Audio Track 2.5
are more than 7,000 languages spoken
page 24, Pronunciation: Stress in words
in the world, and I have personally
with suffixes
explored more than 400 of them.
A suffix is a group of letters added to the end of a
word that changes the word’s form or meaning. For Video Track 2.2
example, adding -tion to the verb attend forms the page 29, activities C and D
noun attention. There are patterns of word stress in
words with suffixes. Narrator: Please introduce yourself.

K. David My name is David Harrison. I’m a
In words ending in -ion, -ian, and -ity, the syllable Harrison: linguist and a National Geographic
before the suffix is usually stressed. Explorer. Some people think a
re-vi-sion linguist is a person who speaks many
at-ten-tion languages. Actually, a linguist is a
I-tal-ian scientist who studies language. There
A-sian are more than 7,000 languages spoken
ac-tiv-i-ty in the world, and I have personally
u-ni-ver-si-ty explored more than 400 of them.
71

Narrator: Many say that learning a language can also its usefulness. Can you walk on
teach you about the values and culture it? Can you hunt seals on it? Should
of its speakers. Can you give us an you avoid it? So, they have a sea-ice
example? taxonomy of at least 99 distinct terms.
Harrison: A simple example from English is how This surpasses what climate scientists
we talk about people who are related to and meteorologists know about the
us. We have a word in English: “uncle.” Arctic ice. And at the same time, we
I grew up using this word. I think I know know that the Arctic ice is melting and
what it means. But when I went to disappearing. And so, this incredible
study other languages, I realized that knowledge base about how to survive
the word “uncle” is actually completely on the ice is being lost at the same
inadequate for talking about human time as we’re losing the ice itself.
relations. Because when you say “uncle,” Narrator: Proverbs or sayings are one way we
who are you talking about? Is it your learn about these things. In English, for
mother’s brother? Is it her elder brother example, we often say, “The early bird
or her younger brother? Is it perhaps catches the worm.” This means that
your father’s brother, elder or younger? you will be successful if you wake up
Is it maybe the man who married your early every morning. Can you give us
aunt? It could be any number of people. examples of sayings or proverbs from
It could be on your mother’s side of the other parts of the world?
family. It could be on your father’s side Harrison: The Chala people of Ghana say, “Don’t
of the family. He could be related to you insult the crocodile while you’re
by blood or related to you by marriage. crossing the river.” In Samoa, they
In English, we collapse all of these say, “A decision made in the evening
important distinctions into a single word: is often changed in the morning.” The
“uncle.” Now in Tuvan, the language of Sakha people of Siberia say (speaking
the nomads, where I studied, they have in a different language), which means,
a distinct word for each one of these “A person’s word is an arrow.”
positions on the family tree. And so, you Narrator: What message do you want to
know immediately when you name that communicate to students around the
person who you’re talking about. And world?
that shows something about the value Harrison: The message I would like to
and importance they place on knowing communicate is the value of language
exactly who’s related to you. How are diversity. It’s great to know a language,
they related to you. your native language, but it’s truly a gift
Narrator: Many languages have one or two to be, or become, a bilingual person. It
speakers left and will soon disappear. expands your mind. It opens doorways to
Why is this important? other worlds that you never imagined.
Harrison: There are 7,000 languages spoken in
the world, and linguists, scientists, Video Track 2.3
have only documented about 10% of page 29, activity E
the world’s languages. So, 90% of the
world’s languages have not yet been Narrator: Proverbs or sayings are one way we
documented, and they contain an learn about these things. In English, for
immense knowledge base about the example, we often say, “The early bird
natural world. Things about plants that catches the worm.” This means that
are not known to science, animals; you will be successful if you wake up
things about weather, climate; things early every morning. Can you give us
that might help us understand climate examples of sayings or proverbs from
change are known about in these other parts of the world?
indigenous languages that have not The Chala people of Ghana say, “Don’t
Harrison:
yet been studied or documented. insult the crocodile while you’re
The Inuit people, who live in Alaska, crossing the river.” In Samoa, they
above the Arctic circle, they have 99 say, “A decision made in the evening
terms to describe different formations is often changed in the morning.” The
of sea ice. And those terms include Sakha people of Siberia say (speaking
information about the shape, the in a different language), which means,
color, the appearance of the ice, but “A person’s word is an arrow.”

Audio Track 2.8 5. If you ask several different people, you’ll
page 30, activity F probably get several different answers.
A: So, who wants to go first? Audio Track 2.10
B: I’ll go first if nobody minds. page 31, activity H
A: Sure, go ahead.
B: So, in Ghana, people say “Don’t insult the 1. Two wrongs don’t make a right.This means that
crocodile while you’re crossing the river.” if someone does something wrong to you, you
C: Interesting. What do you think it means? shouldn’t do the same back to them.
B: Well, I think the crocodile stands for someone 2. You catch more flies with honey than with
dangerous or powerful. Crossing the river vinegar. This means that if you need someone’s
represents the place that the crocodile help, you should be nice to them.
controls. I think this proverb means don’t 3. A decision made in the evening is often changed
make someone angry if you want their help. in the morning.
It’s pretty simple. If someone is angry, they This means that if you need to make a decision,
won’t help you. I think there’s a similar saying you shouldn’t do it at night. If you decide at
in English. It’s “Don’t bite the hand that feeds night, you will probably regret your decision in
you.” What do you think? the future.
A: That definitely makes sense. And it’s good 4. When in Rome, do what the Romans do.
advice. This means that if you are in an unfamiliar place,
C: I think so, too. you will be more successful by following the
B: Now it’s your turn. Go ahead. rules of that place.
C: Ok, so in Yakutian, the language of the Saha
people of Siberia, they say, “A person’s word UNIT 3: FACT OR FICTION?
is an arrow.” I’m not sure, but I think the arrow Audio Track 3.1 page 36, activity A
stands for the way that you express yourself. If
you want people to understand you, you should article
choose your words carefully. If you aren’t convince
careful, your words will miss their target, and evaluate
people might not understand you. This saying fool
shows the importance of being clear and direct purpose
in your speech. If you’re clear, you’ll avoid recognize
misunderstandings. A similar saying in English reliable
is “Think twice, speak once.” result
B: I think you’re probably right. And that saying in source
English is really similar in meaning. the media
A: Hmmmmm . . . I understand your point, but I
see things a little differently. I agree that the Audio Track 3.2
arrow stands for the way you express yourself. page 36, activity B
But I think that the saying is referring to the
importance of being careful in your speech to A: Excuse me, we’re interviewing people
avoid hurting someone’s feelings. about fake news, and I was wondering
C: Wow, that’s really interesting! Is it possible that if you three wouldn’t mind answering a
we’re both right? couple of questions?
B: I think so. I think people can interpret the B/C/D: Sure.
sayings in different ways. If you ask several A: Great, thanks. I’ll start with you. First,
different people, you’ll probably get several where are you from?
different answers. B: I’m from Korea.
A: OK, great. So, my next question is, have
Audio Track 2.9 you seen or heard any fake news in the
page 30, activity G past week?
B: In the past week?
1. I’ll go first if nobody minds. A: Yes.
2. Don’t make someone angry if you want their B: Let me think . . . no, I don’t think so.
help. A: Ok, thank you. Now, where are you from?
3. If someone is angry, they won’t help you. C: I’m from Brazil.
4. If you aren’t careful, your words will miss their A: Have you seen or heard any fake news in
target. the past week?
73

C: Absolutely! Maybe a better question would be the tree octopus is endangered. Why?
if I’ve seen any real news in the past week! Because in the early 20th century,
A: Ok, thank you. many were killed and used to decorate
C: No problem. women’s hats. At least, that’s what
A: And where are you from? the website says. But in fact, all of the
D: I’m from Egypt. information comes from the mind of
A: And have you seen or heard any fake news the website’s creator, Lyle Zapato.
in the past week? So, what were the results of the study?
D: Fake news . . . hmmm. . . . Yes, but it was a In the first part, researchers asked
joke I think. I knew it wasn’t true. 53 American 13-year-olds to rate how
A: Ok, thank you all. I appreciate it. reliable the website was. How many
B/C/D: You’re welcome. would you guess rated the site “highly
reliable”? Jenny?
Audio Track 3.3
page 38, activity A Audio Track 3.4
page 38, activity B
Professor: Good afternoon. How is everyone
doing today? So, I read an interesting Professor: How many would you guess rated the
article a couple of days ago. It was site “highly reliable”? Jenny?
about a tree octopus. Has anyone Jenny: I don’t know . . . Maybe half?
else read it? [pause] No? Well, it Professor: Good guess! Just over half—51%, or
seems there is an octopus that lives 27 of the 53, to be exact.
in the trees and rivers of the Pacific
northwest of the United States. [pause]
Audio Track 3.5
Have I convinced you? If you believe
page 38, activity C, Listen: The Tree Octopus
this octopus exists, raise your hand.
[pause] Professor: G ood afternoon. How is everyone
doing today? So, I read an interesting
I’m happy to see none of you raised article a couple of days ago. It was
your hands! Well, that brings us to about a tree octopus. Has anyone else
today’s topic: How much should you read it? No? Well, it seems there is
trust the media? I’m glad this story an octopus that lives in the trees and
didn’t fool you. But would it surprise rivers of the Pacific northwest of the
you to hear that schoolchildren in both United States. Have I convinced you?
the U.S. and the Netherlands believed If you believe this octopus exists, raise
it? Tim? your hand. I’m happy to see none of
Tim: I guess it depends on how old they you raised your hands! Well, that brings
were. us to today’s topic: How much should
Professor: The kids in the U.S. were 13, and in the you trust the media? I’m glad this story
Netherlands they were 11 and 12. didn’t fool you. But would it surprise
Tim: S
o that doesn’t surprise me very much. you to hear that schoolchildren in both
Kids that age are easy to fool. And the U.S. and the Netherlands believed
many people, not just kids, believe it? Tim?
whatever they read on the Internet, Tim: I guess it depends on how old they
especially if it sounds scientific. were.
Professor: How about the rest of you? Do you Professor: The kids in the U.S. were 13, and in the
agree with Tim? Diane? Netherlands they were 11 and 12.
Diane: Unfortunately, yes. People believe all Tim: So that doesn’t surprise me very much.
kinds of crazy things. Kids that age are easy to fool. And
Professor: Well, you’re right about that. The article many people, not just kids, believe
discussed a study of schoolchildren whatever they read on the Internet,
in the U.S. and the Netherlands. The especially if it sounds scientific.
purpose of the study was to find Professor: How about the rest of you? Do you
out how well the kids were able to agree with Tim? Diane?
recognize fake news. In the study, the Diane: Unfortunately, yes. People believe all
source of the news was a fake news kinds of crazy things.
website. According to the website,

Professor: Well, you’re right about that. The article octopus. Has anyone else read it? [pause]
discussed a study of schoolchildren No? Well, it seems there is an octopus
in the U.S. and the Netherlands. The that lives in the trees and rivers of the
purpose of the study was to find Pacific northwest of the United States.
out how well the kids were able to [pause] Have I convinced you? If you
recognize fake news. In the study, the believe this octopus exists, raise your
source of the news was a fake news hand. [pause] I’m happy to see none of
website. According to the website, you raised your hands! Well, that brings
the tree octopus is endangered. Why? us to today’s topic: How much should you
Because in the early 20th century, trust the media? I’m glad this story didn’t
many were killed and used to decorate fool you. But would it surprise you to hear
women’s hats. At least, that’s what that schoolchildren in both the U.S. and
the website says. But in fact, all of the the Netherlands believed it? Tim?
information comes from the mind of Tim: I guess it depends on how old they were.
the website’s creator, Lyle Zapato. Professor: The kids in the U.S. were 13, and in the
Netherlands they were 11 and 12.
So, what were the results of the study? Tim: So that doesn’t surprise me very much.
In the first part, researchers asked Kids that age are easy to fool. And
53 American 13-year-olds to rate how many people, not just kids, believe
reliable the website was. How many whatever they read on the Internet,
would you guess rated the site “highly especially if it sounds scientific.
reliable”? Jenny? Professor: How about the rest of you? Do you
Jenny: I don’t know . . . Maybe half? agree with Tim? Diane?
Professor: Good guess! Just over half—51%, or Diane: Unfortunately, yes. People believe all
27 of the 53, to be exact. And only six kinds of crazy things.
out of 53, or 11%, thought that the Professor: Well, you’re right about that. The article
site was unreliable. Researchers then discussed a study of schoolchildren
used the website again, this time they in the U.S. and the Netherlands. The
asked 27 11- and 12-year-olds in the purpose of the study was to find
Netherlands. Only two out of 27, or out how well the kids were able to
7%, recognized that the website was recognize fake news. In the study, the
fake. 93%, or 25, thought the website source of the news was a fake news
was reliable. website. According to the website,
the tree octopus is endangered. Why?
So . . . why did the story fool so many Because in the early 20th century,
children? According to the researchers, many were killed and used to decorate
these studies show that children don’t women’s hats. At least, that’s what
know how to evaluate whether online the website says. But in fact, all of the
information is true or not. They just information comes from the mind of
believe what they read. Clearly, schools the website’s creator, Lyle Zapato.
need to teach children not only how
to find information on the Internet.
Audio Track 3.7
They also need to teach them how to
page 40, activity E
evaluate the information that they find.
And such training needs to begin when Narrator: The United States
children are quite young and continue Professor: So, what were the results of the study?
from elementary school right up to In the first part, researchers asked
university. Otherwise, our children will 53 American 13-year-olds to rate how
become adults searching the forests for reliable the website was. How many
a tree octopus! would you guess rated the site “highly
reliable”? Jenny?
Audio Track 3.6 Jenny: I don’t know . . . Maybe half?
page 39, activity D Professor: Good guess! Just over half—51%, or
27 of the 53, to be exact. And only six
Professor: Good afternoon. How is everyone doing out of 53, or 11%, thought that the site
today? So, I read an interesting article a was unreliable.
couple of days ago. It was about a tree Narrator: The Netherlands
75

Professor: Researchers then used the website Video Track 3.1
again, this time they asked 27 11- and page 45, activity C
12-year-olds in the Netherlands. Only
two out of 27, or 7%, recognized that These days, with the widespread use of the
the website was fake. 93%, or 25, Internet and social media, it is becoming harder
thought the website was reliable. and harder to recognize whether information is
true or false. It seems that we hear the term “fake
news” many times a day. And unfortunately, we
Audio Track 3.8 don’t just hear the term. Our email inboxes and
page 40, Pronunciation: Rhythm and stress: social media sites are full of fake news. So today,
Content vs. structure words we are going to be talking about how to recognize
Rhythm is the pattern of stressed and unstressed fake news. That way, we can avoid sharing it with
syllables in a sentence. We usually stress content others and spreading false information.
words (nouns, verbs, adjectives, adverbs),
wh- question words (what, who), and negative When you think news might be fake, the first
auxiliaries (not, can’t, didn’t). thing you can do is check the URL and make sure
it is real. People who spread fake news often
We do not usually stress structure words, such as use a URL that is similar to a real one, but has an
articles (a, an, the), prepositions (in, on), affirmative incorrect spelling, strange symbols, or the wrong
auxiliary verbs (is, did), or pronouns (you, he). ending. For example, they might use the ending
dot C-O-M dot C-O instead of dot C-O-M. Or they
Using correct stress will make your speech easier might spell google.com, G-O-G-G-L-E.com.
to understand.
The second thing you can do is check the author
A: Well it seems that it lives in the trees and of the story or article. Who wrote it? Does the
rivers of the Pacific northwest. website name an author? If there is no author, that
B: What do other sources say about the octopus? should be a red flag. If there is an author, look him
A: Actually, there aren’t other sources. or her up online and see if he or she has published
other articles that seem reliable.
Audio Track 3.9
page 41, activity F Next, check the source. Is it a well-known news
source, such as Indiatimes.com? Or a large
A: Have you ever heard of a quokka? television station, such as the BBC or CBS? While
B: A what? well-known news sources do make mistakes,
A: A quokka. Look, it’s an endangered animal in general, you can trust their reporting. Why?
from Australia. It’s really cute. It Because they have people to check the facts in the
smiles and poses for selfies with tourists. stories, and their journalists are professionals with
B: Let me see that . . . Are you sure this isn’t fake training in finding out the truth. If you are not aware
news? of the news source, look it up online to see if it has
A: I don’t think so. I saw it on the National a reliable website. Are there strange pictures on
Geographic website. That’s areliable source. the website, information that seems unbelievable?
B: True. It is really cute, but is it really smiling in Does it look unprofessional? Are there spelling or
the photos? grammar mistakes? These things might indicate
A: No, I don’t think so. I read that it looks like that the source is not reliable.
it’s smiling when it’s hot.
Finally, use your common sense. If an article
Audio Track 3.10 seems unbelievable, it probably is. Do a search
page 42, activity B to see if other reliable sources are reporting the
same thing. Fake news is a real problem today, and
aware publish it is everyone’s responsibility to read, watch and
common sense seem listen carefully, so that we are not fooled by fake
indicate spread news, and so that we don’t spread it to others.
journalist symbol Remember: Check that the URL is real. Check the
professional well-known author, check the source, and use common sense.

Audio Track 3.11 Anyway, both of those are well-known, reliable
pages 46 and 47, activities G and H sources. And there’s even a documentary film
about him. So, all of that convinced me that the
A: The article I read is “Shark! How one surfer story was real. What do you think?
survived an attack.” It’s about a guy named Todd
Endris, who was a professional surfer. When he
was 24 years old, he was attacked by a great UNIT 4: WHY WE MAKE ART
white shark. Audio Track 4.1 page 52, activity A
accessible
Ok, so it happened in 2007 in California. It was expect
a beautiful day. The sun was shining, and a express
group of dolphins were playing in the waves motivation
near where Endris was surfing. Several of his process
friends were surfing nearby, too. Suddenly, public
while Endris was resting on his surfboard, reflect
something hit him really hard from below. It remove
threw him 15 feet in the air, and he landed society
headfirst in the water. temporary
B: Sorry, I’m afraid I didn’t catch that last part.
Could you repeat it?
A: Sure. Let me put it another way. The shark hit him Video Track 4.1
so hard that he flew 15 feet up in the air, and then page 55, activities B and D
landed on his head. Are you following me?
Okay . . . so somehow, he got back on his board. Street art is everywhere. It’s global. But street art
But the shark immediately attacked him two is very different in very different cities. We know
more times. Several other surfers were watching New York. We know Paris. But I want people
when the shark attacked. They were sure that to know Singapore street art. My name is Zul,
Endris would die. Then they saw something commonly known as Zero. And I am a street artist.
incredible. The dolphins that were playing near Singapore is known for its greenery and its order.
Endris formed a circle around him. They appeared The rebellious nature of street art does not fit in
to attack the shark, and it swam away. the bigger construct of Singapore. But I think that’s
C: Wait a minute. The dolphins attacked the shark? what makes it interesting. I paint in public spaces,
A: Yes, exactly. where the works are accessible to everyone.
C: That’s strange. What I do is always free for people. They see an
A: I know. I thought so too. But that’s what all the artwork in a space that they never expect to be. I
news reports said. So, Endris and the other think that’s the beauty of it. Once it’s completed, it
surfers thought that the dolphins saved his belongs to the public space. So, if it gets removed
life. The shark hurt him pretty badly, but he in an hour, it’s fine. It’s meant to be temporary.
lived. And after he got better, he went back to Singapore is a small country. Everything changes
surfing. very quickly, and street art reflects that very well. I
B: He went back to surfing??? He must be crazy! first got involved in street art right after my military
I’m not sure this story is true. Where did you service in my early twenties. I was skateboarding,
find it? so it was kind of like a natural progression for
A: I found it on a website with stories about me to move from one part of street culture into
animals. I searched the Internet for the name another. When I just started out making art on
of the surfer and found a lot of similar articles. the streets, I was more concerned about just the
The source for one article was Reader’s Digest process of painting. Now, doing this for 15 years,
Magazine, a well-known magazine in the I’m thinking about the process of storytelling and
United States. It’s been around for almost one what I want to express as an artist. Mostly, I’m
hundred years. The source for another article interested in expressing the human condition,
was a documentary film website called Big especially in urban society because that’s where
Wave Productions. I’m from. That’s how I was raised, and that’s where
B: Excuse me, what kind of website? Could you I get ideas from. In 2013, I was awarded a Young
say that again? Artist Award by the National Arts Council, which is
A: A documentary film website. a first for a street artist. It’s one of the highlights of
B: What do you mean by a “documentary film”? my career, because I’m representing a community
A: A documentary is a film about a real-life event, of artists that’s always on the fringe. Being more in
with real people instead of actors. the public light gives me more motivation to make
77

better works and advocate as to what street art is, Carlos: I’m a botanical illustrator. I am
especially in the context of Singapore. To create passionate about the environment. I
new things is to break old things and remake it. draw pictures of plants—things like
Innovation is disruption. flowers and trees. . . . I want people
to appreciate what we have and take
Audio Track 4.2 care of it, so it doesn’t go away. So, in
page 58, activity B my opinion, the main purpose of art
is to make people aware of important
appreciate things, like the natural world—and that
definitely we have to take care of these things.
direction Devin: Well, I agree with you, Carlos. Actually,
emotional though, I’m going in a slightly different
entertain direction. I believe the main purpose of
essential art is to help people grow and change in
image positive ways. I paint and do sculpture,
imagination and I plan to become an art therapist. Art
influence therapists use art to help people who
passionate feel sick or have emotional problems.
Art can really influence people’s feelings.
So, to me, the purpose of art is to help
Audio Track 4.3 people feel better.
page 60, activities C and D Professor: Thanks, Devin. That was very
Professor: W
elcome everyone! Thanks for coming interesting. I think we can see that
to our presentation on the meaning of there’s definitely a wide variety
art in today’s world. We’re here with of reasons for making art—from
a panel of four students from the art expressing ourselves to changing the
department, and they’re all going to world! OK, we have time for a few
answer this question: What is the most questions. . . .
important purpose of art? So, let’s start
with David. Audio Track 4.4
David: Thanks. There are a lot of reasons page 62, activity E
people make art. I’m a street artist. I
draw murals of imaginary landscapes. Teacher: OK, Dany, it’s your turn.
So, to me, the most important Dany: Thanks, Mr. Marquez. The work of art
reason to make art is to express my that I chose is the painting, the Mona
imagination. Uhm. . . . I see all these Lisa, by Leonardo da Vinci. It’s a really
great images in my mind, and I need to great work of art, in my opinion. What
get them out. So, I paint them on blank makes it so great?
walls and if people enjoy them, then
that’s great. Well, one reason is that it’s realistic—
Ana: Well, I sort of agree about expressing that is, it looks real. The woman in
your imagination. I’m a computer the picture looks like a real person
game artist, and gaming art is also because the artist used a painting
very imaginative. I create imaginary technique called sfumato. This means
characters and environments for games using shades of dark and light paint in
that people play every day. So, for me, certain places, like around her mouth
the main purpose of art is to entertain and eyes. See these places here? They
people. Good art is essential for video give shape to her face, so it looks very
games. It really helps you appreciate realistic.
the story and action in a game. And
that helps you have fun. Another reason this painting is great is
Professor: Carlos, you’re shaking your head. What because of its perspective. Perspective
do you think? is a way of making far away objects in a
Carlos: Well, to me, art is much more picture look smaller. Da Vinci knew that
important. In fact, it’s necessary for our things in the far distance are harder to
lives! see than things in the near distance,
Devin: What do you mean? so he showed them with less detail.

He was one of the first artists to do real person because the artist used a
this, so that makes the painting really painting technique called sfumato. This
special, I think. means using shades of dark and light
paint in certain places, like around her
And lastly, the Mona Lisa is a great mouth and eyes. See these places here?
painting because it’s mysterious. The They give shape to her face, so it looks
woman has a very slight smile, so we very realistic.
don’t really know what she’s thinking
about. No one really knows who the UNIT 5: EXPLORERS
model was, either. Experts are still Audio Track 5.1 page 68, activity A
arguing about this, even after 500
years. I think this makes the painting apparently
even more interesting. assistant
end up
So, that’s why I think the Mona Lisa eventually
is a great painting. Are there any expedition
questions? illness
joy
Audio Track 4.5 region
page 63, Pronunciation: Reduced structure words skilled
wealthy
In unstressed structure words, such as articles,
prepositions, pronouns, and modals, we often Audio Track 5.2
reduce certain sounds. This means that we shorten pages 68 and 69, activities C and D
or omit them. A: You know how I love hearing about explorers
Often, vowel sounds reduce to schwa /ə/. and adventurers, right?
It’s /ə/ landscape. B: Mmm hmm.
My purpose is /tə/ educate. A: Well, I saw a program on TV last night about a
Vowels are sometimes omitted. woman named Malaika Vaz. She’s only in her
You /k’n/ visit tomorrow. 20s, but she’s already done more than most
The consonant sound /h/ at the beginning of people do in a lifetime.
pronouns (he, her, him) is often dropped. B: Really?
Tell /əm/ now. A: Yeah, as a teenager, Malaika was the youngest
Give /ər/ the answer. Indian person to travel to both the North Pole
and the South Pole . . . and also the youngest
to get a pilot’s license. And she’s traveled on
Audio Track 4.6 horseback from Mongolia to Russia.
page 63, activity F B: That’s amazing. What has she done recently?
A: She’s been making films about wildlife. She is
1. T hanks for coming to the first in a series of now working on a series about the relationship
presentations between humans and lions, leopards, and
2. What is the main purpose of art, in your opinion? tigers in India.
3. You’re shaking your head. B: That sounds really interesting.
4. For me, the main purpose of art is to entertain A: Yeah, I can’t wait to see it.
people.
5. So to me, art is a kind of therapy. Audio Track 5.3
page 71, activity A
Audio Track 4.7
page 63, activity G Professor: O
k, so does everyone know what to do?
Yeah? Pair up with the person sitting
Dany: Thanks, Mr. Marquez. The work of art next to you, discuss the explorers you’re
that I chose is the painting, the Mona thinking of using for your reports, and
Lisa, by Leonardo da Vinci. It’s a really give each other some feedback.
great work of art, in my opinion. What A: Ok, you go first. Tell me what you have
makes it so great? Well, one reason is so far.
that it’s realistic—that is, it looks real. B: Oh no, I’m really not ready. Please,
The woman in the picture looks like a you go first.
79

Ok. So, I wanted to find someone a bit
A: B: Which was?
unusual, and I had the idea to focus on A: At that time, women weren’t allowed
a female explorer. I’ve found one that I on French Navy ships, so she had to
think is pretty interesting. dress up as a man.
B: It sounds to me like you’ve found the
Audio Track 5.4 perfect subject for your report.
page 71, activities C and D, Listen: Trailblazers A: Thanks. There’s a lot more to the story,
but it’s your turn.
Professor: O
k, so does everyone know what to B: Well, I also wanted to find someone
do? Yeah? Pair up with the person unusual, and I’ve found one guy that
sitting next to you, discuss the might be interesting . . . but I need to
explorers you’re thinking of using for do some more research.
your reports, and give each other some A: Yeah? Who is it?
feedback. B: Hold on, let me check my notes . . .
A: Ok, you go first. Tell me what you have his name is Ibn Battuta. Sorry, I’m not
so far. sure how to pronounce it. Anyway, he
B: Oh no, I’m really not ready. Please, you was a Moroccan who lived in the 14th
go first. century, and he traveled throughout
A: Ok. So, I wanted to find someone a bit Africa, Asia, and southeastern Europe.
unusual, and I had the idea to focus on In almost 30 years, he managed to
a female explorer. I’ve found one that I travel about 120,000 kilometers.
think is pretty interesting. And apparently, unlike most people
B: Really? Who? back then, he traveled for the joy of
A: Her name was Jeanne Baret. exploring new countries and meeting
B: Where was she from? the people who lived there. He wrote
A: She came from a small village in about his journeys in one of the world’s
France. Her family, like most people most famous travel books, The Rihlah,
in the region, was really poor, which which means “travels.”
makes her story especially surprising. A: He does sound interesting.
B: What do you mean? B: You think so?
A: Well she was both female and poor, yet A: Absolutely.
she ended up being the first woman to B: Okay, thanks.
travel around the world. A: No problem. And thanks for your
B: She traveled around the world? feedback.
A: Yeah, and just imagine, this was in B: Sure!
the 18th century, when explorers were
usually wealthy men.
B: Hmmm. That is interesting. So how did Audio Track 5.5
she do it? page 72, activity E
A: Well at that time, most villages had a
woman who knew all about local plants Narrator: One
and how to use them to treat various B: Where was she from?
illnesses. These women were called Narrator: Two
herb women, and apparently Jeanne A: The Soviet Union.
Baret was a particularly skilled one. She Narrator: Three
ended up attracting the attention of a B: Did she spend a long time in space?
French botanist. His name was . . . hold Narrator: Four
on a sec . . . Philibert Commerson. A: No, she didn’t.
He was living close to her, collecting
plants from the area. When she took a
job as his housekeeper, he discovered Audio Track 5.6
that she knew more about botany than page 72, Pronunciation: Final intonation
many of his professors. So eventually Intonation is the rising and falling of the voice.
he invited her to work as his assistant It can change the meaning of a sentence. Final
on a round-the-world expedition to help intonation can let you know if a person is making a
him collect plant samples. There was statement or asking a question.
just one problem.

Here are some common intonation patterns. Audio Track 5.9
page 75, activity C
Intonation usually falls at the end of statements Today, we’re going to discuss the history of Antarctic
and wh- questions. exploration, which started at the beginning of the 20th
You go first. century. Antarctica was a far away, dangerous land,
I’m really not ready. and success was never certain; many explorers were
Where was she from? not able to complete their expeditions. A number of
them did not survive.
Intonation usually rises at the end of yes/no
questions. But before we look at the explorers, let’s discuss a
few facts. What makes Antarctica such a challenge
Does everyone know what to do? to explore? First, it’s the highest continent on
You can make a sentence into a yes/no question Earth. On average, it’s 2,300 meters high. Also,
with rising intonation at the end of the sentence. ninety-eight percent of Antarctica is covered by
a thick sheet of ice. And although it contains
She traveled around the world? seventy percent of the world’s fresh water, it
is the driest continent on earth. It gets fewer
than 50 millimeters of rain or snow per year.
Audio Track 5.7 The combination of dryness and height makes
page 73, activity F breathing extremely difficult. And then there’s the
cold. Temperatures can reach minus 73 degrees
A: Did you choose someone for your report? centigrade in the wintertime. At that temperature,
B: Yes. the air causes immediate pain and damage to your
A: Who did you choose? skin. And if you are trying to cross the continent
B: Valentina Tereshkova. on skis in such conditions, your body needs about
A: What did she do? 10,000 calories a day to survive. That makes dying
B: She was the first woman to travel into outer of hunger a very real possibility.
space.
A: Really? That’s interesting. Where was she Ok, so now you have an idea of the conditions
from? that explorers of Antarctica face. Let’s look at the
B: The Soviet Union. explorers.
A: When did she go?
B: In nineteen sixty-three Video Track 5.1
A: Did she spend a long time in space? page 76, activity A
B: No. She spent just 70 hours in space. She Alizé I’m Alizé Carrère, an environmental
circled Earth 48 times. Carrère: anthropologist and National Geographic
A: Did she ever go into space again? explorer. This is my friend, Tom Ritchie,
B: No, she didn’t. She became a politician. a naturalist who’s spent decades in
the field. Together, we’ll discover what
it means to be a modern explorer.
PREPARE TO WATCH Today, we’re going on an expedition
Audio Track 5.8 page 74, activity A to South Georgia, an island within the
Antarctic climate. It’s an island covered
alert with rugged peaks, capped with snow
crew year-round. Imagine what the explorers
disaster of the past might’ve seen in these
failure mountains. One such explorer was
landscape Ernest Shackleton. He completed the
leadership first documented crossing of South
mission Georgia in 1916, while on a mission
rescue to rescue stranded members of his ill-
survive fated Trans-Antarctic Expedition aboard
trap the Endurance. When they set off from
South Georgia in 1914, the Endurance
crew was taking a huge risk, one
unimaginable today. They had no
long-range weather forecasts to guide
81

them, and they couldn’t have known Ritchie: It is, it is changing, yes.
they were sailing toward disaster. The Our tools are different, our
Carrère:
thick pack ice trapped and then slowly technology is different, and the
crushed the Endurance, leaving the landscape is changing. Exploring
men stranded with no choice but to means something very different
survive on the ice. They eventually from the past, but there will always
found refuge on a tiny island, off the tip be room to observe and protect the
of the Antarctic peninsula. They were wonder of our world. And that’s what
finally on dry ground. Today, we might makes a modern explorer.
use modern tech to call for help, but
Shackleton didn’t have that option. So,
Video Track 5.2
he packed a few of his men in a lifeboat
page 77, activity C
to look for rescue. After an 800-mile
journey, Shackleton returned to South Carrère: When they set off from South Georgia
Georgia. It had been 17 months since in 1914, the Endurance crew was
the Endurance first set sail, but the taking a huge risk, one unimaginable
ordeal wasn’t over yet. To call for help, today. They had no long-range weather
they’d need to reach a whaling station forecasts to guide them, and they
on the other side of the island. That’s couldn’t have known they were sailing
what pushed Shackleton to make the toward disaster. The thick pack ice
first crossing of South Georgia. We’re trapped and then slowly crushed the
coming up on the whaling station that Endurance, leaving the men stranded
would mean rescue for Shackleton, if with no choice but to survive on the
only he could get there. ice. They eventually found refuge on a
Tom Look at that. tiny island, off the tip of the Antarctic
Ritchie: peninsula. They were finally on dry
Carrère: Wow! ground. Today, we might use modern
And they left South Georgia on
Ritchie: tech to call for help, but Shackleton
December 5th, 1914, and they got didn’t have that option. So, he packed
back here on May 20th, 1916. After a few of his men in a lifeboat to look
that incredible sojourn, the 16 days for rescue. After an 800-mile journey,
crossing the roughest waters in the Shackleton returned to South Georgia.
world in a little boat, and then having It had been 17 months since the
to trek all the way across this unknown Endurance first set sail, but the ordeal
mountainous island, this is where they wasn’t over yet. To call for help, they’d
reached, on that early morning. need to reach a whaling station on
Carrère: Right where we are. the other side of the island. That’s
Right where we are, and they listened
RiTchie: what pushed Shackleton to make the
and they heard the 7:00 whistle blow, first crossing of South Georgia. We’re
telling the men to turn out. coming up on the whaling station that
Shackleton was able to alert the station
Carrère: would mean rescue for Shackleton, if
and send rescue for his remaining only he could get there.
crew. They kept lookout every day, Ritchie: Look at that.
but spirits were low. It had been four Carrère: Wow!
months since their captain left them Ritchie: And they left South Georgia on
for help. But on August 30th, 1916, December 5th, 1914, and they got
Shackleton returned in a tugboat to back here on May 20th, 1916. After
rescue his crew. Their expedition was that incredible sojourn, the 16 days
a failure, but because of Shackleton’s crossing the roughest waters in the
leadership, every man survived. world in a little boat, and then having
Shackleton died of a heart attack in to trek all the way across this unknown
1922, here, on South Georgia. Ernest mountainous island, this is where they
Henry Shackleton, Explorer. Wow. reached, on that early morning.
The title Explorer in his context has so Carrère: Right where we are.
much meaning. And nowadays, what is Ritchie: Right where we are, and they listened
it to be an explorer? and they heard the 7:00 whistle blow,
Ritchie: Yes, yeah. telling the men to turn out.
Carrère: That definition is changing.

Shackleton was able to alert the station
Carrère: Interviewer: Have you ever been scared?
and send rescue for his remaining Earhart: Oh, yes, many times. Things have
crew. They kept lookout every day, gone wrong on several of my flights,
but spirits were low. It had been four but fortunately, I’ve managed to
months since their captain left them survive.
for help. But on August 30th, 1916, Interviewer: Can you talk about one time when
Shackleton returned in a tugboat to you were afraid?
rescue his crew. Earhart: S ure. My flight alone across the
Atlantic was almost a disaster. It was
Video Track 5.3 cloudy and windy, and the wings of
page 78, activity D my plane were covered in ice. That
was very scary. I was planning to land
He completed the first documented
Carrère: in Paris, but I knew I couldn’t make it
crossing of South Georgia in 1916, there. I ended up landing in Ireland.
while on a mission to rescue stranded But I was still the first woman to fly
members of his ill-fated Trans-Antarctic across the Atlantic Ocean.
Expedition aboard the Endurance. Interviewer: So, what’s next for you? Have you
When they set off from South Georgia decided on your next challenge?
in 1914, the Endurance crew was Earhart: Yes, I have. I’m planning a flight
taking a huge risk, one unimaginable around the world. I’m going to fly
today. along the equator.
They eventually found refuge on a
Carrère: Interviewer: Has anyone ever done that before?
tiny island, off the tip of the Antarctic Earhart: No. I will be the first, and not the first
peninsula. They were finally on dry woman, but the first person, male or
ground. Today, we might use modern female.
tech to call for help, but Shackleton Interviewer: That would be amazing. Thanks for
didn’t have that option. So, he packed speaking with me, and best of luck.
a few of his men in a lifeboat to look Earhart: It was my pleasure.
for rescue. After an 800-mile journey,
Shackleton returned to South Georgia. Audio Track 5.11
It had been 17 months since the page 79, activity F
Endurance first set sail.
Narrator: One
Audio Track 5.10 Interviewer: How long have you been a pilot?
page 78, activity E Earhart: Since I was 23 years old. I’ve been a
pilot for about 17 years.
Earhart: My name is Amelia Earhart, and I’m Narrator: Two
an American pilot. I love flying! Interviewer: Have you ever been scared?
Interviewer: How long have you been a pilot? Earhart: Oh, yes, many times. Things have
Earhart: Since I was 23 years old. I’ve been a gone wrong on several of my flights,
pilot for about 17 years. but fortunately, I’ve managed to
Interviewer: How did you learn to fly? survive.
Earhart: I went to an air show in 1920 in Long Narrator: Three
Beach, California, and took a plane Interviewer: So, what’s next for you? Have you
ride. It was only 10 minutes long, but decided on your next challenge?
I knew immediately that I wanted to Earhart: Yes, I have. I’m planning a flight
be a pilot. After that, I worked hard around the world. I’m going to fly
to earn enough money to take flying along the equator.
lessons. Interviewer: Has anyone ever done that before?
Interviewer: What are some of your Earhart: No. I will be the first. And not the first
achievements? woman, but the first person, male or
Earhart: Hmmm. Well, I’ve written a book female.
about my experience as the first
woman to cross the Atlantic Ocean in
a plane. I’ve also flown alone across
North America and the Atlantic and
Pacific Oceans.
83

UNIT 6: THE VALUE Students: [mumbling]
OF MEMORY Professor: Memory. Your memory makes you
Audio Track 6.1 page 84, activity A who you are. Now, memory includes
all the things you’ve done and learned.
absolutely However, it is more than that. It
ahead involves all of the feelings connected
behavior to a specific activity. For example, did
conscious you like what you were doing in your
painful memory? Did you have fun? Did the
personality event strengthen your relationships
protect with others, or cause problems?
psychology
relationship Now here’s another question. Do you
situation think you remember positive events or
negative events better? . . . Julia?
Julia: I remember negative events more.
Audio Track 6.2 Professor: Yes, Julia. According to many studies,
page 84, activity B this might be true. Dr. Laura Carstensen,
Hyperthymesia a psychology professor at Stanford
Can you remember what you had for breakfast this University, says we may remember
morning? A week ago? Ten years ago? Probably negative events better. Why? Because
not. However, some people can remember we pay more attention to them.
absolutely every personal event and experience Unfortunately, though, painful memories
they’ve had since childhood. They have a rare can greatly affect our lives. They often
condition called hyperthymesia. cause negative psychological and
physical effects. However, as Carstensen
How does hyperthymesia work? We don’t know, but explains, negative memories may
many professors of psychology are trying to find out. serve a purpose. Many psychologists
They want to know how the brains of people with believe that bad memories help us
hyperthymesia are different from others. avoid repeating mistakes and keep
us safe from danger. In the distant
You might think that remembering every detail past, negative memories likely helped
of your life would be great, but people with this humans avoid dangerous animals or
condition also can’t forget negative or painful keep us from eating deadly plants. Today,
memories. Never forgetting fights, for example, could they might help us avoid dangerous
affect your relationships with family and friends. There neighborhoods. Or they might protect
may be a reason we forget these details. Some say us from forming unhealthy relationships
that forgetting such memories may actually protect with people who are bad for us.
us from difficulties and help us to be happier.
Now here is an interesting fact. Younger
people remember more negative events
Audio Track 6.3 than older people do. Why is this?
page 87, activities C and D Carstensen’s theory is that it’s because
when we are younger, we have a lot
Professor: I have a question for you. What makes
of years ahead of us. Our memories of
you who you are? Think about it for a
negative experiences will protect us in
minute. What makes you the person
future situations. As we get older, we
you are right now? What creates your
don’t plan for the future as much. We pay
personality? Yes, Alex?
more attention to positive memories and
Alex: The things that I’ve learned?
living in the moment.
Professor: Well, that is definitely part of it.
Definitely. Any other ideas? Julia?
So good or bad, your memories are
Julia: I think my experiences make me who I
a part of you. They influence your
am.
personality, your behavior, and your
Professor: Yes, that is absolutely part of it, too. Let’s
decisions. Even if you don’t have a
look at those answers—what you’ve
conscious memory of an experience, it
experienced and what you know. What is
is always a part of you.
an easier way to say all of that?

Audio Track 6.4 Audio Track 6.7
page 88, Pronunciation: Focus words page 90, activity A
A focus word is the most important word in a awful
phrase or sentence. It is stressed more than any depression
other word in the phrase or sentence. The focus experience
word often gives new information and is usually experiment
the last content word in a phrase or sentence. individual
mood
ur professor talked about the importance
O
pleasure
of memories.
recover
In some cases, the focus word is the word that symptom
corrects or contrasts with previous information. technique
A: The professor said that feelings aren’t
important Video Track 6.1
B: Actually, he said that feelings are important. page 93, activities B and C
Narrator: If you could remove a bad memory from
Audio Track 6.5 your brain, would you do it? What if doctors
page 88, Activity F could help people with post-traumatic
stress disorder, or PTSD, by removing
1. What creates your personality? their painful memories? For example,
2. Negative memories may serve a purpose. what if people who have been a war
3. They may help us avoid repeating mistakes. could forget their bad experiences? What
4. They keep us away from dangerous situations. if we could turn on good memories to
5. Negative memories might help young people help people who have mood disorders,
prepare for future dangers. such as depression? Or help people with
6. Our memories are part of us. They make us who Alzheimer’s disease remember their lives?
we are. Steve Ramirez is asking these important
7. A: Do you remember that time I fell questions. Ramirez is a brain scientist and
skateboarding? National Geographic Emerging Explorer. He
B: No, but I remember when I fell. is working on finding individual memories
8. A: Is the psychology class tonight? in the brain. He wants to be able to turn
B: No. It’s tomorrow night. them on, turn them off, or change them.
So, how is this possible? These memories
Audio Track 6.6 are stored in a part of the brain called
page 88, activity G the hippocampus. Ramirez and his team
examine people’s brains while they think
A: According to the professor, memories are not about specific memories. This has helped
just the things that happened. They are also them find the exact brain cells that contain
the feelings involved with the things that particular memories. In addition, they have
happened. discovered a way to turn those individual
B: Right. For example, a memory includes brain cells on or off. Ramirez and his team
whether you had fun. did tests with mice that had symptoms
A: It also includes how an event affected a similar to depression. These mice were
relationship. not able to feel pleasure. This problem is
B: And he said we may remember positive known as anhedonia. The team thought
events better. that turning on positive memories could
A: Actually, he said we may remember help make these mice happier. Ramirez
negative events better. describes the technique he and his team
B: Really? used in the experiment.
A: Yes. Remembering negative events can help Steve We give these animals a choice
us survive. Ramirez: between sugar water and regular
B: Oh yeah, and older people remember them water. Now, animals that don’t show
more. symptoms associated with depression,
A: No, younger people remember them more. for example, choose sugar water about
80% of the time.
85

Narrator: Ramirez and his team found that Professor: Thank you, Jason . . . Nina, it’s your
the mice that showed symptoms of turn.
depression reacted differently. Only half Nina: OK, my turn! Those are interesting
of those mice chose the sugar water. The points, but I disagree. I don’t think there
other half chose regular water. They were should be a pill that makes us remember
not interested in looking for pleasure. everything. The main disadvantage of a
Ramirez: What if we can activate a positive pill like this is life would be harder. For
memory? What happens to that example, if we remembered every detail
symptom of anhedonia, of not being able of every fight with our friends, it would
to experience pleasure? What happens make our friendships difficult. Another
is the animals immediately prefer sugar disadvantage is we might rely too much
water about 80% of the time. on memory and not write things down.
Narrator: The good memories made the mice If the pill stopped working, we could
behave like normal mice who are not lose a lot of information. Finally, we don’t
depressed. So, the team wondered know how a pill like this would affect our
what might happen if they turned on brains. It might be dangerous.
these good memories again and again? Professor: Thank you, Nina.
How would that affect the brain?
Ramirez and his team turned on the UNIT 7: GET CREATIVE
same positive memory again and again
for about a week. This had two positive Audio Track 7.1 page 100, activity A
effects. First, it stops symptoms decision
connected to depression. Second, it despite
increased the number of new brain generate
cells so that the brain actually grew. obvious
Ramirez’s work could improve many occupied
people’s lives. People might be able participant
to recover from depression without previously
medication. People with PTSD could report
forget the awful things that they’ve shock
experienced. And people with unpleasant
Alzheimer’s disease might get their
lives back. If we can help these people,
shouldn’t we? Audio Track 7.2
page 101, activities B and D
Audio Track 6.8 What do you do when you are bored?
A:
page 94, activity F Um, that’s a good question. I usually look at my
B:
phone and check Twitter or Instagram. I used to
Professor: OK, class. Today you will debate this read a lot, but I don’t read as much now. How
question in pairs: Should scientists about you?
make a pill that helps people remember Um, I’m not sure. I guess the same. I check
A:
everything? Jason will argue that the social media. I text my friends. I go to the gym
answer is yes. Nina will argue that the a few times a week when I have time.
answer is no. Let’s start with Jason. Do you ever do anything creative?
B:
Ready? Let me see. Actually, yes. I write in my journal.
A:
Jason: Yes! In my opinion, scientists should I write about my day, and sometimes I write
definitely develop a pill like this. The poems or songs. I try to play guitar, but I’m not
main advantage is that students could very good!
do better on exams and wouldn’t have to
study as much. Another advantage is that
people with Alzheimer’s disease could Video Track 7.1
remember their families and their pasts. page 102, activity A
In addition, if a person saw a crime and
remembered everything, he could tell Presenter: In a recent study, participants were
the police exactly what happened. They placed in a room for between six and
would be able to describe the criminals 15 minutes. They were given nothing
to police perfectly. except a button that they knew would
shock them if they pressed it. They

were asked to entertain themselves thinking, because that, apparently, is
with their thoughts, but they could self- boring, and being bored is unpleasant.
administer the shock if they so chose. And there are now more ways than
So, what happened? ever to avoid boredom. With Facebook,
Twitter, Instagram, Snapchat, YouTube,
Video Track 7.2 not to mention my chronic news habit...
Waiting in line, sitting in a coffee shop,
page 102, activity B stopped at a traffic light. Do you ever
just let yourself be bored?
Presenter: Well, 25% of women and 67% of men
Man: No, no, I generally don’t.
shocked themselves. This is despite
Presenter: But are we losing anything by avoiding
the fact that they had previously told
boredom? Well, scientific research
the experimenters that they would pay
says yes, and what we’re losing is
money to avoid the shock. Apparently,
important. When you’re bored, your mind
they’d rather experience physical pain
wanders. That’s only natural. The state
than just be bored, to have nothing to
of boredom is one where your attention
keep them occupied but their thoughts.
is not focused on anything in particular.
But they are not alone. Around 95%
Researchers have shown this mind
of American adults report participating
wandering is useful for creativity. They
in some leisure activities over the
gave study participants a random boring
past 24 hours. But only 17% say they
task. The most boring one: reading the
spent any time at all just relaxing and
phone book. Then, they asked participants
thinking, because that, apparently, is
to be creative. Generate as many ideas
boring, and being bored is unpleasant.
as they could for what you could do with
And there are now more ways than
a plastic cup. Those in the most boring
ever to avoid boredom. With Facebook,
read-the-phone-book condition, generated
Twitter, Instagram, Snapchat, YouTube,
the most creative solutions compared
not to mention my chronic news habit...
to less bored controls. Let me ask you
Waiting in line, sitting in a coffee shop,
this, when you’re in class and you’re a
stopped at a traffic light. Do you ever
bit bored, do you ever just pull out your
just let yourself be bored?
phone and have a look at stuff.
Man: No, no, I generally don’t.
Man: Yeah, all the time.
Presenter: Does the phone get rid of your
Video Track 7.3 boredom?
pages 102 and 103, activities D and E Man: Yeah, actually, thinking about it, it does.
Presenter: So, every time you’re waiting for
Presenter: In a recent study, participants were something, you have a decision
placed in a room for between six and to make, which seems like a tiny
15 minutes. They were given nothing one. Pull out your phone for a few
except a button that they knew would seconds or minutes or just be bored.
shock them if they pressed it. They Experience only your thoughts. You are
were asked to entertain themselves the real-world example of someone
with their thoughts, but they could shocking themselves to avoid the
self-administer the shock if they so unpleasantness of boredom. Except in
chose. So, what happened? Well, your case, the pain goes much deeper
25% of women and 67% of men to the very nature of who you are
shocked themselves. This is despite and who you will become. So, think
the fact that they had previously told carefully before pressing that button.
the experimenters that they would pay
money to avoid the shock. Apparently,
they’d rather experience physical pain Audio Track 7.3
than just be bored, to have nothing to page 105, activity H
keep them occupied but their thoughts.
Presenter: Around 95% of American adults report
But they are not alone. Around 95%
participating in some leisure activities
of American adults report participating
over the past 24 hours. But only 17%
in some leisure activities over the
say they spent any time at all just
past 24 hours. But only 17% say they
relaxing and thinking, because that
spent any time at all just relaxing and
87

apparently is boring, and being bored phones! Is this a problem? If so, what can we do
is unpleasant . . . But are we losing about it? Well, we can make an effort to check out.
anything by avoiding boredom? Well, Manoush Zomorodi, a journalist and podcaster in
scientific research says yes, and what New York, realized she was spending a lot of time
we’re losing is important. When you’re on her phone. She also noticed that she wasn’t as
bored, your mind wanders. That’s only creative as she used to be. She believed that ideas
natural. The state of boredom is one came to her when she was not doing anything,
where your attention is not focused on when she was just walking or thinking. She had
anything in particular. Researchers have great ideas when she let her mind wander, which
shown this mind wandering is useful for didn’t happen when she was on her phone. This
creativity. meant that she needed to restrict the amount
of time she spent on her phone. She decided to
Audio Track 7.4 check out more and check in less.
page 106, activity B
So Manoush created a challenge for her podcast
challenge listeners. The goal was to spend less time looking
delete at their phones and more time letting their minds
device wander. At first, she thought a few hundred people
look at might agree to do the challenge, but in the end,
notice over 20,000 people did it!
period
restrict So, how would you, listeners, like to try one of these
shocking challenges for a day or maybe even a week? Next
substantial week, you can call in and let us know how you did.
usage Challenge one: Keep your phone in your pocket
or bag while you are walking to work or school,
Audio Track 7.5 riding on a bus or train, or waiting in line
page 108, activity C somewhere.
Challenge two: When you see something you
Hello, again. I’m your host, Lisl DeLauren. Today I’ll really want to take a picture of, don’t do it! Avoid
be discussing some surprising research about our taking any photos. Just enjoy the view.
cell phones, and how checking in might actually
be hurting our creativity. Then we’ll look at how Challenge three: This is the hardest one according
checking out might help us be more creative. to Zomorodi. Delete your favorite app. Perhaps
it’s a game you like to play or a social media app
Of course, we all know that our phones can help you look at more than others. Delete it. Take it off
us be more creative: we use them to take beautiful of your phone. Say goodbye!
photos, to create videos, to get information, and And Challenge four: Write down one or more
so on. They also help us stay in touch with friends things you notice around you when you are not
and family on social media and shop anywhere looking at your phone.
and at any time. However, current research shows
that we are spending more and more time on our So, please try one or more. I look forward to
phones, and this could create some problems. In hearing how you do. That’s all for today. Thank you
fact, the average person’s screen time is shocking. for listening. Until next week.
Research psychologist Larry Rosen studied cell Audio Track 7.6

phone usage among college students. Over a page 109, activity E
three-year time period, he found that the average
student’s screen time increased each year, with the Research psychologist Larry Rosen studied cell
final year averaging 277 minutes per day. Think about phone usage among college students. Over a
that for a moment. That’s over four and half hours a three-year time period, he found that the average
day, 32 hours a week, just over five days a month, student’s screen time increased each year, with
and two whole months a year. And over a ten-year the final year averaging 277 minutes per day. Think
period? Well, over one and a half years . . . spent on about that for a moment. That’s over four and a half
smartphones. And that doesn’t include time spent on hours a day, 32 hours a week, just over five days a
other devices, such as a computer or a tablet. month, and two whole months a year.
That’s a substantial amount of time spent on our

Audio Track 7.7 Has this experience made you think
Radio
page 109, activity F Host: about how your phone affects your life?
Will you add your apps back to your
hallenge one: Keep your phone in your pocket
C phone?
or bag while you are walking to work or school, Not right away. I think I’ll leave them off
Ritchie:
riding on a bus or train, or waiting in line for a while longer.
somewhere. Radio Great. Well, thank you for calling. Our
Host: next caller is Eva in Florida. Hi Eva.
Challenge two: When you see something you
How did your challenge go?
really want to take a picture of, don’t do it! Avoid
Eva: Hi. So, I tried challenge 1. I wanted to
taking any photos. Just enjoy the view.
start leaving my phone in my bag when
Challenge three: This is the hardest one according I was waiting in line at stores. Usually,
to Zomorodi. Delete your favorite app. Perhaps I take it out and look at it, out of habit,
it’s a game you like to play or a social media app when I’m waiting in line to pay. I didn’t
you look at more than others. Delete it. Take it off think it would be hard, but I felt a little
of your phone. Say goodbye! odd not looking at it at first. I realized
And Challenge four: Write down one or more how normal it had become for me to
things you notice around you when you are not just take it out.
looking at your phone. Radio Interesting. So, did you find your mind
Host: wandering?
Eva: Yes, but I mainly started to think about
Audio Track 7.8 all the things I needed to do and found
page 110, activity H myself making plans to get everything
done! Having the time to really think
Radio O K, welcome back. This week we will about what needed to be done and
Host: take some calls from those of you who when was really helpful. I also realized
tried one of the challenges. Give us a I could ask my friends for help with
call and tell us how it went. Our first some things.
caller is Ritchie in Baltimore. Hi Ritchie. Radio Well, problem solving is a form of
Ritchie: Hi. Host: creativity. It sounds like you created plans
Radio So, which challenge did you do? to get things done. Will you continue
Host: leaving your phone in your bag?
Ritchie: Well, I chose challenge 3 because I Eva: Definitely. I actually enjoyed doing the
spend way too much time looking at challenge. And I benefited by trying it for
Instagram and Reddit. So, I deleted just one day. I’m sure I’ll benefit more by
both apps from my phone. doing it for a longer period of time.

Radio Two apps! Wow! So, how did it go?
Host: Audio Track 7.9
Ritchie: Well. At first, not so well. I found that I page 111, Pronunciation: Connected speech
kept checking my phone, forgetting that I
had deleted the apps. But after a couple We often connect, or link, words. The end of one
days, I stopped checking so much, and word connects with the beginning of the next word.
realized I didn’t have any real reason to
check so often. It was just a habit . . . a Final consonant to beginning vowel: When a
bad habit. I decided that I’d check the word that begins with a vowel comes after a word
apps just once a day, when I’m drinking ending in a consonant, the consonant sound often
coffee in the morning, and I’d check on moves to the beginning of the next word.
my computer, not on my phone.
Radio
S
o, how did you feel? What did you I look at my phone 15–20 times a day.
Host: notice? I loo kat my phone 15–20 time za day.
Ritchie: Hmm. Good question . . . I was
definitely in a better mood than usual Same consonants: We often omit the final
when I got to school. And then on the consonant sound from the first word and hold it a
train, I had some ideas about what to little longer.
write for a class assignment. I think I deleted both apps from my phone.
the time just sitting and thinking really I deleted bo thapps fro mmy phone.
helped me.
89

Final d + y: These two sounds often form the /dʒ/ to cooperate with others. Also, winning
sound, as in just. a competition can give you a strong
sense of success. And it can help build
Which challenge did you do? your confidence and make you feel
good about yourself.
Which challenge di jou do?
Student: Those are all good points, but I don’t
know if I have time.
Professor: Do you spend any time with friends?
Audio Track 7.10 Student: No, I’m always studying.
page 111, activity I Professor: You need to spend time with friends.
S
o, how did you feel? What did you It’s great to work hard, but don’t ignore
Radio
notice? your social life. You also have to have
Host:
Ritchie: Hmm. Good question . . . I was definitely some fun!
in a better mood than usual when I got to Student: Thanks, Professor. I think I’ll give it a
school. And then on the train, I had some try.
ideas about what to write for a class
assignment. I think the time just sitting Audio Track 8.3
and thinking really helped me. page 119, activity A

Radio H
as this experience made you think
Host: about how your phone affects your life? Michael: Hello! This is All Things Tech with
Will you add your apps back to your Michael Anton. Today, we’re going to
phone? talk about whether video games are
Ritchie: Not right away. I think I’ll leave them off good or bad for us. To help us find out,
for a while longer. psychologist Dr. Jennifer Lee is joining
us. Welcome, Dr. Lee.
Jennifer: Thank you, Michael. Please, call me
UNIT 8: IS THERE GOOD IN Jennifer.
GAMING? Michael: OK, Jennifer. Since the first video
Audio Track 8.1 games came out in the 1970s, people
page 116, activity A have been asking whether or not they
are bad for us.
addicted Jennifer: Yes, that’s because there’s no easy
come out answer. But we do have a lot more
common information now than we did even 10
confidence years ago.
cooperate
disadvantage
Audio Track 8.4
ignore
page 119, activities C and D, Listen: Effects of
sense
Online Gaming
trivial
whether Michael: Hello! This is All Things Tech with
Michael Anton. Today, we’re going to
Audio Track 8.2 talk about whether video games are
page 116, activity B good or bad for us. To help us find out,
psychologist Dr. Jennifer Lee is joining
Student: Did you join any clubs when you were a us. Welcome, Dr. Lee.
student, Professor King Jennifer: Thank you, Michael. Please, call me
Professor: Yes, I was in the computer club. Why Jennifer.
do you ask? Michael: OK, Jennifer. Since the first video
Student: I’m thinking about joining a video- games came out in the 1970s, people
gaming team, but I don’t know whether have been asking whether or not they
it’s a good idea. I’m really busy with are bad for us.
class assignments. Jennifer: Yes, that’s because there’s no easy
Professor: I think you should do it. Being on a answer. But we do have a lot more
team is a great way to develop certain information now than we did even 10
skills. For example, you have to work years ago.
with your teammates, so you learn how Michael: That’s great.

Jennifer: Yes. So first, let’s talk about some gaming actually gives them a strong
of the cons of video gaming. You’re sense of community. Research has
probably familiar with some of them. shown that this results in higher self-
Michael: Definitely. Let’s see. Video gamers are confidence, better social skills, and
unhealthy because they don’t exercise less loneliness. The games also require
and they eat junk food. They are anti- players to cooperate with others and to
social and don’t have any friends. They build teamwork skills.
ignore school, work, and family . . . Michael: It sounds like, for the most part, online
Jennifer: Yes, those are some of the most gaming has more advantages than
common negative ideas. However, disadvantages.
most video gamers don’t have these Jennifer: I would say so, yes. As long as you
problems. don’t let online gaming take control of
Michael: I see. And I’ve heard that experts your life, you can get a lot of benefits
haven’t decided whether people can from it. . . .
actually become addicted to video
games.
Audio Track 8.5
Jennifer: Y es, that’s correct. They are still
page 122, activity A
discussing the issue. However, some
organizations think it might be a serious accompany
problem. For example, the W.H.O–- animation
the World Health Organization–-has approximately
recently added “Internet Gaming audience
Disorder” to its list of diseases. In compete
addition, The American Psychiatric cooperative
Association, or APA, is considering look into
adding it to its list of disorders. But only mate
a trivial percentage of gamers have this remain
problem. And recent research shows transport
that Internet gaming actually has a lot
of benefits.
Michael: That’s great news because I play a lot Video Track 8.1
of online games. page 125, activities C and D
Jennifer: Then you’ll be happy to hear that online Narrator: Almost four billion people live in cities
gaming can help develop thinking skills today, and nature does not play a
and social skills. big part in their lives. A man named
Michael: Really? Can you tell us more? Gautam Shah wants to change that.
Jennifer: Of course. Let’s look at thinking skills He wants to help connect people with
first. Online games require players nature. Shah created a game company
to use critical thinking skills to play called Internet of Elephants to make
successfully. For example, players have that happen. His company aims to
to respond quickly to find solutions tell stories about animals and wildlife.
to problems. They have to be aware Shah and his team used GPS data to
of their environment and make quick show where animals go and what they
decisions based on facts and situations. do. For example, his team used GPS
And in order to win, they also have data collected from a collar on a lion
to follow instructions and develop named Valentine. Then they created
strategies. an animation of the data to tell a story
Michael: I’d never really thought about it that about Valentine.
way. So how does gaming help with The trick is bringing that data to life.
social skills? Gautam
Shah: We tried to see whether we could
Jennifer: Well, it can be more social than people create a sense of empathy by just the
think. Some people like to play single- GPS data alone.
player games. However, others interact Animation As a pride, they remain close to each
with a lot of other gamers to play narrator: other 90% of the time for protection,
massively multiplayer online games, or cooperative hunting, and social
MMOs. They can play with people all bonding. When Valentine is ready
over the world. Although some people to find a mate, she makes two trips
think gamers are anti-social, online
91

into the adjoining Nakuru National to reach higher levels, players take and collect
Park. She remains in the area for photos of the animals. When they take photos,
approximately three days each time, players learn about where the animals live and
probably accompanied by a male lion. what their personalities are like.
On her second trip back to her pride,
we see that something is blocking her The game has several pros. For example, players
way. The once non-functioning electric can share photos with other players from around
fence has been fixed, and she cannot the world, so they become part of a community.
get through. Valentine becomes In addition, Wildeverse encourages players to go
stressed and hungry and nearly dies. outside and explore their neighborhoods. Finally,
Researchers intervene to transport the game helps with animal conservation. The
Valentine back to Fleur and the rest of money that players pay goes to conservation
the pride. Soon after, she gives birth to organizations. Learning about the wild animals and
three new cubs. their problems may make players more interested
Narrator: Shah wanted to use this kind of data in in helping protect them.
a more interactive way. He also wanted
to make it available to more people. So, The game also has a few cons. Because the game
his group created a variety of mobile is new, there aren’t very many animals to find yet.
games. The games use real data about Also, there is only a little information about the
animals in the wild. animals.
Shah: We looked into and explored the power
of individual animals and augmented In conclusion, even though Wildeverse has a
reality to get people’s attention. couple of cons, I think it’s a great game. Players
We partnered with six different can join a community of gamers, go outside to get
conservation organizations to create some exercise, and learn about animals. I think the
six real animals and bring their stories game will get better if the video game developer
to global audiences around the world. adds more animals to learn about.
We received literally thousands of
photographs from India to Brazil to
Audio Track 8.7
Russia as players competed to be the
page 127, Pronunciation: Thought groups
augmented reality wildlife photographer
of the year. In writing, we use commas and other punctuation
Narrator: One of Shah’s games is called to express our thoughts clearly. When speaking,
“Wildeverse.” Similar to “Pokemon we use pauses to divide sentences into thought
Go,” players look for characters in groups. A thought group
their cities. However, the characters in expresses a single thought.
this game are real individual animals.
Players find these animals through the A: After joining the team, / she seemed happier.
screens on their phones. They can take B: Really? / Why do you think that?
photos to collect the animals. They also A: I’m not sure. / I guess / because she’s made
learn facts about the animals’ habits new friends.
and personalities. Shah believes that
technology and gaming can connect Here are some examples of common thought
people—no matter where they are— groups.
with wildlife from around the world.
They learn, play, and protect the hort statements: I don’t know. / I think so. /
S
animals, all at the same time. Thank you very much.
repositional phrases: In this game, / For exam-
P
Audio Track 8.6 ple, / In addition
page 126, activity F Clauses: After the game is over, / When I see you
again, / . . . so they learn a lot.
Today, I’m going to review a video game called
Wildeverse. The game developers made this game et phrases: What I mean is / On one hand, / On
S
to teach people about wild animals. The game uses the other hand,
augmented reality to create a jungle that you can
explore to find certain animals. And the animals are
actually real animals who live in the wild. In order

Audio Track 8.8
page 127, activity G
1. T he animals that players see / are actually real
animals / who live in the wild.
2. When they take photos of the animals, / players
learn information about them, / such as where
they live / and what their personalities are like.
3. Wildeverse is fun to play, / but it also has a lot of
benefits.
4. For example, / players often feel like part of a
community.
5. Also, / players walk around to find the animals, /
so they get exercise / while they play.
Audio Track 8.9

page 128, activity H
The game has several pros. For example, players
can share photos with other players from around
the world, so they become part of a community.
In addition, Wildeverse encourages players to go
outside and explore their neighborhoods. Finally,
the game helps with animal conservation. The
money that players pay goes to conservation
organizations. Learning about the wild animals and
their problems may make players more interested
in helping protect them.
The game also has a few cons. Because the game

is new, there aren’t very many animals yet. Also,
there is only a little information about the animals.
In conclusion, even though Wildeverse has a
couple of cons, I think it’s a great game.
93

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Teacher’s Guide ISBN: 978-0-357-44946-2

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Competencies promoted in Reflect...................................................vi

Teaching with Reflect Listening & Speaking.......................................x

UNIT 1 Creating Connections........................................................1

UNIT 2 Language and Culture........................................................9

UNIT 3 Fact or Fiction?.................................................................17

UNIT 4 Why We Make Art............................................................25

UNIT 6 The Value of Memory.......................................................41

UNIT 7 Get Creative.....................................................................49

UNIT 8 Is There Good in Gaming?................................................57

Answers to Vocabulary Expansion Activities....................................66

Audio and Video Scripts....................................................................67

NAS_3_TBLS_49462_FM_ptg01.indd 4 17/05/21 3:50 PM

 ook at the Scope and Sequence (Student’s

eight units, each of which is based on a high-

interest theme within an academic discipline.

Each unit features a Listen & Speak and

Watch & Speak section, relevant academic

skills, three Reflect activities, and a final

Unit Task. FACT OR FICTION?

Word families: Nouns,

ii SCOPE AND SEQUENCE SCOPE AND SEQUENCE iii

listed to help you and the student know what

Speak section. The audio and video inputs

SCIENCE YOU CAN DO Experiment

1. Take a glass with vinegar.

a variety of sources, including National

Geographic. These real-world inputs give

students the opportunity to engage with

authentic communication and help make

the topics more relevant. Before-, during-,

students’ comprehension and enhance

60 UNIT 4 THE BEAUTY OF SCIENCE 61

NAS_3_TBLS_49462_FM_ptg01.indd 5 17/05/21 3:50 PM

These Languages Have the Most Speakers

Native and Total Speakers, Millions

 otice the three Reflect activities in a unit.

give at least one

These activities are placed at transition

personalization and higher-level thinking. In

depth with ideas that will be useful to them

How to Forget a Bad Memory

You are going to watch a videoBADBAD

LANGUAGE AND CULTURE 27

Good idea to remove a memory Bad idea to remove a memory

THE VALUE OF MEMORY 91

Look at a Unit Task. Students first listen to a

follows the same structure as their upcoming

speaking task. Step-by-step planning helps po-pu-la-tion

students gather and organize their ideas, while

Pronunciation and Speaking Skills ensure A skateboard park in Odori

students can confidently complete the task.

1. 3. There are and social of having a skateboard park for kids.

5. The team a great site for the new farmer’s market.

ook at the Scope and Sequence (Student’s

otice the three Reflect activities in a unit.

Visit the Teacher Companion Website at ELTNGL.com/Reflect1e. It includes the

ssessment should mirror learning. Tests should reflect clearly communicated

6. W HAT ARE REFLECT ACTIVITIES?

9. IS REFLECT COMPATIBLE WITH BLENDED AND ONLINE