Reflect LS5 TeachersBook TeachersGuide AllUnits

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5
REFLECT
LISTENING & SPEAKING
TEACHER’S GUIDE
LEARNING
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
NAS_5_TBLS_49493_FM_ptg01.indd 2 02/12/21 9:48 AM

LEARNING
Reflect 5 Listening & Speaking Teacher’s Guide © 2022 National Geographic Learning, a part of Cengage Learning
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Teacher’s Guide ISBN: 978-0-357-44949-3
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Print Number: 01 Print Year: 2021

CONTENTS
Series Overview................................................................................iv
Competencies promoted in Reflect...................................................vi
Assessment in Reflect......................................................................vii
Teaching with Reflect Listening & Speaking.......................................x
Pacing Guide....................................................................................xiii
UNIT 1 The Art of Storytelling........................................................1
UNIT 2 The High Price of Fast Fashion......................................... 10
UNIT 3 The History of Hygiene.....................................................19
UNIT 4 Lessons in Leadership.....................................................28
UNIT 5 What’s Funny?..................................................................37
UNIT 6 Building Better Cities.......................................................46
UNIT 7 Rethinking Tourism...........................................................55
UNIT 8 The Secrets of Success....................................................62
Vocabulary Games............................................................................70
Answers to Vocabulary Expansion Activities....................................71
Audio and Video Scripts....................................................................72
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 Getty
Getty
Getty
RESOURCE
RESOURCE
RESOURCE
RESOURCE
there distinct words in yourID ID
IDID-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
vector
2. Do you think the number of words for family members shows how a culture thinks about
people
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 IN REFLECT
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_5_TBLS_49493_FM_ptg01.indd 9 of the sentence, or between 02/12/21 9:48 AM

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 these982 target 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 more interpret,
non-native speakers personalize,
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 the
The most totalrich 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

THE ART OF STORYTELLING
UNIT
1
MEDIA STUDIES
IN THIS UNIT UNIT OPENER 5–10 min
Imagine your life as a story CONNECT TO THE TOPIC (p. 3)

Analyze a narrative • Have students look at the photo and caption. Ask
Outline a story What skills do you need to be good at this?
Tell a story with a moral
PREPARE TO LISTEN 35–45 min
SKILLS A VOCABULARY (p. 4) 1.1

LISTENING • Read the example sentences below and ask
Understand the main points of a lecture the questions.
SPEAKING climax (n) The climax of the movie was a big

Build interest in a story fight between the two main characters. How
can you tell a movie’s climax is coming?
GRAMMAR conflict (n) A good story often includes some
Past forms for storytelling kind of conflict such as a fight or disagreement,
or else it’s boring. Can you name a film that is
CRITICAL THINKING based on some kind of conflict?
Speculate and predict crisis (n) Mot people experience one or more
crises in their lives, such as moving away from
VIDEO friends or family. What can we learn from
In A Night Alone with Lions, National Geographic experiencing a crisis?
Explorer Amy Dickman relates the incredible dilemma (n) I can’t decide if I want to go out
story of how she survived a night in the wild to a restaurant or have a party at home for my
with nothing but a tent wall separating her from a birthday—it’s a real dilemma. When was the
curious lion. last time you faced a dilemma and had to
make a difficult choice?
flaw (n) If there is one flaw my brother has, it’s
AUDIO
that he’s too quick to make fun of people. Can
Using examples from the play Romeo and Juliet,
you name a flaw someone you know has
the lecture How to Structure a Good Story
that really bothers you?
describes how a three-act structure makes a story
incident (n) There was a funny incident on the
interesting.
train this morning—a person got on dressed up
as Superman! Have you ever been surprised
by a funny incident?
moral (n) The moral of a story is usually the
message the storyteller wants to communicate.
THE ART OF STORY T ELLING 1
NAS_5_TBLS_49493_U1_ptg01.indd 1 02/12/21 9:42 AM

Can you think of any familiar morals other
than don’t give up or be honest? (Examples: FORMATIVE ASSESSMENT
stick up for your friends, admit your mistakes, • Have partners role-play an elevator pitch. Tell
be kind) them to imagine they are in an elevator with a
obstacle (n) Good stories usually have famous director, and they need to “sell” their
obstacles that the characters need to manage, film idea to the director in three minutes.
or do something about, before a happy ending. • Have them work together and take turns
What are some obstacles people might have in front of the class trying to make their
to manage when looking for a job? partner, playing the director, like their film
overcome (v) The football team overcame a idea.
strong opposing squad and won the match. Is it • Ask for a show of hands to see how many
easy to overcome difficulties? What can help students would have agreed to make the
you? (Examples: family and friends, planning, film.
practice, persistence) • As you monitor, make sure students
status (n) In some countries, teachers have a demonstrate an understanding of the
high status and are well paid and respected. target vocabulary.
What is the status of teachers in your country?
TIP
VOCABULARY GAME: BACKS TO THE BOARD • Say Some ideas for character flaws
(See page 70.) include being afraid of something, being
clumsy, or being very shy. Obstacles
B PERSONALIZE (p. 5) could be lack of support from family,
• To extend the questions in a dynamic way, teachers, or friends; lack of money;
label each corner of the classroom with other responsibilities.
a sign: agree, strongly agree, disagree, • Brainstorm some morals and list them on
and strongly disagree. Then read aloud the board.
statements related to the three questions,
such as I avoid conflict, it’s too stressful;
If you don’t care about social status, you’ll
LISTEN & SPEAK 60–75min
never get rich, etc., and have students
move to the corner that matches their own
A PREVIEW (p. 6)
opinion.
• Ask Has anyone seen or acted in a
• Ask students what they learned about their
performance of any of William Shakespeare’s
classmates from the activity.
plays? What was the experience like?
• Say In this scene, Romeo and Juliet plan
C (p. 5) 1.2
their secret marriage.
• Ask Would you like to see this film? What
do you like or don’t like about the ideas
B MAIN IDEAS (p. 7) 1.3
the two students discussed?
• Extend this activity by having groups of
students work together to design and make
REFLECT (p. 5) their own version of the infographic as a
• Say It might help to think about a poster to display in the classroom.
famous person with an interesting life
story or just someone you know who C DETAILS (p. 7) 1.3
has overcome a problem to achieve a • Ask What surprised you about the
goal. information in the lecture? If students
• Remind students to use the target hesitate, you might have a class discussion
vocabulary in their dialogues. about, for example, whether students agree
that nice people or people with no flaws are
not interesting story characters.
2 UNIT 1

D PHRASES TO KNOW (p. 8)
• Read the example sentences and ask the TIP
questions. • If students have trouble remembering or
turning point Having a baby was a real turning agreeing on the details of a story, allow
point in their lives. What happens when there them some online research time.
is a turning point? (A situation starts to change.)
low point Losing his dog was a real low point
for my friend this year. How do you feel when PREPARE TO WATCH 35–45 min
you are at a low point? (bad, depressed)
A VOCABULARY (p. 10) 1.6
• Read the example sentences below and ask
LISTENING SKILL Understand the main the questions.
points of a lecture (p. 8)
• Before going over the skill, make sure tripped over (v) I tripped over a rock I didn’t
students understand the concept of see and hit the ground hard! When was the
signposts. Explain that in this context last time you tripped over something?
signposts are words or phrases used to entire (adj) I thought the entire movie was very
alert a listener or reader and guide them to boring, from start to finish. If you don’t like a
recognize the main point that follows. movie, do you watch the entire thing, or do
• Ask What are some phrases we can use you leave early?
to give examples? (for example, think crush (v) It’s a good idea to crush cans before
about, how about, take for you recycle them—it saves space. When
example) something is crushed, does it get bigger or
smaller? (smaller)
E APPLY (p. 8) 1.4 exhaustion (n) Drinking plenty of water
• To present this activity in a dynamic way, give and wearing a hat are two ways to avoid
small groups the signposts on cards to hold exhaustion when you’re on a long walk. Why
up after listening to each extract. can exhaustion be so dangerous? (because
you might faint, have an accident, or end up in
F APPLY (p. 9) 1.5 the hospital)
• To extend the activity have students identify platform (n) Some swimming pools have a
the repeated word, the specific signpost diving platform for people to jump off. Have
used, and the example. you ever jumped off a platform into the
water?
leaning (v) The broom was leaning against the
REFLECT (p. 9) wall. Can you see anything that is leaning on
• With input from students, write on the something else around here or outside?
board titles of movies, plays, and books sniffing (v) My dog loves sniffing everything
they have recently seen or read. Help when I take him for a walk. What are animals
students find a likely partner with whom to sniffing for in the wild? (food, other animals)
complete the chart. weapon (n) Guns and knives are examples of
weapons. What other types of weapons can
FORMATIVE ASSESSMENT you think of?
• Monitor partners as they work. Ask stab (v) Spear fishers stab fish with a long
questions to confirm their understanding sharp stick. What do people usually stab
of the terms in the chart. with? (a knife)
• Challenge students to turn their three-act roared (v) The crowd roared when the player
stories into three sentences to read to the kicked a goal. What kind of noise is a roar?
class. (very loud)
• Have listeners vote for the best summary.

B PERSONALIZE (p. 11) WATCH & SPEAK 120 min
• To make this activity more fun, use an inside-
outside circle. Divide the class into two
groups and have them stand in two circles. CRITICAL THINKING Speculate and predict
The students in the inner circle stand facing a (p. 13)
student in the outer circle. Set a one-minute • Say When you speculate, you are
timer and have students ask and answer the making a guess because you don’t
first question with their partner. have enough information to make
• When the time is up, have the students in the a reasonable prediction. Ask If you
outer circle move one person to the right. speculate, are you sure? (No, you’re not
• Option: You can repeat the same question, sure.)
this time with a 30-second timer, to increase
fluency, or continue on with another one-
minute discussion of the next question.
A APPLY (p. 13)
• Ask Why do you think Amy Dickman is
VOCABULARY GAME: BINGO (See page 70.)
going to spend a night alone with lions?
What could go wrong? Nominate a few
C (p. 11)
students to share their predictions, then ask
• Say A cougar is a kind of large brownish
Does anyone else think the same?
cat that lives in North and South America.
Cougars are also called pumas and
mountain lions. Although they can be
COMMUNICATION TIP (p. 13)
dangerous, attacks on humans are rare.
• Have students practice by telling a story in
the simple present about a recent event.
Say Tell a story about coming to class
REFLECT (p. 11)
today that incudes “Just before I arrive,
• Ask Has anyone ever been camping in the
I see $50 on the ground in front of me!”
wild? Were there any animals in the area?
Have students share their experiences.
EXTRA VIDEO VOCABULARY
FORMATIVE ASSESSMENT Go over the definitions of these items before
• Monitor students as they outline their watching the video.
stories. Encourage them to use the
vocabulary words for some ideas. blade (n) another word for knife
• Have small groups use their outlines to multi-tool (n) a device that usually includes
tell each other their stories, as if they a knife, blades for sawing, a screwdriver, and
were sitting around a campfire in the wild. other helpful tools
Remind them to use a three-act structure.
• Say Stories can be funny but keep good B MAIN IDEAS (p. 13) 1.1
structure in mind! Have the class vote • Ask What surprised you about the story?
on the most well-structured story, the Would you be able to sleep in that
funniest one, the most surprising, etc. situation? Ask for a show of hands on how
many students predicted that Amy would
TIP have a scary encounter with a lion.
• Use a chart to help students structure their
outline. Write 1. Where are you? 2. Why C MAIN IDEAS (p. 14)
are you there? 3. What happens? 4. What • Say Remember, the inciting incident is the
is the end? on the board. moment that starts the action in a story;
it’s like the beginning of the adventure.
4 UNIT 1

• Review the information in students’
completed charts. Guide students to resolve • If some students are finding it hard to think
any disagreements. Call on students to read of a real story, allow them to make one up.
their morals. Discuss.
D DETAILS (p. 14) 1.1
• Say Read the questions and possible • Share the Unit 1 rubric with the class. Use
answers. Ask Which word do you think this rubric to assess the presentations.
means “based on practical ideas and (ELTNGL.com/reflect1e)
good judgment”? (sensible) Which
word describes the feeling you get after F MODEL (p. 15) 1.8
something bad doesn’t happen? (relieved) • Have students look over the chart first, so
• As students watch the video again to check they know what to listen for. Pause the
their answers, you might suggest that they recording when the narrator pauses (at the
note how Dickman adds humor into the end of each paragraph), in order to allow
telling of the story. students time to fill out the chart. Monitor
• Ask Do you think Dr. Dickman has a sense and see if they need to review with a partner
of humor? What are some examples of or listen again.
humor in her story? (Examples: “everyone
else on raised platforms makes me feel like G DISCUSS (p. 15)
bait,” “Right! If he comes in, he is in for a • Have students recall some of the morals that
world of pain!” “tiny little nicks on his face . . . have come up so far in the unit and others
smelling of spring fresh deodorant”) they know from stories and write them on
the board. (don’t give up, be honest, be a
good friend, don’t let emotions rule your life,
LEARNING TIP (p. 14)
think before you act, be prepared, stay calm
• Model and drill the phrases at the
in a crisis)
beginning of these sentences from the
• Say Rank your top three morals to live by.
video: “And I was like, ‘Right! If he comes
in, he is in for a world of pain!’”;
H NOTICE THE GRAMMAR (p. 16)
“. . . and I think, ‘He’s asleep! Are you
• Have students close their books and either
kidding? He’s fallen asleep.’”
read the paragraph aloud or write it on the
• Explain that this is informal language for
board. See if students can remember or
conversation or stories, not for formal
figure out the correct verb forms to complete
speech or writing.
the passage.
E (p. 14) 1.7

• You could also copy and distribute the audio GRAMMAR Past forms for storytelling
script and have students underline more (p. 16)
expressions that start with and. (And so, And • To help students visualize the interaction of
of course, And then, etc.) different past events in time, draw a time
line on the board and write the four events
that follow:
UNIT TASK (p. 15) 1. He got back in his taxi.
• Say Sometimes when we tell a story, 2. He had been driving all day.
it’s because we want to communicate 3. He went back to the hotel,
something that we’ve learned from an 4. where he had dropped off his last
experience. This is often a valuable life passenger.
lesson or moral. Think of a story to tell
where you learned something important.

pauses in a different color. Are they the
• Have students come up to the board same?
and write the number of the event that
matches each indicated place on the time L PLAN (p. 18)
line in the order they happened.
• To check for completed simple past action,
ask Is the action finished? For past SPEAKING SKILL Build interest in a story
perfect, ask Was the passenger dropped (p. 18)
off before or after he went back to the • Before reading the skill box ask What
hotel? For past perfect continuous, ask makes a good story? Come up with a
Was the driving a long or short action? few ideas with a partner. Say Now read
(long) some more ideas. Make note of any you
• Then have students read the Grammar and your partner didn’t think of.
box.
M APPLY (p. 18)
I GRAMMAR (p. 16) • After allowing time for individuals to add
• Extend the activity by having students draw a more details to their charts, say Give your
timeline for one or two of the stories. chart to your partner and tell your story.
• Remind students that the time words and Listener, you pay attention and see if your
phrases in each item (a. While, b. It was late storyteller partner covers all the important
evening/As, c. Last weekend, Finally) are points in their chart.
clues to what verb form is called for. • Ask Just as important, do they do it
with style and drama? Do they create
excitement by describing events with
PRONUNCIATION Thought groups (p. 17) emotion, maybe even a little humor? And,
1.9 finally, does it lead up to a moral that
• Before students listen to the audio, model makes sense?
the sentence in the Pronunciation box • Tell students to offer their partner praise and
without intonation and pauses, and then helpful advice if appropriate.
model it with them (or play the audio).
• Ask How do the sentences sound N UNIT TASK (p. 18)
different? Which one sounds more • Say Listen carefully to the stories and see
natural? if you can anticipate the moral of the story.
• Use the Unit 1 rubric to assess each
presentation.
J PRONUNICIATION (p. 17) 1.10
• Ask Does the voice go down or up at the REFLECT 15–20 min
end of each group? (down) Say Intonation,
your voice going up or down, is just as A (p. 19)
important as pausing in the correct place. • Ask questions about the Reflect activities:
How did you make your imaginary life story
K PRONUNCIATION (p. 17) 1.11 interesting?
• Say Where you pause changes what What can you remember about how a three-
information you think is important, and act story is structured?
for that reason, there is not one “correct What made the best lion stories good?
answer.” Just try to sound as natural as What is a new moral you want to remember
possible. Say Now listen and mark the from this unit?
6 UNIT 1

• Ask questions about the academic skills: continuous; They help to show the order in
What are some “signposts” that help you which story events in the past happened.)
identify the main points in a story? (The How can prediction help you listen more
point/key is . . .; What matters is . . . ; Basically/ effectively? (It increases your interest in the
Ultimately, etc.) story or topic; you want to listen to see if your
What are the three ways you can build prediction was correct.)
interest when telling a story? (grab the
audience’s attention, describe emotions and B (p. 19)
feelings, use dramatic pauses)
Which of the past forms for storytelling did C (p. 19)
we review in this unit, and how do they work
together to help you tell a story? (simple
past, past continuous, past perfect, past perfect

ANSWER KEY
CONNECT TO THE TOPIC (p. 3) C (p. 11)
1. Answers will vary. Possible answers: Some 1. a; 2. b; 3. c; 4. c; 5. b
rappers are taking turns performing for each
other. This is a kind of storytelling because good WATCH & SPEAK
rappers try to tell stories with their words. B (p. 13)
2. Answers will vary. 1. T
2. F She had to sleep in a tent on a platform
PREPARE TO LISTEN above the ground.
A (p. 4) 3. T
1. overcome; 2. incidents; 3. obstacles; 4. climax; 4. T
5. flaws; 6. status; 7. conflict; 8. moral; 9. crisis; 5. F She found a small knife and deodorant spray
10. dilemma in her bag.
6. T
C (p. 5) 7. T
1. c; 2. b; 3. a; 4. c; 5. a 8. F She woke up in the morning and realized it
wasn’t a dream/was true/really happened.
LISTEN & SPEAK
B (p. 7) C (p. 14)
1. interesting; 2. incident; 3. obstacles; 4. crisis; Act 1 Events: 1, 2, 3; Inciting incident: 3
5. climax 6. changed Act 2 Events: 4, 5, 6; Crisis: 6
Act 3 Events: 7, 8; Climax: 7
C (p. 7) Moral of story: Answer will vary. Possible answer:
1. c; 2. a; 3. a; 4. b; 5. c; 6. b Don’t panic./Don’t sleep alone in tent when there
are lions around.
D (p. 8)
1. turning point: a point when things change in a D (p. 14)
dramatic or important way 1. a; 2. b; 3. b; 4. a; 5. c; 6. a
2. low point: a point when someone feels very bad,
unhappy, or disappointed E (p. 14)
1. And I thought; 2. And I was like; 3. And I think
E (p. 8)
1. The key is; 2. The point is; 3. What matters is; F (p. 15)
4. Basically; 5. Ultimately; 6. what’s essential is Answers will vary. Possible answers:
1. the speaker’s grandfather
F (p. 9) 2. They were poor. They lived in a small apartment.
Answers will vary. Possible answers: The grandfather was a taxi driver.
1. Data is very important; repetition; 2. best-known 3. The grandfather found money in the back seat of
writer in the English language; signpost; 3. about his cab.
good vs evil; example 4. to give the man back his money
5. He had to find the hotel and he didn’t know the
PREPARE TO WATCH man’s name, so he couldn’t ask for him at the
A (p. 10) reception desk.
1. sniffing; 2. exhaustion; 3. weapon; 4. entire; 6. The man wasn’t there, so he had to wait for him.
5. platform; 6. tripped over; 7. stab; 8. leaning;
9. crush; 10. roared
8 UNIT 1

7. The man returned, and the grandfather gave him the money. / When my grandfather saw the man,
the money. / he walked up to him, / handed him the money,
8. Honesty is the best policy. / Doing the right thing / and said, / “Here, / I think this belongs to you.”
is enough reward. / Apparently, the man was so surprised / that he
couldn’t speak.
H (p. 16)
1. got back; 2. had been driving/had driven; REFLECT
3. went back; 4. had dropped off/dropped off B (p. 19)
Nouns: climax, conflict, crisis, dilemma,
I (p. 16) exhaustion, flaw, incident, moral, obstacle,
1. were having; 2. ran; 3. saw; 4. had taken; platform, status, weapon
5. had been hiking; 6. was setting; 7. heard; 8. saw; Verbs: crush, lean, overcome, roar, sniff, stab,
9. had been following; 10. was working; 11. looked; trip over
12. heard; 13. saw; 14. had escaped Adjectives: entire
K (p. 17)
Eventually, / the man showed up. / He’d been
having dinner, / and he didn’t even realize he’d lost

THE HIGH PRICE OF FAST FASHION
UNIT
2
ECONOMICS
Rank the pros and cons of fast fashion CONNECT TO THE TOPIC (p. 21)
Estimate the impact of fashion trends • Have students look at the photo and caption.
Brainstorm solutions to issues in fast fashion Ask Why do people attend fashion shows?
Make a plan to save a fashion company Have you ever seen one? How do you decide
what clothes to buy?
SKILLS PREPARE TO LISTEN 35–45 min

LISTENING
Listen for data and take notes A VOCABULARY (p. 22) 2.1
SPEAKING the questions.
Acknowledge other arguments
accelerating (v) The melting of ice in the Arctic
GRAMMAR is accelerating each year. It could be ice-free
Noun clauses in our lifetimes! What can we do to stop the
melting from accelerating?
CRITICAL THINKING brand (n) Some parents don’t think expensive
Use current trends to imagine the future clothes with famous brands are suitable for
children. Why do you think companies give
VIDEO the clothes they make a brand?
A New Approach describes how some clothing chemicals (n) Chemicals are everywhere in
companies are trying to solve the problems our lives, for example, in cleaning products,
of waste and pollution created by the fashion clothing, and paint. Do you think chemicals
industry. have become safer over the last 10 years?
clothing (n) I often like to shop for clothing on
my own—it’s quicker that way. How do you like
AUDIO
to buy your clothing? With people? Online?
A panel of fashion experts discuss the issues
How often do you go shopping for clothing?
surrounding “fast fashion,” the practice of making
cost (n) There are hidden costs to changing your
and selling huge quantities of inexpensive clothing
clothes each season. It’s not just what you pay for
in response to fashion trends.
them, but also the impact on the environment. Do
you think most people know the true cost of
the clothes they buy? Why do you think this?
destruction (n) The destruction of the Amazon
rain forest has a lot of environmental groups
worried. What are some ways to fight the
destruction of the natural world?
10 UNIT 2
NAS_5_TBLS_49493_U2_ptg01.indd 10 03/12/21 12:28 PM

emissions (n) Emissions from the burning of
fossil fuels by cars and factories are a serious • learn, and sometimes it’s hard to
health risk in some cities. What are some participate in a discussion without
cities you know of that have problems with sounding rude, especially if you are
emissions? eager to make a point. Your intonation,
fabrics (n) People always want fabrics that are or the way you interrupt, can make a big
easy to take care of. It’s one reason all those difference.
chemicals are used. What fabrics are you • Model and drill the difference between
wearing right now, and do you know what saying Sorry, could I just add something?
they are made from? with irritation, and without irritation.
gallon (n) A big family can drink a gallon of milk Ask Which way sounds more polite?
each week. Is a gallon of milk more or less
than what is drunk in your house each week? D (p. 23) 2.2
manufacture (v) Many famous brands of • Extend the activity by modeling the examples
clothing are manufactured in factories far with polite intonation, and having students
away from where the clothes are sold. If you repeat the phrases. Drill the phrases chorally
manufacture clothing far away from where it and individually.
will be sold, how does that affect the price of
the clothing? (Accept reasonable responses.
Some students may say cheap labor in certain REFLECT (p. 23)
countries helps reduce prices; others may say • You might want to make a copy of the
the cost of transporting the clothes to stores audio script of track 2.2 for the students
increases prices.) and have them highlight the pros and cons
in the conversation. Then have them look
VOCABULARY GAME: SPIN A STORY at the quotations. This should help them
(See page 70.) start their charts.
B PERSONALIZE (p. 23) FORMATIVE ASSESSMENT

• To make this activity more dynamic, have half
• As you monitor, check and see that
the students make a line and have the other
students are using target vocabulary
half stand in front of a partner, so you have two
where appropriate, and that they have a
lines of students facing each other. Have the
balanced collection of points. Feed them
pairs ask, then answer, one question each. Then
ideas where necessary.
have one line move one person to the right,
• Set up a two-minute debate in groups of
to partner up with someone new. The person
three, with one student for and another stu-
at the end of the line without a partner moves
dent against fast fashion. The third student is
back to the start of the line each time. Repeat
the timekeeper and point scorer. Allow each
until all the questions have been discussed.
group a few minutes to prepare; the time-
keeper can prompt each debater with extra
C (p. 23) 2.2
• Before the students listen for details, tell ideas. When they are ready, the timekeeper
them to listen and decide if the speakers are starts the clock. Each debater has two min-
for or against fast fashion. Have volunteers utes to argue their points. The timekeeper
tell the class their thoughts. keeps score and declares the winner.
TIP
COMMUNICATION TIP (p. 23) • Ask What advantages did the speaker
• Say Taking turns to speak in a new mention in the last discussion? What are
language can be tricky! Recognizing the some disadvantages of having very few
signs that it’s your turn may take awhile to clothes?
T H E HIGH P RI C E OF FA S T FA SHION 11

LISTEN & SPEAK 60–75
LISTENING SKILL Listen for data and take
A PHRASES TO KNOW (p. 25) notes (p. 26)
• Read the example sentences and ask the • Before the students read the skill box,
questions. have them close their books as you write
on the board the different abbreviations
break down It takes 1,000 years for plastic and numerals. Have the students work
bags to break down in a landfill. What happens with a partner and see if they know what
when something breaks down? (It turns into any of the abbreviations mean.
smaller pieces; it comes apart or becomes • Challenge them further by having them
damaged.) decide if the abbreviations relate to
end up Chemicals from making clothing numbers, area, volume, or weight.
sometimes end up in the water. What’s
another way to say end up? (come to a finish)
makes up Estimates suggest that pollution D DETAILS (p. 26) 2.4
from clothing factories makes up about 20 • Ask Which numbers or facts surprised or
percent of all water pollution. What do you shocked you? Ask for a show of hands on
think makes up the other 80 percent? which one represents the biggest threat to
(chemicals from other industries, plastic, oil the environment.
spills, chemicals used in farming)
CRITICAL THINKING Use current trends to
NOTE-TAKING TIP (p. 25) imagine the future (p. 26)
• Ask In what profession is it important to • Have students read the information in
listen very carefully to what is said and the box.
remember who said what, while also • Ask Do you think by 2035 we will own
taking notes? (journalist, news reporter) on average 200 items of clothing?
• Ask How can the same idea help you as Do you think the current trend will
a student? continue? Explain. How many items
of clothing do you think you own right
now?
• Write technology, scientist, solutions,
fashion on the board, purposely out of
order, and have students predict where REFLECT (p. 27)
they go in the introduction, before listening • Write on the board steady decrease, rapid
to check. increase, fluctuate, remained steady. Go
over the word meanings. Tell students
C MAIN IDEAS (p. 25) 2.4 fluctuate means to go up and down in
• Ask How many people are on the panel? an irregular way. Ask Can you make a
(three; two women and one man) sentence to describe each graph, using
• Play the audio twice if necessary, once one of the terms on the board?
for students to identify the speakers and
recognize their voices, and a second time for FORMATIVE ASSESSMENT
them to choose the correct answers. • As you monitor, listen to see if students
are able to use the correct language to
describe the graphs.
12 UNIT 2

turnover (n) the amount of money a business
• Assign a different graph to each student makes in a period of time; How is turnover
in a group of four and have them answer different from profit? (Turnover is all the
the questions and present their graph money coming into a business from sales,
to the group. Say Describe the parts of and profit is the money remaining after all the
your graph to your group. Tell what kind business’s expenses are paid off.)
of graph it is. What are the numbers?
What is the trend? And then present the B PERSONALIZE (p. 28)
possible future impact. • Ask What are some of the problems
mentioned in activity A? (waste, air and
TIP water pollution, overuse of water, microfibers,
• Ask Think about the consequences of use of toxic chemicals) Which one do you
trends. What happens to clothes that are think is the biggest problem?
thrown away?
VOCABULARY GAME: WORDPLAY
(See page 70.)
PREPARE TO WATCH 35–45 min
A VOCABULARY (p. 28) 2.5 COMMUNICATION TIP (p. 29)

• Read the definitions below and ask the • Say Brainstorming can be especially
questions. effective when it is visual—when you
use arrows and lines to link ideas, and
approach (n) a way of doing something; circles or asterisks to highlight good
What is one approach to managing excess ideas. Encourage students to experiment
clothing? with different formats, such as using big
discard (v) to get rid of; What happens to sheets of paper, a whiteboard, or sticky
your clothes once you discard them? notes to mark ideas.
edible (adj) can be eaten; What’s the opposite
of edible? (inedible)
generates (v) creates or produces; What are
REFLECT (p. 29)
some environmentally friendly ways of
• Have each group rank the issues and
generating electricity? (wind or solar power)
decide on the top three that create the
peers (n) people who are similar to you in age,
biggest problems, then focus on solutions
interests, and social group; Which brands do
to those.
your peers like to buy?
profitable (adj) having money left over after
paying for the costs of running a business;
What are some of the most profitable • As you monitor, encourage the students to
businesses in the world? (accounting, use the language in the Communication Tip
legal services, mining, petroleum and gas on page 23 to interrupt each other politely.
companies) • Have the students write a short message
simply (adv) just; merely; Why aren’t to post on social media about the issue
companies simply forced to change the way and solution they have chosen. Tell them to
they do business in today’s world? begin their post with Did you know . . .
tackle (v) to deal with; What are some
problems that you think you can’t tackle? TIP
toxic (adj) poisonous; Who are often the first • Copy the chart on the board and choose
people that get sick when something is an issue to do together with the class as a
made with toxic chemicals? (the people in the model.
factories who have to work with them)

WATCH & SPEAK 120 min • Ask Have you ever heard of people
boycotting a brand for some reason? What
A PHRASES TO KNOW (p. 31) brand? What company practice were the
• Read the example sentences and ask the people protesting?
questions.
signed up I signed up for the new film UNIT TASK (p. 32)
program at the library. Does signed up mean • Say You run a fashion company, and it
you wrote your name or borrowed a film? is in trouble! You need to work with your
(wrote your name) coworkers to save it.
turned into Household items like sheets and • Ask What could be the cause of the
curtains can be turned into clothing—shirts, trouble?
jackets, even dresses! Would you wear a
curtain that was turned into a shirt to a SUMMATIVE ASSESSMENT
dance? • Share the Unit 2 rubric with the class. Use
turn around When we drove past a huge this rubric to assess the presentations.
mountain of garbage, we brainstormed ways to (ELTNGL.com/reflect1e)
turn around the problem of too much waste. If
you turn a problem around, do you move it
somewhere else or solve it? (solve it) E MODEL (p. 32) 2.6
• Write the names of the speakers on the
EXTRA VIDEO VOCABULARY board—Alice, Breona, Dimitri, Carlos. Ask
Go over the definitions of these items before Have you heard of these names before?
watching the video. Do you know how they are pronounced?
working conditions (n) things related to your

work, or job—how much you get paid, what your SPEAKING SKILL Acknowledge other
workplace environment is like, how many hours arguments (p. 33)
you are required to work, etc. • Ask Why is it good in a meeting to
a reasonable fee (n) an amount of money to pay respond positively to people even if
for something that seems fair—not too cheap, not they are disagreeing with you?
too expensive
F APPLY (p. 33) 2.7
B MAIN IDEAS (p. 31) 2.1 • Play the audio, stopping the recording after
• Say Take notes as you listen and watch. each sentence of each response and have
You can make up your own abbreviations the students repeat chorally and individually.
so note taking is faster. For example, for the first excerpt: That’s
true, price is important. Pause and drill.
C DETAILS (p. 31) 2.1 But it’s not everything. Pause and drill.
• Have the students try to fill in the answers Customers want to help the environment.
before watching again to check. Pause and drill.
D (p. 31) G APPLY (p. 33)

• To extend students’ discussions, ask Does • To extend this activity, have students write a
anyone know the word used to describe similar dialogue with their partner, and act it
when a group of people decide not to out in front of the class.
buy a particular product or brand, to
protest a company practice they don’t
like? (boycott)
14 UNIT 2

GRAMMAR Noun clauses (p. 34) • Then have students guess which word or
• Before students read the skill box, have words should be stressed, and if the voice
them complete the following sentences falls or rises on the last word.
about the fashion industry. Write on the • Play the audio with books closed to check
board: students’ ideas.
1. The fact that ________ is a big reason • Have students read the skill box. Then play
why people buy so many new clothes. the audio a second time and pause it after
2. Some people will do _________ they can each example sentence to have students
to get the latest styles. repeat.
3. We must remember that _________.
Say Think about fashion and complete
the sentences. K PRONUNCIATION (p. 35) 2.9
• Have students read the skill box. Ask • Tell students that the focus word is not
What is different about noun clauses always the last word in the sentence.
that start with question words? (They • Have the students use their hands as they
don’t follow typical question word order.) read the sentences, to show rising or falling
intonation.
H GRAMMAR (p. 34) L PLAN (p. 36)

• Ask What do noun clauses start with? (that, • You may want to assign each group of four
or the fact that, wh-question words, whoever, their roles, then before they start to work
whenever, whatever) as a group, make each student discuss with
another person (from a different group) with
I GRAMMAR (pp. 34–35) the same role the kinds of things they are
• If students are finding this challenging, give going to say. After this additional preparation,
them the first few words of each answer to return the students to their original groups to
build on. complete the chart.
J GRAMMAR (p. 35)

• Say Use what you’ve learned to have LEARNING TIP (p. 36)
a conversation about fashion. Have the • Ask In business meetings, whose
students face their partner and read aloud role is this speaking tip for? (the CEO,
their sentences. chairperson, moderator of the meeting, or
• Write some of the excerpts from activity F on the person who called the meeting)
page 33 on the board (That’s true, I see your
point, etc.) for the listeners to use as prompts
M PRACTICE (p. 36)
for responding.
• Remind students to take notes.
PRONUNCIATION Intonation in questions N UNIT TASK (p. 36)

and statements (p. 35) 2.8 • Say As you listen to the other groups,
• Before students read the skill box, write check off in your notes ideas that your
on the board I’m not sure what to suggest. group had as well. Try and note with their
Call on a few students at random and initials which speaker makes each point.
tell them to read the sentence aloud. • Use the Unit 2 rubric to assess each
Comment on their intonation. presentation.

REFLECT 15–20 min help you during a group discussion?
What are some ways of saying the other
A (p. 37) person in an argument has a good point?
• Ask questions about the Reflect activities: Which words that can be used in noun
When reflecting on the pros and cons of clauses mean “anyone,” “any time,”
fast fashion, which quotation was the most “anything”?
meaningful for you? Why might a fashion business use current
What can studying trends help us do? trends to imagine the future?
What was your favorite solution to some of
the problems of fast fashion we discussed? B (p. 37)
After listening to everyone’s presentations,
whose team do you think has the strongest C (p. 37)
chance to save the company?
• Ask questions about the academic skills:
Which Note-Taking Tip in particular will
16 UNIT 2

ANSWER KEY
CONNECT TO THE TOPIC (p. 21) D (p. 26)
1. Answers will vary. Answers will vary.
2. Answers will vary. Possible answer: Fast fashion 1. $1.4 tril.; 2. 100 bil.; 3. 26K sq. mi.; 10%;
means fashion that is made quickly and sold 4. 100 mil.; 5. (almost) 2K gal.; 6. (around) 50 mil.
cheaply, but we all pay the high price another tn.; 7. 40 mil. tn.; 8. (about) 300 bil.
way—because of waste and environmental
problems. Reflect (p. 27)
Answers will vary. Possible answers:
PREPARE TO LISTEN 1. People are wearing an item of clothing fewer
A (p. 22) days than they have in the past.
1. fabrics; 2. manufacture; 3. brand; 4. accelerating; 2. Online fashion sales have been increasing.
5. chemicals; 6. destruction; 7. gallon; 8. emissions; 3. The number of items of clothing sold have been
9. clothing; 10. cost increasing.
4. World production of polyester is greatly
C (p. 23) increasing. Production of cotton is increasing
Answers will vary. Possible answers: a little over the years. Production of wool has
Biggest advantages: a huge amount of choice/you remained the same.
can always find something you like
Biggest disadvantages: a lot of the jobs in fast PREPARE TO WATCH
fashion are dangerous/they are badly paid A (p. 28)
1. b; 2. c; 3. a; 4. c; 5. a; 6. b; 7. b; 8. a; 9. b; 10. c
D (p. 23)
1, 4, 5 WATCH & SPEAK
A (p. 31)
Reflect (p. 23) Answers will vary. Possible answers:
Answers will vary. Possible answers: 1. sign up: to commit to or join; 2. turn into: to
Pros: low price, choice, allows all incomes to be change into something else; 3. turn around: to
fashionable, jobs in many countries change something to make it better
Cons: toxic to workers, harmful to environment,
wasteful B (p. 31)
Problems: 1. d; 2. c; 3. e; 4. a; 5. b
LISTEN & SPEAK Solutions: 6. e; 7. a; 8. b; 9. c; 10. d
A (p. 25)
1. makes up: to combine to make something; C (p. 31)
2. break down: to separate into simpler physical 1. the oil industry; 2. send them back; 3. peer-to-
materials; 3. end up: to reach a place—usually a peer; 4. are edible/can be eaten; 5. tons of plastic;
place that was not expected; 4. end up 6. reasonable fee
B (p. 25) E (p. 32)

1. solutions; 2. technology; 3. scientist; 4. fashion 1. find an approach; 2. being friendly to the
environment; 3. no; 4. understand; 5. a different;
C (p. 25) 6. buying back; 7. don’t buy back; 8. expensive; 9.
1. YX: many more; 2. SF: Most; 3. MT: farmers; expensive; 10. more
4. YX: synthetic; 5. SF: don’t know; 6. YX: about 30
years

F (p. 33) J (p. 35)
1. a. That’s true. b. Price is important. c. But it’s not Answers will vary. Possible answers:
everything. 1. What I don’t understand about fashion is why
2. a. I see your point. b. It isn’t easy. c. But it’s still good clothing costs so much.
possible. 2. I buy new clothes whenever my clothing gets
3. a. Carlos is right. b. It would be something new. old.
c. But it would also be expensive. 3. I like the fact that your clothes can quickly
change your appearance.
H (p. 34) 4. Can you explain to me how fabric is made?
1. What I suggest; 2. that our clothes will be more
expensive; 3. what our competitors are doing; K (p. 35)
4. Whoever thought of that idea; 5. the fact that 1. wear [↓]; 2. this [↑]; 3. wearing [↓]; 4. jeans [↑];
he’s not here; 6. why we are here; 7. whatever they 5. do [↓]; 6. do [↑]; 7. say [↓]; 8. go [↓]
want; 8. that you need 2,000 silkworms to make a
silk dress REFLECT
B (p. 37)
I (pp. 34–35) Nouns: approach, brand, chemicals, clothing,
1. I’m only interested in how much money we cost, destruction, emissions, fabric, gallon, peer,
make. turnover
2. The fact that she doesn’t care about fashion is Verbs: accelerate, discard, generate, manufacture,
surprising. (Possible but less common: That she tackle
doesn’t care about fashion is surprising.) Adjectives: edible, profitable, toxic
3. We need to ask him what he wants to do. Adverb & Other: simply
4. I will help you to get whatever you want.
5. Why they want that is difficult to understand.
6. I like that you always tell the truth.
7. We need to research how they did that.
8. We know that sneakers are very popular with
teens.
18 UNIT 2

THE HISTORY OF HYGIENE
UNIT
3
HISTORY
Consider how ideas about cleanliness change CONNECT TO THE TOPIC (p. 39)
over time • Have students look at the photo and caption. Ask
Evaluate sources of information from the past What do you think the man has on his face?
and present (a mud mask to improve his skin, sunscreen)
Explain how advertising has influenced hygiene
and health PREPARE TO LISTEN 35–45 min
Compare ads for products from different times in
history A VOCABULARY (p. 40) 3.1
the questions.
SKILLS
LISTENING attain (v) My friend attained the highest grade
Listen for sources of information possible when he graduated high school. How
can you attain something worthwhile but
SPEAKING difficult? (work hard)
Refer to and describe visuals cure (v) Medical scientists still haven’t cured
cancer, although progress has been made in
GRAMMAR treating it. What are some other diseases that
Reduced adjective clauses haven’t been cured yet?
historically (adv) Historically, there have always
CRITICAL THINKING been close links between the United States and
Evaluate sources of information Australia. What sports do you think have been
historically popular? (wrestling, various forms
VIDEO of racing, archery, baseball, soccer)
When Advertisers First Fought Germs outlines hygiene (n) My teenage brother doesn’t seem
how the advertising of cleaning products, easy-to- to care about his personal hygiene—he only
clean furniture, and toilets helped to improve public showers about once a week. Why should you
health in the late 19th century. care about personal hygiene?
medical (adj) She’s in her final year of medical
school—next year she’ll be a doctor. Do you
AUDIO
know anyone doing medical studies?
Two professors discuss how personal hygiene in
norm (n) The norm for families in some
different countries has changed throughout history.
countries is to have only one or two children.
What do you think the norm for family size is
worldwide?
T H E H I S TO RY O F H YG I EN E 19

rub (v) Having someone rub your sore back
after a day playing sports or lifting heavy things How often do you wash your hair? Change
is great! What do you actually do when you your shirt? Do you wash in the morning or
rub a sore back? (You press and move your evening? Do you take a bath or a shower?
hands over the sore muscles.) Do you use a timer when you brush your
straightforward (adj) It’s pretty teeth? Have students interview their
straightforward—to avoid getting the flu, you classmates and then write a short summary
just need to wash your hands often. What are of their findings to read to the class.
some other straightforward ways to stay
healthy? (get enough sleep, eat lots of fruits TIP
and vegetables, get exercise, etc.) • Say Look at the photo on the bottom
sweat (v) I sweat a lot when I exercise. I of page 41. We often teach children
always need a new T-shirt after a workout. Do hygiene habits we think are important.
you know any things besides exercise that Ask What are children taught about
can make people sweat? (stress, illness, hygiene in your country?
eating certain foods, etc.)
treat (v) Some medical problems are not easily
treated if you don’t discover them early. How LISTEN & SPEAK 60–75 min
do you treat a common cold?
A PREDICT (p. 42)
VOCABULARY GAME: THREE CLUES • Ask What can you see in the photos on the
(See page 70.) time line?
B VOCABULARY (pp. 40–41) B (p. 42) 3.2

• Ask What did you already know about • Say Read the labels on the time line first
these facts about hygiene and medicine so you know what countries or areas of the
from the past and present? Did you know world to listen for. Suggest that students
about the use of leeches, for example? take notes as they listen.
• Monitor and see if students need to check
C PERSONALIZE (p. 41) with a partner or listen again to write all of
• Ask How much cleaning do you do around the dates.
your house? How often do you go to the
doctor? C MAIN IDEAS (p. 42)
• To vary your feedback, have students vote
on the answer by a show of hands. If there
REFLECT (p. 41) is disagreement, see if students can recall
• Ask Why do you think hygiene habits the specific detail that supports their choice.
are different now? What has changed? Replay the lecture if necessary.
FORMATIVE ASSESSMENT D DETAILS (pp. 42–43) 3.2

• As you monitor students’ discussions, • Ask What did you find the most surprising
listen for any pronunciation issues (e.g., about these facts? Did anything shock you?
with hygiene) and have students repeat
words after you model the correct E PHRASES TO KNOW (p. 43)
pronunciation. • Read the example sentences and ask the
• Have individuals write a five-question questions.
survey to learn about the hygiene habits of
the class. Some questions could be came up with The boy came up with a new
excuse for not doing his homework every day.
20 UNIT 3

If you come up with an idea, what do you
do? (think of an idea or plan) • Say Some people say it is important to
were taken aback by I was taken aback by get your information from more than
how many “modern” hygiene habits had their one source, not just the first website
origins in the past. What is another way of that comes up in an Internet search. Do
saying taken aback? (surprised) you agree?
took off Internet use really took off during the
pandemic. If something takes off, does it FORMATIVE ASSESSMENT
increase or decrease? (It increases.) • As you monitor, ensure the students
are discussing a range of sources they
consider reliable, and refer them back to
LISTENING SKILL Listen for sources of
the Listening Skill and Critical Thinking
information (p. 44)
boxes if necessary.
• Before students read the skill box, ask
• Have small groups use what they learned
How do the speakers in the lecture on
about sources and their discussion ideas
hygiene know all these facts? Where did
to collaborate and make a poster called
they get their information?
Tips for Evaluating Information. Display the
posters around the classroom and have
F APPLY (p. 44) 3.3 students come up and decide which one
• Ask How many of the phrases in the skill they like the best (they can’t choose
box that introduce sources can you find in their own).
the activity sentences? (four)
TIP
• Ask Do you know of any famous fake
CRITICAL THINKING Evaluate sources of news stories? What social media
information (p. 45) platforms were they published on? What
• Ask Do you believe everything you read can be done about unreliable sources of
or hear? How do you know what is real information?
and what is fake? Do you think it is a
problem today to find reliable sources
of information? Why? PREPARE TO WATCH 35–45 min

G APPLY (p. 45) 3.4
the questions.
• Say When something is reliable, you can
trust it, or believe it is probably accurate
advertisers (n) Advertisers try to make their
or true. Go over the completed charts. Ask
advertisements memorable—with popular
What phrases introduce the sources?
music or celebrities, for example—so people
(According to; a report . . . tells us that)
will buy the products. What are some ads that
Have a volunteer tell which source might be
advertisers have made that you remember?
unreliable and why.
belief (n) A belief is something that you think
exists, but often can’t be explained with
REFLECT (p. 45) scientific proof, like a belief in ghosts, for
• Ask Do you think finding reliable example. What are some other common
sources of information is more of a beliefs people have that either can’t be
problem today than in the past? Why? or haven’t yet been proved? (Examples:
life on other planets, time travel, plants have
emotions)

claim (v) Some people claim that eating certain
things will give you special powers. Can you REFLECT (p. 47)
think of any ads, from today or many years • Say In some countries, advertising for
ago, that claim things that are hard to believe? certain products is banned at sporting
concept (n) As little as 10 years ago, the events—cigarette advertising, for
concept of my parents buying something example. Ask Why do you think this is?
online was unthinkable—now they do all their Can advertising be used for good?
shopping on the Internet. What is a concept
you considered “unthinkable” 10 years ago? FORMATIVE ASSESSMENT
deadly (adj) Some people don’t want to visit • As you monitor, encourage the students
Australia because of the deadly animals there, to give reasons for their agreement or
including snakes, jellyfish, and spiders. What disagreement with the statements, and to
deadly animals scare you the most? use the phrases in the Tip box.
designed (v) Cars are designed to be as safe • Have the students write an advertisement
as possible, but people can still get seriously for a health product with a partner. Tell
hurt in them. What are some things you think them to name the product, describe it, and
should be designed to be safer? tell how it contributes to good health.
germs (n) Some animals, such as rats and flies,
carry dangerous germs on their bodies. Is it a TIP
good idea to get rid of all animals that carry • Ask What common medical or health-
germs? Explain. related products do you know about?
infection (n) If you cut yourself, it’s important What are some famous brands you see
to clean and bandage the injury quickly to avoid advertised a lot? Have any ads changed
infection. What are some other things we do what you think? In what way?
to prevent infection?
phase (n) There are usually a few different phases
to learning to ride a bicycle, but in the end you WATCH & SPEAK 120 min
just have to try it. What is the first phase of
learning to ride a bicycle for most people? A PREVIEW (p. 48)
spread (v) Viruses can spread very quickly • Extend this preview by writing the questions
throughout the world. What are some things on the board and showing a variety of
we do to try and stop the spread of viruses? advertisements selling health or cleaning
products from the end of the 19th century/
B PERSONALIZE (p. 47) beginning of the 20th century to the class.
• To extend this activity, have the students Have students answer the questions and ask
choose an additional vocabulary word and Would you buy any of these products?
make a question of their own to ask their
partner. B PHRASES TO KNOW (p. 48)
• Read the example sentences and ask the
VOCABULARY GAME: SPIN A STORY questions.
(See page 70.)
jumped on I suggested we have takeout pizza
for dinner, and everyone jumped on the idea. If
COMMUNICATION TIP (p. 47) you jump on an idea, how do you feel about
• Before the students read the Tip, it? (enthusiastic, excited)
brainstorm useful language for agreeing bought it When my brother told me they were
or disagreeing politely on the board, then giving away free ice cream at the mall, I totally
have them read the Tip and see if any of bought it. Unfortunately, when I got there I
their ideas were mentioned. found out it wasn’t true. If you told someone
something that wasn’t true and they bought
22 UNIT 3

it, does that mean they knew it wasn’t true or F PRONUNCIATION (p. 50) 3.7
they believed the lie? (They believed the lie.) • Listen when the students are repeating and
make a buck When I was younger, I used nominate individuals who need additional
to do all kinds of little jobs for the neighbors, practice to repeat again.
just to make a buck. What things did you do
when you were a kid to make a buck? G PRONUNCIATION (p. 50) 3.8
• Say Follow the rules in the pronunciation
EXTRA VIDEO VOCABULARY box.
Go over the definitions of these items before
watching the video. H PRONUNCIATION (p. 50) 3.9
• Extend the activity by having the students
running water (n) water that is supplied to a ask and answer the questions with a partner.
house by pipes and comes out of a faucet or tap Monitor students’ pronunciation. Drill any
commodification (n) noun form of the verb words that seem especially difficult.
commodify, meaning the act of turning something
that has value, such as goods and services, but
also things like ideas, personal information, even UNIT TASK (p. 51)
nature, into a product that can be sold and bought • Ask Think about the ads we looked at
for Lifebuoy and Listerine. How would
C MAIN IDEAS (p. 49) 3.1 they be different today?
• Say Choose the statement that best
expresses the main idea; in other words, SUMMATIVE ASSESSMENT
the one that comes closest. • Share the Unit 3 rubric with the class. Use
this rubric to assess the presentations.
D MAIN IDEAS (p. 49) 3.1 (ELTNGL.com/reflect1e)
• Extend this activity by having the students
correct the false answers.
I MODEL (p. 51) 3.10
E DETAILS (p. 49) • Before students listen, have them examine
• Say Velvet is a kind of thick, soft fabric. and compare the two ads and make some
Wicker refers to very small tree branches notes about the categories listed on the left
you can bend to make things like baskets side of the chart.
and chairs. • Students will hear the word logic. Define it.
Say Logic refers to a formal, or scientific,
way of thinking about ideas.
PRONUNCIATION Word Stress (p. 50) 3.6
• To make this activity more dynamic, write
three columns on the board with one SPEAKING SKILL Refer to and describe
example from each stress pattern at the visuals (p. 52)
top of each column and model the stress • Provide a copy of the audio script for
patterns: track 3.10 and have students identify the
phrases used to refer to the visuals in the
o O o | O o | o O | o o O o audio. Have them add any that are not
dis-as-ter | re-cord | con-nect | ed-u-ca-tion mentioned to the list in the skill box.
• Then list the words from the box to the

J APPLY (p. 52)
side of the chart and have the students
• To do this activity in a more dynamic way,
sort them into the correct column.
have students close their books. Write the
questions on the board and distribute copies

of the photos. Give one half of the class one the same subject. Say Look at sentence 1.
image, and the other half the other image. Ask Can you make two sentences from
Have pairs work together to answer the it? (The man is cleaning the dishes. The man
questions for the ad they have been given. looks very unhappy.) Is the subject of each
• Then re-pair the students so they are matched sentence the same? (Yes, so they are subject
up with someone who has a different picture. adjective clauses.) How can you shorten it?
Have them first describe, then show, their (Take out who and is, keeping the -ing verb
photo to their partner. Make sure they don’t form: The man cleaning the dishes in the ad
show each other their photos until they have looks very unhappy.)
completely described them. • Repeat the process for sentence 2. (The sofa
• Take a class vote on which ad was more is very old-fashioned. The family is sitting on
effective. Call on volunteers to explain their the sofa.) Ask Are the subjects the same?
opinions. (no) Say So it’s not a subject adjective
clause and can only be reduced by taking
out the relative pronoun (that).
GRAMMAR Reduced adjective clauses
(p. 53) L GRAMMAR (p. 53)
• Write on the board The visual that shows a • Do number 1 together with the class. Say
man pointing at you is unusual. The visual Look back at the Grammar box and see
showing a man pointing at you is weird. how to shorten a subject adjective clause.
Point out the dependent clause in each (Take out the relative pronoun who and the
sentence. Ask What word does each verb be and use the -ing form of the verb.)
underlined clause describe? (visual) Point out that in this case, the verb is already
Explain that the two sentences are subject in -ing form.
adjective clauses because the subject • Remind students also to check the Grammar
of the independent clause refers to the box to see how to reduce sentences with
subject of the main clause (the visual). verbs in the passive voice. (Take out the
• Ask Are the two sentences correct? relative pronoun and be.)
(yes) Are the meanings different? (no)
Which one do you like better, and why? M PLAN (p. 54)
(Answers may vary, but students might say • To make this activity faster, before the lesson
the shorter one is clearer or less formal.) select and assign the images, rather than set
• Say We are going to look at how it for the next lesson.
reduced adjective clauses can help you
make your language shorter and more N PRACTICE (p. 54)
efficient. Have students read the Grammar • Remind students to refer as well to their
box. charts from activity I on page 51 as they
prepare.
• Encourage students to listen carefully to each
K GRAMMAR (p. 53)
other as they practice and make special note
• To help students identify subject adjective
of the “first thing they notice.”
clauses, say Look at sentences 1 and 2.
While we can omit the relative pronoun in O UNIT TASK (p. 54)
both subject (1.) and object (2.) adjective • Say Remember the guidelines for referring
clauses, only subject adjective clauses can to and describing visuals: make sure
be further reduced by taking out the verb everyone can see them clearly, and don’t
be and using the -ing form of the verb. talk to the visual or read from your notes.
• Explain that to work out which ones are Remember to look at your audience!
subject adjective clauses, students should • Use the Unit 3 rubric to assess each
make two sentences and see if they have presentation.
24 UNIT 3

REFLECT 15–20 min remember for describing visuals? (Take a look
at, You’ll notice, As you can see, etc.)
A (p. 55) What are some relative pronouns used in
• Ask questions about the Reflect activities: adjective clauses? (that, who, which, whose)
What surprised you about how attitudes How would you explain to a friend how you
toward cleanliness have changed over the can reduce subject adjective clauses? (Drop
years? the relative pronoun and the verb be and use the
What sources of information do you (and -ing form of the verb.)
your classmates) not trust? Where can we get reliable information these
What did you learn from your group days? How can you tell it’s reliable? (Answers
discussion about the effects of advertising on will vary but should name a range of sources,
hygiene and health? including books, magazines and journals,
What did you learn from your comparison of websites of universities and government
ads from the past and present? organizations, etc.)
What key words help us listen for sources B (p. 55)
of information? (according to, we know from
[source] that, [source] shows that, etc.) C (p. 55)
What are some phrases you want to

ANSWER KEY
CONNECT TO THE TOPIC (p. 39) Central America. They observed that people
1. Answers will vary. washed frequently in streams and rivers and
2. Answers will vary. Possible answer: People wash used natural soaps and deodorants.
more these days than they did fifty or a hundred 3. took off: to become popular; Many sento- (public
years ago. And we have a lot more products to bathhouses) were built.
use when we wash.
F (p. 44)
PREPARE TO LISTEN 1. c: according to the Ebers Papyrus,
A (p. 40) 2. b: writers of the time tell us that
1. f; 2. a; 3. j; 4. e; 5. i; 6. h; 7. d; 8. b; 9. g; 10. c 3. a: We know from the Huangdi Neijing that
4. b: According to the historian Katherine Ashenburg,
B (pp. 40–41) 5. c: The Florentine Codex shows that
1. straightforward; 2. treat; 3. hygiene; 4. sweat;
5. Historically; 6. rub; 7. attain; 8. medical; G (p. 45)
9. norm; 10. cure 1. Professor Miguel Faria/professor of medical
history; is probably reliable
LISTEN & SPEAK 2. something the speaker read online; might not be
B (pp. 42–43) reliable
1. (around) 1500; 2. (around) 500; 3. the World Health Organization; is probably
3. (around) 400–200; 4. (around the) 14th; reliable
5. 15th and 16th; 7. 17th–19th; 8. 20th
PREPARE TO WATCH
C (p. 42) A (p. 46)
b 1. a; 2. a; 3. a; 4. c; 5. b; 6. c; 7. c; 8. a; 9. b; 10. b
D (pp. 42–43) WATCH & SPEAK

Corrections may vary. B (p. 48)
1. T 1. c; 2. a; 3. b
2. F: People in ancient Rome used oil and dust,
and a metal tool, to get clean. C (p. 49)
3. T a
4. F: People in 14th-century Europe thought that
water caused diseases/allowed diseases to D (p. 49)
get into the body. 1. F; 2. T; 3. F; 4. T; 5. T; 6. F; 7. T; 8. T
5. T
6. T E (p. 49)
7. F: In the early 20th century, people in the United 1. a, b; 2. a; 3. c; 4. b; 5. b, c
States bathed once a week.
F (p. 50)
E (p. 43) 1. b; 2. a; 3. b; 4. a; 5. b
1. came up with: to think of/to imagine; They G (p. 50)
thought that diseases entered the body through 1. con-tains; prob-lems; 2. me-tal; re-move
pores which had been opened by washing. 3. pre-vent; ill-ness; 4. re-fers; pro-ducts
2. were taken aback: to be surprised or shocked;
This was in 15th and 16th century Mexico and
26 UNIT 3

H (p. 50) K (p. 53)
1. pre-sen-ter; pre-sen-ta-tions 2. ad-ver-tise-ment; 1. The man who is cleaning the dishes in the ad
ad-ver-tis-ing 3. tech-ni-cal; tech-nol-o-gy 4. i-mag- looks very unhappy.
in-a-tion; i-mag-in-a-ry 2. The sofa that the family is sitting on is very old-
fashioned.
I (p. 51) 3. Social media stars who are followed by a lot of
Answers will vary. Possible answers: people are often paid to post about a product.
Old Current Reason for 4. The bottle that she is holding contains an
magazine social differences expensive perfume.
ad media 5. Advertisers used to make many wild promises
ad that consumers believed.
The first black and color - 6. All magazines now rely on the money that is
thing you white earned from advertising.
not much
notice 7. Almost half the people who saw the online
a lot of text text
advertisement clicked on it.
The images no people takes up We’ve 8. The ads are aimed at children whose parents
using soap most of become want to buy them a present.
no happy the more Checked: 1, 3, 6, 7
faces space visual.
less than a young In the past, L (p. 53)
quarter of woman photos 1. The man cleaning the dishes in the ad looks very
the page holding were unhappy.
soap expensive 3. Social media stars followed by a lot of people
looking to print. are often paid to post about a product.
calm and Now 6. All magazines now rely on the money earned
happy they’re not. from advertising.
The text a series of written In the past, 7. Almost half the people seeing the online
promises by the there were advertisement clicked on it.
woman no rules.
friendlier REFLECT
and B (p. 55)
more Nouns: advertiser, belief, concept, germs, hygiene,
personal infection, norm, phase
The appealed to appeal Advertisers Verbs: attain, claim, cure, design, rub, spread,
advertisers logic to didn’t sweat, treat
emotions understand Adjectives: deadly, medical, straightforward
people as Adverb & other: historically
well as
they do
now.

LESSONS IN LEADERSHIP
UNIT
4
BUSINESS
Consider how animals lead CONNECT TO THE TOPIC (p. 57)

Extend learning to new topics • Have students look at the photo and caption.
Evaluate leadership styles Say When she started protesting, Greta’s
Give leadership advice parents didn’t like her missing school. Now
she is a leader for climate change. Ask
How old do you think Greta was when she
SKILLS started protesting? (15) What makes her a
LISTENING leader?
Infer meaning
SPEAKING
Describe trends in graphs and charts A VOCABULARY (p. 58) 4.1
GRAMMAR the questions.
Passive voice with modals
bond (n) One of the strongest bonds in nature
CRITICAL THINKING is the bond between a mother and her child.
Extend ideas What other kinds of strong bonds can you
think of?
VIDEO constantly (adv) My grandmother, who lives
Learning from Animals connects lessons learned alone, constantly has the television on. Why do
from observations of leadership behavior in the you think some people constantly leave the
animal kingdom to leadership ideas for people. TV on, whether they’re watching it or not?
The video looks at birds, horses, elephants, (for company)
wolves, and chimpanzees—animals that show drought (n) When there is a drought there can
such leadership behaviors as sharing responsibility, be food shortages. Why does drought cause
fostering bonds within the group, and using food shortages? (because of the lack of rain,
experience and a range of strategies to ensure nothing grows, so there is no food for animals
survival. or people)
function (n) One function of government is to
provide services, such as public transportation.
AUDIO
What are some other functions of
The audio is a lecture on leadership skills that
government? (provide access to education,
outlines three key skills you need to have to be an
clean water, public safety, etc.)
effective leader. One skill that may be surprising—
impact (n) The COVID-19 pandemic had a major
humility.
impact on all countries and all aspects of life,
28 UNIT 4

not just health. What other areas of life did
the pandemic have an impact on? (financial, REFLECT (p. 59)
educational, social, etc.) • Say Look at the photo of the wolves at
initiate (v) The police initiated their the bottom of the page. Wolves are one
investigation as soon as the crime was of the most well-known examples of a
reported. Is initiate a more formal or informal group, or pack, of animals with one or
word for start? (formal) two clear leaders.
observe (v) Sometimes at a party or other
big event, it is good to stop and observe FORMATIVE ASSESSMENT
the people and activities for a few minutes, • As you monitor, listen for the use of any
to better appreciate the experience. What new vocabulary (e.g., bond, predator, role,
meaning does the verb observe have that threat). Listen, too, to assess students’
the verb look does not? (to pay familiarity with the use of modals to
close attention, to focus, to concentrate) express degrees of certainty—for example,
predator (n) Some animals have no when students are suggesting advantages
predators—they are too big or too powerful to or disadvantages of leadership models, are
be hunted. What animal do you think is the they using might, could, may, etc., to help
world’s greatest predator? them make tentative guesses?
role (n) On a good team, or in any • Have the partners decide on the best one,
organization, each person has a different or two (if partners can’t agree), leadership
role to play—coach, captain, offensive or models for groups of animals in the wild.
defensive player, and so on, for a sports Have them summarize their opinion(s) as
team. What are some of the different roles a two-minute presentation to the class,
in a school? (teacher, student, principal, describing the model(s), its advantages
administrator, cook, etc.) and disadvantages, and then stating a
threat (n) A mother bear usually only attacks conclusion.
when she sees a threat to her cubs. What
other kinds of threats could a bear come up TIP
against? (hunters, other bears in its territory, • Ask Can you think of any animals that
fire, drought, etc.) match each leadership model?
VOCABULARY GAME: BACKS TO THE BOARD

(See page 70.) WATCH & SPEAK 60–75 min
B PERSONALIZE (p. 59) A PREDICT (p. 61)

• Ask Have you ever had a leader or boss • Go over the meaning of migrate in the caption
at work who was not very good? Think with the class. Ask Do you ever see birds
about why they weren’t good. What flying like this? What times of the year do
functions did they ignore or perform you see it? What do you think about the
poorly? What impact did they have on bird at the front of the V?
the workers?
B PHRASES TO KNOW (p. 61)
C (p. 59) 4.2 • Read the example sentences and ask the
• Show the students images of a spotted questions.
hyena and a bonobo before listening and
ask Do you know what these animals taken over A new teacher has taken over the
are? class, because the old teacher went back to
their country. Have you ever had to take over
from someone else at work, or on a sports
team, for example?
LESSONS IN LEADERSHIP 29

look out for Elephants constantly look out
for one another and take special care of CRITICAL THINKING Extend ideas (p. 62)
the babies, who are most in danger from • Say Look at the photos at the top of
predators. If you tell a person to look out for page 63. Here is a good example of an
something, do you want them to stay alert idea from the animal world, extending
or to relax? (stay alert) into our world.
head for When it got really hot, we headed • Ask What are some other things you
for the beach to cool off. What’s another can think of that have been inspired by
way to say head for? (go toward, travel to) animals or something in nature? Prompt
students, if necessary, by suggesting they
think about other animals’ unique abilities.
LISTENING SKILL Infer meaning (p. 61) (Examples: bats’ “seeing” in the dark,
• Say What might you infer from various animals’ abilities to move over
someone slamming a door after a loud difficult landscapes, the strength of spider
conversation? (that the person is angry) webs)
When we infer, we use our background
knowledge and clues from what we
observe or read to make a logical
conclusion.
REFLECT (p. 63)
• Say The idea is to get inspired by nature
EXTRA VIDEO VOCABULARY and create something new, not to use
Go over the definitions of these items before animal products directly.
watching the video.
animal kingdom (n) the group of all living and • As you monitor, encourage students to
extinct animals (in contrast to, for example, the come up with at least two applications for
plant kingdom) each product.
vital (adj) very important; essential • Have partners draw and then describe one
of their products to the class.
C MAIN IDEAS (p. 61) 4.1
• Say A strategy is a plan for how to do
TIP
something or deal with something. Ask
• If students are having trouble imagining
Is a strategy an idea that comes to you
new products, ask What needs to go
suddenly or something that takes careful
quickly in the water? How could this
planning?
new product save time or money? What
could you do with something strong,
unbreakable, and light?
• Ask What facts about animals did you
already know? Which one was the most
surprising to you? PREPARE TO LISTEN 35–45 min
E (p. 62) A VOCABULARY (p. 64) 4.3

• Ask Have you ever had animals at • Read the definitions below and ask the
home? What did you learn from questions.
them?
complex (adj) having a lot of different, but
connected, parts; Which job do you think is
more complex, washing windows or fixing a
30 UNIT 4

broken computer? Can you think of another C (p. 65)
kind of complex task? • Have students cover the key in activity D to
diverse (adj) including many different types of prevent it from influencing their responses.
people or things; Why do you think it might Another option would be to have students close
be important to have a diverse team in a their books and you read the quiz aloud, allowing
business environment? time for them to write down their responses.
fire (v) to dismiss, or remove, someone from • After students complete the activity, take a
their job; What are some reasons companies show of hands for each answer, to find out
fire employees? (because they do their job the predominant kind of leader in the class.
poorly or break a company regulation, or
because the company needs to save money) D PERSONALIZE (p. 65)
hire (v) to employ someone to do a job; Do • Have students read the descriptions in
you think it’s easy to hire good people, or activity D. Discuss as a class or in small
does it take special skills? groups whether students agree with the
humility (n) the quality of not thinking you are descriptions or not.
better than everyone else; Does someone • Ask After reading the descriptions, would
who has humility constantly talk about their you change your leadership style? Can you
accomplishments? (no) think of another, better word to describe
inspiration (n) someone or something that your leadership style?
gives you a special idea, often to do something
new or creative; What do you do when you
need to find inspiration? REFLECT (p. 65)
numerous (adj) many; What are some of the • To make this exercise more active, have
numerous ways you can learn to become a student volunteers come up to the board
better leader? and fill in the chart for discussion as a
reorganize (v) to improve something by class. Allow the class to offer suggestions.
changing, or rearranging, it in a different
way; What are some things people like to FORMATIVE ASSESSMENT
reorganize? (a business, the furniture in a room) • As you monitor, check students’
satisfaction (n) a good feeling you get when understanding of the leadership types by
you do something you wanted to do well; asking questions; for example, ask Would
What do you think is more important, job a laissez-faire leader worry about people
satisfaction or a good salary? working from home?
target (n) a situation or a number you want to • Have students work with a partner to write
arrive at; Why do some businesses, like car another two survey situations to extend
dealerships, have a target for sales each the leadership quiz in activity C. Tell them
month? to include three different responses to
match each leadership style. If possible,
VOCABULARY GAME: MOST WORDS have them quiz another class and report
(See page 70.) back the findings.
B PERSONALIZE (p. 64) TIP

• To do this activity in a more dynamic way, divide • If students are having difficulty filling in a
the class into two groups and have them stand particular cell in the chart, say Sometimes
in two circles, an inner and an outer circle. The different circumstances require different
students face each other. Set a two-minute leadership styles. Ask Can you think
timer and have students ask and answer the first of a business situation where each
question. When time is up, have the students in leadership style could work well?
the outer circle rotate one person to the right,
and repeat the process for the next question.

LISTEN & SPEAK 120 min D MAIN IDEAS (p. 67)
• Go over the answers. Ask Does everyone
A PREDICT (p. 66) 4.4 agree these are the most important three
• Ask Look at the photo. What do you things? What are some ways business
think might just have happened? (Sample leaders have changed over the last 50
responses: The students surprised their years? (Sample responses: They’re less
teacher with a gift; the students played a autocratic, more inclusive; they value diversity
joke on their teacher.) Do you think the more.)
students like their teacher? Do you
think a good leader should be likable? E MAIN IDEAS (p. 67)
Discuss. • Ask Can you make another sentence with
the extra word? (Example: Good leaders
B PHRASES TO KNOW (p. 67) are open to new things, and they get
• Read the example sentences and ask the inspiration from new ideas they read about,
questions. new people they talk to, and new places
they visit.)
turns up The lunch delivery person usually
turns up at the office around twelve o’clock. F DETAILS (p. 68) 4.5
When do you usually turn up for class, early • Ask What surprised you most about the
or just on time? Semco story? How would you describe the
sets up My mother loves to have huge family boss, Ricardo Semler?
dinners, but our house is small. She sets
up tables and chairs all over the house so G (p. 68)
everyone can eat! Who usually sets up the • Ask What is the team of the future going
classroom for exams or special projects? to look like? What might change about the
(the teacher) way we work in the future?
showing off My uncle is always showing
something off—his new car, his new suits,
his expensive watch. He wants everyone to UNIT TASK (p. 69)
see how successful he is. Do you have any • Ask What are some typical problems
friends who like to show off? bosses might have at work?
NOTE-TAKING TIP (p. 67) • Share the Unit 4 rubric with the class. Use
• Say Active listening can help you this rubric to assess the presentations.
understand and remember more of (ELTNGL.com/reflect1e)
what you’re listening to. To listen
actively, you take notes and ask
yourself questions about what H MODEL (p. 69) 4.6
you’re hearing. If it’s a lecture or • After listening, ask the students if they
a presentation, you may get the predicted any of these problems (in
opportunity to ask your questions at response to the Unit Task question
the end. above).
I (p. 69)
C NOTE TAKING (p. 67) 4.5 • Say Make sure you think of at least two
• After the students compare notes, have them solutions to the problem.
choose two questions they would have asked
the lecturer if they had been listening live.
32 UNIT 4

GRAMMAR Passive voice with modals PRONUNCIATION Expressing emotions
(p. 70) (p. 71) 4.7
• Ask What do modal verbs do in • Say The way we say a sentence
a sentence? (They “help” another in English can express feelings
verb, the “main verb,” by changing its and emotions to the listener and
meaning, adding a sense of necessity or communicate much more than the
possibility.) words themselves.
• Have students read the top half of the • Write I love teaching English on the board
Grammar box. Say Remember, modals and enthusiastic, uncertain, and bored.
don’t change their form according to the Clarify any questions about the meaning of
subject of the sentence unless they are a the adjectives. Then picking the adjectives
“semi-modal.” Ask Look at the first two randomly, say the sentence to match the
example sentences. Which one includes feeling of the adjective. Have the class
a semi-modal? (the first one) How would vote on which adjective describes your
the semi-modal change if the subject feelings after each model.
was plural? (The relationships/have to be • Go over the Pronunciation box together
improved.) with the class.
• Ask What do you remember about
the passive voice? (It is used when the
L PRONUNCIATION (p. 71) 4.8
person or thing doing the action is not
important, unknown, or when we want • Have the students do a paired drill by facing
to focus on the person or thing the action each other. Play the audio model, then have
happens to.) them repeat one after the other, looking
• Write The leader of the project needs at their partner. Encourage them to over-
to give the team more freedom to exaggerate the emotion they are conveying.
experiment. Ask How would you write
this in the passive voice? (The team
SPEAKING SKILL Describe trends in
needs to be given more freedom to
graphs and charts (p. 71)
experiment by the leader.)
• Have the students close their books, and
• Go over the Grammar box with the
draw each graph on the board, labeling one
class.
graph A and one graph B. Then read out
randomly the example sentences from the
skill box and ask students if they go with
J GRAMMAR (p. 70)
graph A or B.
• Say Remember, the object in an active
• Have students read the skill box to check
voice sentence becomes the subject in a
their answers.
passive one.
K GRAMMAR (p. 70) M APPLY (p. 72)

• Say A “regular” is someone who often • Ask What verb form do you use to
goes to the same shop or restaurant, so describe things that are happening
they’ve been able to observe it—what it now, and have been ongoing? (present
does well, and what could be improved. continuous) Tell students to use the present
Ask Are you a regular anywhere? What continuous and the phrases in the skill box to
have you observed at this place? describe the trends.

N PLAN (p. 72) REFLECT 15–20 min
• Say First, identify the trends. Then ask
yourself, What are the problems that are A (p. 73)
causing the trends? For example, what • Ask questions about the Reflect activities:
problems can cause sales and profits to Which animal leadership behavior was the
fall? (e.g., unhappy customers not buying, most interesting to you?
dissatisfied workers not performing well) What new products inspired by the animal
Then consider why the problems exist. kingdom did you and your partner come up
That will help you come up with some with?
solutions. What are the three leadership styles we
examined in this unit?
O PRACTICE (p. 72) What is the best leadership advice you got
• You may want to have students listen again to out of this unit?
audio track 4.6 in preparation for this activity. • Ask questions about the academic skills:
• Say Don’t forget to use the verb forms How do you infer meaning?
we have discussed in the unit and pay What expressions do you want to remember
attention to intonation. Be convincing! to describe graphs or trends? How would you
• Tell students to give each other feedback to explain why and how we use passive modals
help them improve their message. to a friend?
What examples of extending ideas did we
P UNIT TASK (p. 72) discuss in this unit? Why is extending ideas a
• To extend the activity, give each member of useful skill?
the group a letter and then have new groups
of each letter form to discuss what they B (p. 73)
talked about with their original group.
• Use the Unit 4 rubric to assess each C (p. 73)
presentation.
34 UNIT 4

ANSWER KEY
CONNECT TO THE TOPIC (p. 57) 9. F: The more strategies the chimp has, the
1. Answers will vary. Possible answer: The photo longer it will stay the leader.
shows a lesson in leadership—that people we 10. T
don’t normally think of as leaders can have a big
influence on others. Reflect (p. 63)
2. Answers will vary. Possible answers: Good Answers will vary. Possible answers:
leaders are patient, intelligent, truthful, reliable,
Animal New product Applications
and well-organized. They also are good listeners
feature
and speakers.
Shark skin a flexible swimsuits
PREPARE TO WATCH material that that help you
A (p. 58) can be used swim faster; a
1. observes; 2. constantly; 3. bond; 4. roles; underwater “swimsuit” for
5. drought; 6. initiate; 7. impact; 8. function; submarines and
9. predator/predators; 10. threat boats
Bill of the a tough, light superlight
C (p. 59) toucan bird material that airplanes and
1. F: The females are usually the leaders of is as strong as cars that are
the group. metal light, fast, and
2. T safe
3. T
4. F: Hyenas pass leadership on to their PREPARE TO LISTEN
daughters. A (p. 64)
5. F: Bees (in a beehive) make the decisions 1. g; 2. e; 3. b; 4. a; 5. j; 6. d; 7. c; 8. i; 9. h; 10. f
together.
LISTEN & SPEAK
WATCH & SPEAK B (p. 67)
B (p. 61) 1. b; 2. c; 3. a
D (p. 67)
1. taken over: to replace someone in a role
1, 4, 5
2. look out for: to be aware of
3. head for: to go toward a place
E (p. 67)
1. decisions; 2. motivation; 3. humility;
C (p. 61)
4. job satisfaction; 5. diverse teams;
1. c; 2. a; 3. f; 4. e; 5. b; 6. d
6. ways of thinking
D (p. 62) F (p. 68)
1. T 1. a, b; 2. b; 3. c; 4. a, b; 5. b; 6. a, b, c
2. F: Another goose takes over the leadership
when the previous leader is tired. H (p. 69)
3. F: Horses are constantly looking out for Problem 1: a
predators. Result 1: a, b, c
4. T Solution 1: b, c
5. T
6. T Problem 2: a, c
7. F: Wolves (usually) howl at the moon in groups. Result 2: c
8. T Solution 2: a, b, c

J (p. 70) 5. T eam members’ salary hasn’t gone up recently./
1. The staff should be trusted and respected. Team members’ salary isn’t improving.
2. Employees could be given more control. 6. The leader’s salary is going up a lot.
3. Goals need to be clearly communicated to the 7. Staff diversity isn’t improving.
team. 8. Team members’ sick days are increasing.
4. The workers don’t have to be constantly 9. The relationship with the customers is getting
watched. worse/is deteriorating.
5. The number of vacation days could be increased. 10. Team members feel that they are being
6. The company rules should be updated. shouted at.
7. Rewards for success might be offered./Rewards 11. The number of rules is increasing.
might be offered for success. 12. The relationship between colleagues is getting
8. Profits should be shared with the employees. worse.
L (p. 71) REFLECT

1. a; 2. a; 3. a; 4. b; 5. b; 6. a B (p. 73)
Nouns: bond, drought, function, humility, impact,
M (p. 72) inspiration, predator, role, satisfaction, threat,
Answers will vary. Possible answers: target
1. Sales and profit are falling. Verbs: fire, hire, initiate, observe, reorganize
2. Team members’ job satisfaction is decreasing. Adjectives: complex, diverse, numerous
3. Customer satisfaction is going down. Adverb & other: constantly
4. Complaints are rising.
36 UNIT 4

WHAT’S FUNNY?
UNIT
5
SOCIAL PSYCHOLOGY
Analyze what makes you laugh

CONNECT TO THE TOPIC (p. 75)
Consider the role of humor in your life
• Have students look at the photo and read the
Tell a joke
caption. Ask When was the last time you went
Give a presentation about humor in
to the circus? What do clowns typically do to
your country
make people laugh? What do you think these
two are doing?
SKILLS
LISTENING
Recognize connectors in speech A VOCABULARY (p. 76) 5.1
SPEAKING the questions.
Introduce contrasting information
comedian (n) The job of a comedian is to tell
GRAMMAR jokes and be funny all the time; it must be
Comparative forms tiring work! Have you ever seen a comedian
perform? How did they try to be funny?
deliberately (adv) One of the oldest jokes is to
CRITICAL THINKING
deliberately put a banana skin on the ground, so
Avoid stereotypes
someone will step on it and slip. When you do
something deliberately, is it accidental or on
VIDEO
purpose? (on purpose)
So, What Makes You Laugh? describes and gives
essentially (adv) The appeal of comedy is,
examples of five popular kinds of humor, from
essentially, that it makes us laugh, which feels
slapstick to surreal, and explains why they make
good. Do you think comedy is essentially the
us laugh and the countries where they are most
same all around the world?
popular.
exaggerated (adj) Clowns have exaggerated
face paint, so people can see their emotions
AUDIO
more clearly. If a story detail is exaggerated,
A professor presents four theories of humor that
is it made more or less real? (more)
attempt to explain why we find certain things funny
humorous (adj) He told a humorous story
and relates the theories to the five kinds of humor.
over lunch—everyone was laughing. When
something is humorous, what does it make
you do? (laugh)
logical (adj) When something is logical, you
can use reason to work it out. Some situation
W H AT ’ S F U N N Y ? 37

comedies are funny because the characters
are in a situation that is not logical at all. What • Remind students to rank their examples
is a logical solution to being hungry? (to eat and, at the end of the activity, take a show
something) of hands to decide which program the
problematic (adj) It can be problematic if you majority of the class enjoys the most.
work with your best friend—business and
friendship don’t always go well together. Do you TIP
agree that it’s problematic to work with friends • Write the four types of comedy shows
or family? on the board. If possible, show a short
reality (n) Going to the circus can be a great example of each, without identifying the
escape from reality, because it makes you type. After each clip, ask Which type of
forget everyday life for a little while. What are comedy show is this an example of?
some ways you like to escape from reality?
relieve (v) I usually take a painkiller to relieve
a bad headache. How do you feel when you WATCH & SPEAK 60–75 min
relieve pain? (better)
victim (n) The police can help you if you are EXTRA VIDEO VOCABULARY
a victim of a crime; for example, if your car is Go over the definitions of these items before
stolen. What are some natural disasters that watching the video.
can make people victims? (fires, floods, etc.)
unicorn (n) an imaginary white horse with
VOCABULARY GAME: TIC-TAC-TOE a horn
(See page 70.) improvisation (n) a performance that the
performer (comedian, musician, actor, dancer,
B VOCABULARY (pp. 76–77) etc.) hasn’t practiced. Instead, they make it up
• Say Read the sentence and note the place in the moment.
of the blank and the words around it. Try
to figure out if you need a noun, verb, A MAIN IDEAS (p. 79) 5.1
adverb, or adjective. • Ask Which kinds of humor are physical?
(practical jokes and slapstick)
C PERSONALIZE (p. 77) • Model pronouncing the term self-
• Say Before you speak with a partner, read deprecating. Have students rephrase self-
the statements and ask yourself questions; deprecating humor in their own words.
for example, Do I agree or disagree? Has this
ever happened to me? Have I ever done this? B DETAILS (p. 79) 5.1
• Have students look at the five types of
humor. Ask Are any of these types of
REFLECT (p. 77) humor new to you? If any type is new to
• Before students read the Reflect box, ask several students, discuss it, inviting other
the class Do you watch anything on TV students to offer explanations.
or online that makes you laugh? What • Ask Which type of humor is your favorite?
shows? List some popular shows on the
board. C PHRASES TO KNOW (p. 80)
FORMATIVE ASSESSMENT questions.
• In pairs, have students research a short
laugh about It wasn’t funny at the time, but
comedy skit online and have them act it out
we laughed about it a lot later! Do you have
in front of the class. Check that students’
any stories you laugh about with your
examples match the four types of shows.
family?
38 UNIT 5

laughing at My brother is naturally funny. Even students, if necessary, of the rule to change y
when he’s being normal I’m always laughing at to i before adding -er or -est.
him. What can make you laugh at someone,
in a good way, even when they’re not telling F GRAMMAR (p. 81)
a joke or a funny story? (They do silly things • Ask How do you make the comparative
with their body, they’re clever with words, they form of an adjective that is longer than two
have expressive faces that show exaggerated syllables? (use more or less + the adjective +
reactions, and so on.) than) Say Remember to use the Grammar
laughing with Its OK to laugh at your own box as a guide.
jokes, as long as people are laughing with you. • To do the second part of the activity in a more
What’s the difference between laughing with dynamic way, have students mingle and ask
someone and laughing at them? (Laughing each other one question only, then move on
with: The person telling the joke and the person and ask another question to someone else
hearing it are laughing together; Laughing at: and so on.
Sometimes, only one person is laughing.)
D (p. 80) REFLECT (p. 81)

• To give students some help, tell them one of • Ask Do you consider yourself a funny
the three examples is surreal humor, one is person? What kind of humor do you
wordplay, and one is self-deprecating humor. enjoy the most? Give students a little time
to read and reflect upon the statements.
GRAMMAR Comparative forms (p. 80) FORMATIVE ASSESSMENT

• To make reading the grammar instruction • As you circulate, tell students to use
more interactive, enlarge the box and cut it comparatives to discuss their similarities
up so that the examples are separate from and differences. Monitor how they make
the rules. comparisons.
• Distribute copies to pairs or small groups • Assign each student one of the five
and have students work together to match types of humor in small groups up to five
the rules to the examples. Then have them and have them prepare a short verbal
read the box to check. description of the type of humor. Tell them
• Write two sentences on the board: He to include an example of it and whether or
has less patience than his brother; He has not they like that kind of humor, and why.
fewer friends. Ask What’s the difference
between less and fewer when you are TIP
using comparatives? (less is used with • Ask What are some things you think
noncount nouns, and fewer is used with are funny on the Internet? On TV? In
count nouns) movies? Do you have a relative or friend
who always makes you laugh?
E GRAMMAR (p. 81)
• Ask Look at the two things being compared.
Are they being compared with adjectives,
adverbs, or nouns? Model for the class. Ask A VOCABULARY (p. 82) 5.2
In number 1, what is being compared? (two • Read the definitions below and ask the
persons’ jokes) In what way are the jokes questions.
being compared? (how funny they are) What
part of speech is funny? (adjective) belong (v) to be in the correct place; Where does
• Say Find a similar example in the your pencil case usually belong? (Examples: in
Grammar box and follow the rule. Remind your bag or backpack, on your desk, etc.)

expectation (n) an idea you have about how
something will turn out; What expectations COMMUNICATION TIP (p. 83)
do you have when you come to this class to • Model and drill the examples chorally and
learn English? individually to give students practice using
harmless (adj) won’t or can’t hurt you; Do you them. Use slightly exaggerated intonation
think practical jokes are harmless or can to animate your modeling and encourage
they be dangerous, too? students to sound engaged. Note the
inferior (adj) not good in comparison to falling intonation on all examples except
someone or something else; Is there a brand for Can you explain?, which has rising
of clothing you don’t buy because you think intonation.
it is inferior to other brands? • Remind students that the pitch and
perspective (n) the way you think about intonation of their voice can express
something; What is a word with a enthusiasm, disinterest, doubt, etc.
similar meaning to perspective?
(viewpoint)
relief (n) a sudden feeling of relaxation or C APPLY (p. 83) 5.3
happiness because something bad didn’t • Have students match the expressions in the
happen, or something difficult is over; After Communication Tip to the column heads in
a difficult exam, do you feel relief that it’s the chart.
over, or regret because you didn’t study
hard enough?
REFLECT (p. 83)
ridiculous (adj) unreasonable; foolish; makes
• Take a show of hands to see if everyone
you laugh; What’s an example of a ridiculous
can think of a joke to tell. Have a few
request?
simple jokes prepared to hand out if
superior (adj) of better quality, rank, or
students don’t have their own.
importance; Which do you think is a superior
athlete, a gymnast or a swimmer?
tension (n) a feeling of anger, worry, or fear;
What is one way to reduce tension between • As you monitor, help students with their
two groups of people who don’t like each intonation as they respond to the jokes.
other? (Examples: by telling jokes; by sharing Are they using any of the expressions in
food) the Communication Tip?
threatening (adj) frightening or scary; What • Have students do a pyramid discussion to
are some things that might be threatening? determine the best joke in the class. Start
(people who act suspiciously, aggressive dogs, with pairs, who must decide which of their
a crowd of angry people) jokes is better. Give them one minute to
decide.
VOCABULARY GAME: SPIN A STORY • Each pair meets up with another pair to
(See page 70.) retell the jokes they have chosen.
• Continue grouping in this fashion.
B PERSONALIZE (p. 82)
• Have students write a few notes on their The class will eventually decide which is the
answers before speaking. Once they have best joke.
written some ideas next to each question,
have partners discuss. Then mix up the pairs TIP
so students are working with someone • If students can’t think of a joke they
different. know in English, they may be motivated
to translate a simple one from their first
language.
40 UNIT 5

LISTEN & SPEAK 120 min
LISTENING SKILL Recognize connectors
A PREVIEW (p. 84) 5.4 in speech (p. 86)
• Ask Do you think it’s a funny joke? Call • To consolidate this information, have
on a few students to respond. Encourage students work with a partner to write
them to begin their responses with some another example for two or three of the
of the language from the Tip. Then have five kinds of connectors. Tell them it can
them explain why they did or didn’t like but doesn’t have to be about humor. Do
the joke. one example together. Write on the board
The problem with the movie was that I
B MAIN IDEAS (p. 84) 5.5 didn’t think the final scene was funny at
• Review the meanings of benign and all. ________, I hated the ending.
incongruity. Say Besides meaning • Ask What connector can you add? (Put
“harmless,” benign can also mean “gentle” simply; To put it another way)
or “kind;” incongruity defines a state
of contradiction or when something is
unusual or out of place. E APPLY (p. 86) 5.6
• Say Note in the margin which type of
C PHRASES TO KNOW (p. 84) connectors you have identified and
• Read the example sentences and ask the compare with a partner.
questions.
F APPLY (p. 86) 5.7
out of place I was always very tall as a kid. • To make this activity easier for students,
I looked really out of place in my class pause after each item and ask Which kind of
photos. What means the opposite of out of connector is it?
place? (to fit in, to look or be like everyone
else)
UNIT TASK (p. 87)
pull out My brother never pulls out his wallet
• Ask Do you think there is such a thing
to pay when we go out to eat together. When
as a national sense of humor? Are there
you eat out with your family, who usually
things that are funny in one country
pulls out their credit card to pay first?
but not in another? Are there things
walk into It can be dangerous to walk and text
that are universally funny? Do you
at the same time; you might walk into people
think people your age have a different
on the street. Have you ever walked into
sense of humor compared with other
something because you were looking at
generations in your country?
your phone?
• Have students read through the questions • Share the Unit 5 rubric with the class.
before they listen and take notes as they (ELTNGL.com/reflect1e) Use this rubric to
listen. assess the presentations.
• To make checking their answers easier,
you might want to copy and distribute
G MODEL (p. 87) 5.8
the audio script for students to use after
• Say Take good notes. They will help you
listening.
with the Unit Task.
• Have students compare their charts with a
partner after listening.

H (p. 87) 5.8 J APPLY (p. 89)
• Tell students to keep their own countries • Ask Why do you think stereotypes are
in mind as they listen again. Have them often used by the media or in comedy?
add to their notes any thoughts they have
about similarities and differences between
what they hear in the audio and their own PRONUNCIATION Focus words in
countries. contrasting information (p. 89) 5.9
• Ask Which types of humor were not • Ask How can we change the meaning
mentioned? (wordplay and self-deprecating of a sentence by emphasizing certain
humor) words with extra stress? Listen and
explain how each sentence is different:
Say the following:
SPEAKING SKILL Introduce contrasting I want you to buy me a nice box of
information (p. 88) chocolates. (not flowers or anything else)
• Have students close their books. To I want you to buy me a nice box of
present this skill in a more interactive chocolates. (not anyone else)
way, write on the board Contrast ideas in I want you to buy me a nice box of
a previous sentence and Contrast ideas chocolates. (not steal one!)
between two clauses. Slowly read out I want you to buy me a nice box of
the examples in the skill box in random chocolates. (not a cheap one)
order, and have students vote by a show of • Say Sometimes we can use word stress
hands which category on the board each to contrast information or emphasize an
example belongs to. Then have them read important point.
the skill box to check their ideas.
• Ask When you listened to the examples,
K PRONUNCIATION (p. 89) 5.10
were you able to distinguish between
• To make this activity more dynamic, on the
sentences with two clauses and
second listening, have students clap on the
examples with two sentences? If
stressed words.
necessary, review clauses.
L PRONUNCIATION (p. 89) 5.11
I APPLY (p. 88) • Have students read their predictions aloud to
• Ask What will we call the generation their partner to compare their answers before
after Generation Z? Can you predict how playing the audio.
communication might change for the next • Say As you listen and check your answers,
generation? circle the stressed words.
• Have students share any information in the
chart that they changed. M PLAN (p. 90)
• Ask Think about people you know from
different generations—what do your
CRITICAL THINKING Avoid stereotypes parents or grandparents find funny?
(p. 89) What about your coworkers, other
• Ask Can you think of any stereotypes acquaintances? What about people in your
about the different generations in the country in general?
previous activity? What do you think • Ask What can you infer about popular
about these stereotypes? Do you know types of humor in your country from
people who are different from the TV shows, online videos, popular
stereotypes for their generation? films?
42 UNIT 5

N PRACTICE (p. 90) When you think about the types of humor
• Say Think about how you are going to you enjoy most, are they different from or
get people’s attention at the start of your the same as other people in your family?
presentation—are you going to ask them a In your class?
question, or tell a joke perhaps? How have you improved your
• Remind students to also refer to their notes joke-telling skills in this unit?
from activities G and H. What would you tell someone from
another country about the sense of humor
O UNIT TASK (p. 90) in your country?
• To extend the challenge for students listening, • Ask questions about the academic skills:
have students copy the checklist from activity What connectors do you want to
N into their notebook, one for each presenter, remember from this unit?
and have them check off each item as they What are some words you can use to point
hear it. out differences in ideas when speaking?
• Use the Unit 5 rubric to assess each What did you add to your understanding
presentation. of comparative forms in this unit?
How would you explain the concept of
REFLECT 15–20 min stereotypes to someone who didn’t know
the word?
A (p. 91)
• Ask questions about the Reflect activities: B (p. 91)
What kind of humor do you enjoy the
most? C (p. 91)

ANSWER KEY
CONNECT TO THE TOPIC (p. 75) PREPARE TO LISTEN
1. Answers will vary. A (p. 82)
2. Answers will vary. Possible answer: People 1. a; 2. b; 3. b; 4. a; 5. b; 6. a; 7. b; 8. b; 9. c; 10. c
might try to make others laugh when someone
is unhappy or at a celebration. LISTEN & SPEAK
B (p. 84)
PREPARE TO WATCH 1. c; 2. b; 3. d; 4. a
A (p. 76)
1. b; 2. g; 3. d; 4. f; 5. h; 6. a; 7. j; 8. i; 9. c; 10. e C (p. 84)
1. pulled/pulls out; 2. walks into; 3. out of place
B (pp. 76–77)
1. humorous; 2. problematic; 3. reality; 4. logical; D (p. 85)
5. Essentially; 6. comedian; 7. exaggerated; Answers will vary. Possible answers:
8. relieve; 9. victim; 10. deliberately 1. because we feel less stupid than them/it
makes us feel superior; 2. wordplay and surreal
WATCH & SPEAK humor; 3. in the desert; 4. Not everything that
A (p. 79) is incongruous is amusing./Many incongruous
1. e; 2. c; 3. a; 4. b; 5. d things are annoying or dangerous./It’s too simple.
5. It turns into relief. 6. wordplay; 7. harmless/not
B (p. 79) dangerous; 8. The meaning of the word
1. in the face; 2. exaggerated slapstick; 3. is in
reality; 4. more popular; 5. European countries; E (p. 86)
6. easily shared; 7. the victim; 8. on the moon; a. 5; b. 4; c. 1; d. 2; e. 3
9. wrong meaning; 10. in English
F (p. 86)
C (p. 80) 1. a; 2. b; 3. a; 4. a
1. laughing with: to join with others in
laughing; 2. laughing at: to focus your laughter at G (p. 87)
someone or something, often unkindly; 3. laugh 1. My country in general: very important
about: to find something funny My generation: very important
2. My country in general: on TV
D (p. 80) My generation: on mobile phones
Answers will vary. Possible answers: 3. My country in general: slapstick
1. wordplay; 2. surreal; 3. self-deprecating My generation: practical jokes, surreal humor
E (p. 81) K (p. 89)

1. funnier than; 2. as humorous as; 3. more easily; 1. She likes slapstick, but I prefer self-deprecating
4. as much as; 5. more comedies than humor.
2. We watch humor online, but they usually watch
F (p. 81) it on TV.
1. more homework than; 2. more friends than; 3. In contrast to my peers, I don’t enjoy practical
3. more clothes than; 4. more independent than; jokes.
5. as much as; 6. better than 4. The average person likes slapstick, whereas we
prefer surreal memes.
44 UNIT 5

L (p. 89) REFLECT
1. Generation Z was born between the late 90s B (p. 91)
and 2010s, while Generation X was born much Nouns: comedian, expectation, perspective,
earlier. reality, relief, tension, victim
2. I’m a fan of surreal humor although my parents Verbs: belong, relieve
hate it. Adjectives: exaggerated, harmless, humorous,
3. In contrast to my friends, I don’t spend hours inferior, logical, problematic, ridiculous, superior,
online watching videos. threatening
4. I felt relaxed, while some people felt there was Adverb & other: deliberately, essentially
a lot of tension in the room.
5. Everybody loves humor; however, not everyone
loves the same kind of humor.
6. I like watching funny videos, but it might be
more fun making them.

BUILDING BETTER CITIES
UNIT
6
URBAN STUDIES
Evaluate the pros and cons of living

environments
• Have students look at the photo and read
Propose a solution to an urban problem
the caption. Ask What do the shapes of the
Consider initiatives for improving urban
buildings make you think of? Tell students the
sustainability
skyscrapers were designed by Iraqi architect
Present a plan for a new public space
Zaha Hadid, and the tallest one is the third-tallest
female-designed building in the world. Some say
SKILLS the buildings are meant to represent Chinese
fans; others say they are river stones, or even fish.
LISTENING
Understand reporting verbs
SPEAKING
Present persuasively
the questions.
GRAMMAR
Reporting verbs
argue (v) In school sometimes we have to
write a discussion essay, where you have to
CRITICAL THINKING
argue two sides of something, and come to a
Identify criteria and constraints
conclusion. Have you ever argued a point in a
debate or formal written argument?
VIDEO authority (n) The education authority has official
The video The Sustainable City describes the responsibility for public education in the city.
features of a housing development in Dubai. Who usually employs local authorities?
This community’s goal is to be a net-zero-energy (a state or city government)
urban development, generating all its own energy compact (adj) A compact car is a small car that
from solar panels—26,000 installed so far—to is easy to park in big cities with limited parking
allow the residents to live in a sustainable and space. Is it helpful to have a compact car
environmentally friendly community. where you live?
demolish (v) I think it’s sad when old buildings are
AUDIO demolished to make space for new ones. I like old
How to Plan a City is a podcast interview of a architecture better. Do you care or not when old
city planner and an architect, who talk about the buildings are demolished for new buildings?
principles they think are important in order to build factor (n) One important factor in architecture
better cities. is geographic location. Architects need to
46 UNIT 6

consider whether the building they are
planning is appropriate for the location. What REFLECT (p. 95)
other factors do you think architects need • Ask Do you listen to podcasts? What
to consider? (what building materials are about? (Clarify if necessary that podcasts
available, climate, cost, how people will use the are audio recordings available to download
space, etc.) or stream from the Internet on a range of
ideal (adj) The ideal person for a job is the best topics.)
person—the one with the perfect combination
of experience and qualifications. What are FORMATIVE ASSESSMENT
some of the ideal skills or qualities for an • As you monitor, listen for and note any
architect to have? (creativity, vision, good errors with the use of comparatives (Unit 5
management skills, thorough knowledge of grammar) to go over with students
computer-aided design, etc.) afterward.
layout (n) The layout of the city was well • Have students work with a partner to have
planned. It was easy to find your way around, a phone conversation imagining they have
and everything you needed was close by. What recently moved to one of the places in the
is the layout of your house or apartment photos. Have them use their own phones
like? Are the bedrooms at the front or the as props if appropriate. Say Imagine you
back of the building, for example? have both recently moved. Each of you
principle (n) One of the important principles pick a different picture, then call your
of town planning is to have a vision for how partner and tell them what life is like in
the town should grow in the future. What’s your new home, what there is to do, and
another way to say principle? (basic rule or if you like it or not.
idea to follow)
propose (v) When architects propose a design TIP
for a building, they usually have a plan they • Say The photo on the left is called a
present using visuals with a few different ideas housing development or subdivision.
the client can choose from. What’s another
word for propose? (to suggest)
urban (adj) Urban fashion and urban music
LISTEN & SPEAK 60–75 min
come from towns or cities but are popular in all
areas. What’s the opposite of urban? (rural,
A MAIN IDEAS (p. 96) 6.2
relating to the countryside)
• Before students open their books write
Barcelona, Cusco, Hoi An, Paris on the board.
VOCABULARY GAME: BINGO
Ask Have you ever visited any of these
(See page 70.)
cities? Do you know what countries they
are in? (Spain, Peru, Vietnam, and France) Ask
B (p. 95)
Which city would you like to visit the most?
• To lead into this activity, have students work
• Tell students to open their books to page 96
with a partner. Say One of you close your
and have a look at Hô.i An. Ask What do you
book. The other person needs to choose
think? Does it look like the kind of place
one of the photos at the top of page 95
you’d like to visit? Have students listen to
and describe it to your partner, without
the audio and do the activity.
showing them the photo. Once students
have had enough time to select and describe
B DETAILS (p. 97) 6.2
one of the photos to their partner, say Now
• Suggest that students take notes as they
show the photos to your partner. Can they
listen. After students have completed the
point to the one you described? Then have
activity, ask Looking at the details from
students complete the activity.
the podcast, which one was the most
interesting to you?
BUILDING BET TER CITIES 47

C PHRASES TO KNOW (p. 97) F APPLY (p. 98)
• Read the example sentences and ask the • To make feedback more active, ask the class
questions. to answer by a show of hands. Say Hands
up if you chose a. Who chose b? Nominate
calling for When politicians make a mistake, different students to read out the correct
you often find people immediately calling meaning for each one.
for their resignation. If you are calling for
something, what are you doing? (asking or
demanding that something happen) CRITICAL THINKING Identify criteria and
pointed out When my friend told me he constraints (p. 99)
wanted to buy an apartment in the city, I • Ask Has anyone here ever made a list
pointed out that right now everything is too of advantages and disadvantages when
expensive, and he should wait. When you they’ve had a difficult decision to make?
point something out to someone, are For example, should you move to a
you correcting their mistake, or bringing new home? Or change your job? What
something to their attention? (bringing decision did you make?
something to their attention) • Say We can use the same strategy to
knock down There used to be a beautiful old help us solve all kinds of problems.
church in my neighborhood, but they knocked Have a look at the Critical Thinking box.
it down to make a parking lot. Do you know of • Ask Can you write a definition of criteria
any old buildings that were knocked down and constraints in your own words?
where you live? (Possible answers: Criteria are your
requirements for success; constraints are
D (p. 97) factors that might limit your chances for
• To incorporate listening into this activity, have success.)
students close their books and dictate the
quotations to them while they write them in
G (p. 99) 6.4
their notebooks. Then have them open their
• Before playing the audio, ask Have you
books to check their writing and discuss the
ever seen a building with plants on the
questions.
walls, inside and outside? If possible, show
the class pictures of Stefano Boeri’s Milan
LISTENING SKILL Understand reporting apartments.
verbs (p. 98) • Ask How might trees and plants help a
• To present this information in a more building stay at a comfortable temperature
dynamic way, create four columns on the year-round? Explain, if necessary, that plants
board with the heads: talk about a fact or and soil make good insulation. They stop heat
observation, refer to or evaluate a theory, escaping in the winter and stop heat entering
give advice, ask for action and write the in the summer.
reporting verbs on sticky notes. Then
hand out the sticky notes to pairs or small
REFLECT (p. 99)
groups and have them discuss and stick
• Have students in groups of three read
the note into the correct column. Then
aloud each section of the chart in turn to
have them open their books to check.
each other. Remind students to keep the
constraints in mind. Ask How will the
E APPLY (p. 98) 6.3 constraints limit your options?
• Say Look in the skills box to match the
meaning of each reporting verb used and
write it in the margin next to each gap.
48 UNIT 6

maintenance (n) the work needed to keep
FORMATIVE ASSESSMENT something in good condition; If you had
• As you monitor, make sure students are a bicycle, would you be able to do your
referring to the chart, using unit vocabulary, own maintenance on it, such as fixing any
and getting a chance to contribute their problems, and cleaning and adjusting it
ideas. regularly?
• Assign one of each of three problems portion (n) a share or part of something larger;
to three students in a group; for Do you know what portion of your week you
example—student 1: moving to a new spend studying?
house or apartment; student 2: creating revenue (n) income that a government or
an environmentally friendly apartment company receives; How do governments get
building; student 3: repurposing an old revenue? (taxes, fines)
warehouse. Have each student create a sensible (adj) reasonable; a good idea; Why
four-image slideshow using visuals only to is it sensible to recycle plastic? (because
illustrate their issue—slide 1: the problem; it doesn’t biodegrade quickly, and it causes
slide 2: criteria for success; slide 3: massive pollution on land and especially in the
constraints; slide 4: solution. Then have oceans)
each student use their visuals to present sustainability (n) the ability to be maintained
their problem and solution to their group. without causing damage to the environment;
What are some things that offices try to do
TIP to improve their sustainability? (recycle; go
• Ask What can you do without a lot of paperless; use alternative energy sources, such
money? What can you do with a large as solar panels; install energy-efficient light
indoor space? Write students’ ideas on bulbs)
the board. system (n) a way of doing things; Do you
have a system for marking a text while you
read? Do you use highlighters? Underlining?
Sticky notes?
B PERSONALIZE (p. 100)

• Make a list of the best systems for
• Read the definitions below and ask the
remembering vocabulary and display it in the
questions.
classroom.
cluster (n) a group of similar things that are
VOCABULARY GAME: THREE CLUES
close together; Why might there be a cluster
(See page 70.)
of people outside a store at 9 a.m.? (It’s
when the store opens; perhaps there’s a sale
C (p. 101) 6.6
going on.)
• To extend this listening, assign the letter
economic (adj) relating to money, industry,
A, B, C, or D to each student in the class in
or trade; When was the last economic crisis
groups of four. As you play each section of
you can remember—when people had less
the listening have one letter/student listening,
money all of a sudden?
with the other students covering their ears.
feature (n) an important or typical part of
• Have the student who was listening recount
something; What are some of the best
to their group what they heard. Repeat for the
features of your hometown?
other sections, with each student listening
filter (v) to remove solids from gases or liquids;
and recounting in turn.
Why do people filter air and water? (to make
• Play the listening a final time with everyone
it healthier to breathe or drink)
listening for students to complete the activity.

WATCH & SPEAK 120 min
COMMUNICATION TIP (p. 101)
• Model these phrases for students, have A PREDICT (p. 102)
them repeat chorally, and then model and • Before students read the activity, say Look at
nominate individuals to repeat on their the picture. What can you see in it? What
own. Extend the activity by having them is this kind of picture used for? (planning a
verbally finish the sentences with their new town or city)
own ideas.
Go over the definitions of these items before
watching the video.
REFLECT (p. 101)
• Ask What do you think a sustainable contentious (adj) something that can cause
city might be like? Point out the sentence disagreement or argument
under the infographic title. Explain tenant (n) the person who pays money to live
greenhouse gases, if necessary. Say in a house that is owned by someone else
Greenhouse gases include various
compounds, such as carbon dioxide
• Ask Which cluster of villas do you think is
and methane, which stop heat escaping
the best located? Why?
from Earth into space, contributing to
global warming. C DETAILS (p. 103) 6.1
• Ask Which feature do you like the best?
• As you monitor, have students wait for D PHRASES TO KNOW (p. 103)
your cue to move on to the next question, • Read the example sentences and ask the
to ensure they discuss each one in full. questions.
Listen for facts and reasons that students
go through the roof Housing prices have
share to support their opinions. Instruct
gone through the roof over the last few years—
students to move on when you see that
everything is so much more expensive all of a
the conversation around each one naturally
sudden. Do you know of any product or service
winds down.
whose price has gone through the roof lately?
• Have students work with a partner to
car free People love walking around car-free
agree on a ranking for the six examples
cities, but you do have to look out for bicycles
from most effective at reducing
and scooters, even if there are no cars! Does
greenhouse gases to least effective. Have
car free mean no cars or cars that don’t cost
one from each pair report back verbally to
anything? (no cars)
the class their ranking.
put into perspective For some people, it isn’t until
they have their own children that they start to think
TIP
about the future of the environment, because
• Explain that initiative here refers to an
having children really puts things into perspective.
action, possibly begun by citizens,
What other kinds of life events can put things
that could potentially become the law.
into perspective? (starting a new relationship,
Ask What do the icons represent?
experiencing sudden economic hardship or a
Which initiative do you think will
natural disaster, moving to a new place)
get rid of the most greenhouse gas
emissions? E (p.103)
• To make this discussion more dynamic,
have students first note down their answers
individually, and then in an open-class format,
have one student nominate another student
50 UNIT 6

and ask them a question. Once that student H MODEL (p. 105) 6.10
has answered, the respondent chooses • Ask What did the architect Mies van der
another student to answer the next question, Rohe claim? (that successful buildings bring
and so on. Extend the activity by repeating together nature, buildings, and humans) Are
the round of questions a second time. there any buildings you know of that do this?
I (p. 105) 6.10

PRONUNCIATION Linking words • Make the audio script available to students for
(p. 104) 6.7 them to check their answers. Say Highlight
• Before students read the Pronunciation box, any useful language you think you could
write the following on the board: The man use in your Unit Task presentation.
said, “I have to wask why yis where we come
from so wimportant to some people?” Point J RESEARCH (p. 105)
to the sentence and say The other day I did • Note that students need to do some work
a dictation with one of my students, and outside of class for this activity. If you are
this is what they wrote. Ask What went short on time, students could survey people
wrong? (spelling mistakes, should be “The in your school instead.
man said, “I have to ask why is where we
come from so important to some people?”)
Circle the extra letters and ask Why did the GRAMMAR Reporting verbs (p. 106)
student add these letters? (We hear them • Before students read the Grammar box,
when they are spoken.) Say Sometimes we write on the board The designers of the
add sounds when we speak English to Sustainable City in Dubai hope that their
make things easier to say. development will inspire other people to
live in net-zero-energy housing.
• Ask Who said what? (The designers said
F PRONUNCIATION (p. 104) 6.8 they hoped that their design would inspire
• Point out that several of the first words in other people.) Say We often report back
the pairs end in y. Say Although y is a what people have said or written using
consonant sound (such as yes), it can a set of verbs called reporting verbs.
make a vowel sound at the end of a word, • Ask What is the reporting verb in the
which creates the linking sound /y/. sentence on the board? (hope [that])
• Nominate a student, model, and have the How does the sentence change if you
student repeat after you. Then repeat the say hope that instead of insist that?
process with one or two more students. (i.e., The designers in Dubai insist that
their development will inspire . . .) Which
G PRONUNCIATION (p. 104) 6.9
statement is stronger? (the one with
• Extend this activity by having students
insist that) Say So, reporting verbs can
choose one of the pairs of words from activity
also help us understand more about the
F and write their own sentence.
speaker’s attitude and intention.
UNIT TASK (p. 105)

K GRAMMAR (p. 106)
• Say Think about your town or
• Say If both options sound natural to you,
community. How could you make it a
circle both.
better or more sustainable place to live?
• Extend this activity by showing some of the
famous buildings designed by Antoni Gaudi
and Philip Johnson and have students create
• Share the Unit 6 rubric with the class. Use sentences around a few more of their quotes;
this rubric to assess the presentations. for example, “Architecture is the art of how to
(ELTNGL.com/reflect1e) waste space” (Johnson), “Anything created

by human beings is already in the great book O PREPARE (p. 108)
of nature” (Gaudi). Refer students to the • Allow students some online research time
reporting verbs in the Grammar box. to find a famous quote to support their
presentation. Say Look back at the Speaking
L GRAMMAR (p. 106) Skill box on page 107 for tips on how to
• Make this activity more interactive by requiring make your presentation more persuasive.
the partner to ask a follow-up question in
response. For example: Someone once advised P UNIT TASK (p. 108)
me to take up yoga; follow-up questions: Really, • To facilitate their choice on the most successful
did you? What do you do for exercise? presentation, have students give each
presentation a score, with 10 being the highest,
on impact of changes, persuasiveness of the
SPEAKING SKILL Present persuasively presentation, and use of visuals to support the
(p. 107) key points, for a maximum total of 30 points.
• Say When someone speaks • Use the Unit 6 rubric to assess each
persuasively, they make you believe, or presentation.
make you want to do, a particular thing.
• Ask Look at the example in number 4. REFLECT 15–20 min
How many times are the important
words repeated? (3) When presenting, A (p. 109)
we often group important information in • Ask questions about the Reflect activities:
3s because it makes them easier to say Thinking back to the two different living
and emphasize. environments we talked about at the
• To extend this activity, have students beginning of the unit, are you more a
look back at the audio script for 6.10 and big-city apartment person, or a house in a
underline examples of these techniques. development person?
(Examples: 1. The famous architect Mies van What solution did you propose for the old
der Rohe claimed that successful buildings hall on page 99?
bring together nature, buildings, and Which country’s sustainability initiative did
humans. 2. Many people claim they feel lost you like the best? Why?
in a square that is bigger than that. 3. If this What feedback did you get from your
is true, then the Plaza Shopping Mall in the teacher and classmates about your plan for
center of town is a failure. 4. Number one, a new public space?
the new square must be beautiful. Number • Ask questions about the academic skills:
two, it must appeal to everyone and bring What does the following group of
people together. Number three, it must be reporting verbs help you do: propose,
environmentally sustainable.) argue, claim, estimate? (refer to or evaluate
a theory)
How should you feel after someone gives a
M APPLY (p. 107) good persuasive presentation? (convinced,
• Say Add “A famous architect once impressed, ready to take action)
said . . .” to one of the sentences, or write Looking back at the reporting verbs we
another one, and include a quotation. studied, which ones do you want to
remember to use again? Why?
N PLAN (p. 108) When faced with a problem, what do
• Circulate and help students think of a few identifying criteria and constraints help us
likely constraints to help guide their project. do? (reach a solution)
Some examples might be limited money,
time, a requirement to keep certain features B (p. 109)
of an original building.
C (p. 109)
52 UNIT 6

ANSWER KEY
CONNECT TO THE TOPIC (p. 93) WATCH & SPEAK
1. Answers will vary. A (p. 102)
2. Answers will vary. a. 4; b. 2; c. 1; d. 3
PREPARE TO LISTEN B (p. 103)

A (p. 94) Answers will vary.
1. urban; 2. factor; 3. argue/have argued/argued; 1. T
4. ideal; 5. compact; 6. demolished; 7. authority/ 2. F They don’t allow cars in the city in the
authorities; 8. proposed; 9. layout; 10. principle clusters (of villas). / They don’t allow cars in the
city.
LISTEN & SPEAK 3. F They use wind solar panels to create their
A (p. 96) own electricity.
1. c; 2. b; 3. a; 4. c 4. T
5. F Residents pay high no maintenance fees.
B (p. 97)
1. be compact; 2. less beautiful; 3. 30 minutes/half C (p. 103)
an hour; 4. new cities; 5. someone’s face; 1. north; 2. villas; 3. thousands; 4. closed; 5. 25;
6. demolish a building/knock something down; 6. rent; 7. free
7. (18) glass towers; 8. disease and overcrowding;
9. people together D (p. 103)
1. a; 2. b; 3. b
C (p. 97)
1. a; 2. c; 3. b F (p. 104)
1. /w/; 2. /y/; 3. /y/; 4. /w/; 5. /y/; 6. /y/; 7. /w/;
E (p. 98) 8. /y/; 9. /w/
1. estimate; 2. arguing; 3. calling for;
4. pointed out; 5. recommends G (p. 104)
1. energy /y/ of; 2. we /y/ avoid; 3. so /w/ important;
F (p. 98) 4. to /w/ orient; 5. we /y/ actually; 6. go /w/ up
1. a; 2. b; 3. b; 4. a; 5. a
H (p. 105)
G (p. 99) 1. Plaza Shopping Mall
1. new, environmentally friendly apartment 2. A public square with a fountain and trees
building; 2. beautiful on the inside and outside;
3. environmentally friendly and different; I (p. 105)
4. 65 million 5. hot in summer and cold in winter; Problem it solves: lack of public space, lack of
6. trees and plants plants and trees (in the center of town)
Special features: compact, a fountain, tall trees
PREPARE TO WATCH for shade, benches for people to sit on, a portion of
A (p. 100) the square used for a cafe
1. filter; 2. sensible; 3. portion; 4. system; Criteria for success: must be beautiful, must
5. revenue; 6. cluster; 7. feature; 8. economic; appeal to everyone and bring people together,
9. sustainability; 10. maintenance must be environmentally sustainable
Constraints on success: budget, size
C (p. 101)
1. 550; 2. banned; 3. 49; 4. single-use

K (p. 106) REFLECT
1. that; 2. that I should/to; 3. that; 4. to follow; B (p. 109)
5. that we demolish/demolishing; 6. that it was; Nouns: authority, cluster, factor, feature, layout,
7. that I should talk/talking; 8. me that maintenance, portion, principle, revenue,
sustainability, system
M (p. 107) Verbs: argue, demolish, filter, propose
Answers will vary. Possible answers: Adjectives: compact, economic, ideal, sensible,
1. I strongly believe that we need more public urban
space in our town.
2. Great towns need a great mix of great buildings.
They need public spaces. They need housing.
And they need office space.
3. Many people believe that a new public square
will really benefit our town.
4. In the next 30 years, Peter Calthorpe claims
that we will need city space for 3 billion more
people.
54 UNIT 6

RETHINKING TOURISM
UNIT
7
SOCIOLOGY
Assess the impact of tourism

Consider tourism from various perspectives
• Have students look at the photo and read the
Reflect on tourism preferences
caption. After they have answered the questions,
Present a plan for an online tourist experience
say The aurora borealis, or northern lights,
are a colorful, naturally occurring display in
SKILLS Earth’s atmosphere. The spectacular display
LISTENING can be seen in the polar region of the Northern
Listen for rhetorical questions Hemisphere. A similar display can also be seen
in the Southern Hemisphere around Antarctica,
SPEAKING where the lights are called aurora australis.
Give an overview of a presentation
GRAMMAR
Future forms A VOCABULARY (p. 112) 7.1
• Read the definitions below and ask the
CRITICAL THINKING questions.
Consider an issue from various perspectives
demand (n) a strong need for something; When
VIDEO lots of tourists visit a place at the same time,
Spoiling Skye? describes the impact of the rapid there’s a strong demand for hotel rooms.
increase in tourism on the tiny island of Skye, off What else might there be a strong demand
the west coast of Scotland. The lack of tourist for when tourists visit a place? (restaurants,
accommodations on the island is discussed, as transportation, tour guides)
well as its impact on Skye’s residents, as more dramatic (adj) amazing and exciting; What is
landlords offer their homes to tourists, making something dramatic you’ve seen that amazed
it hard for the locals to find affordable long-term you?
housing. elsewhere (adv) in or to another place; Have you
ever had to go elsewhere, because a restaurant
AUDIO
or tourist attraction was too crowded?
An expert on online tourism discusses the growing
isolated (adj) not near to other places; Do you
popularity and variety of these online experiences,
prefer a vacation somewhere that is isolated,
where people can spend an hour or two with an
or do you like to visit a place with a lot of
experienced online tour guide and not only visit
shops and people?
places around the world, but learn to cook, dance,
landlord (n) a person you pay rent to, that owns
hear a concert, tour a museum or even a coffee
the house you live in; Do you live in a home
plantation in the mountains of Mexico.
that you rent from a landlord?
RETHINKING TOURISM 55

minimize (v) to make something as small as
possible; What are some ways to minimize REFLECT (p. 113)
the impact we have on the environment? • Ask What do you know about Scotland?
(recycle, use renewable energy) Has anyone been to any of its many
occurrence (n) something that happens; Is islands? Or to any other hard-to-get-to
seeing a wild animal a regular occurrence place?
where you live?
promotion (n) an activity you do to advertise FORMATIVE ASSESSMENT
something; What is a good way to run • As you monitor say Use bullet points to
a promotion for tourism? (advertise on make notes because it makes it easier to
television or the Internet) read them. How many bullet points do
regulations (n) rules from the government you have in each column? Ask students
or official organizations that control how questions about their bullet points to make
something is done; Do you think it’s a good sure they understand the infographic.
idea to have regulations for renting your • Have students do some online research to
home to tourists, or do you think people find another place that has been impacted
should be able to do what they want with by tourism, and have them answer the
their own houses? following: Where is it? What has the
ruin (v) to destroy or spoil something; What impact been? How are any problems being
other kinds of things, aside from bad addressed? Have students present their
weather, can ruin a vacation? (travel delays findings to each other in small groups.
and cancellations, getting sick)
TIP
VOCABULARY GAME: WORDPLAY • Ask Do you think the Isle of Skye is a
(See page 70.) big place? Easy to get to? What do you
think happens when a lot of tourists visit
B PERSONALIZE (p. 112) a small place like this?
• To do this activity in a more dynamic way,
use a speaking circle: Divide the class into
two groups and have them form an inner
WATCH & SPEAK 60–75 min
circle and an outer circle. The inner circle
students should face a person in the outer
A PHRASES TO KNOW (p. 114)
circle. Set a timer for one or two minutes and
have the inner circle students answer the
questions.
first question. Students are free to discuss
the question with their partner in the outside
jumping on the bandwagon I loved the band
circle. Repeat these steps for each of the
Radiohead before anyone else—now all my
three questions.
friends are jumping on the bandwagon and
• Then have the students in the inner circle
saying they love them, too. Can you think
move one person to the right. Next, students
of anything that you knew about before it
reverse roles, with the outside circle students
became popular and everyone else jumped
responding to the questions.
on the bandwagon?
pointing the finger When a big mistake is
C (p. 113) 7.2
made at work, my boss is always pointing the
• Extend this activity by having students read
finger and trying to blame someone. How do
out the definition for one of the missing
people react when someone is pointing the
words to a partner, and have the partner
finger at them? (They might feel embarrassed,
identify the word. Then students swap roles.
defensive, angry, etc.)
56 UNIT 7

cashing in on The producers of popular
movies for kids often try cashing in on their COMMUNICATION TIP (p. 116)
success by selling products related to the • Demonstrate the idea for the students.
movie. What kinds of products are usually Write on the board Last weekend I
sold as a way of cashing in on a movie’s went skydiving. Ask a student to read
success? (toys, clothing, school supplies, all the sentence aloud. Respond and say
kinds of branded products) Skydiving!? with rising intonation.

E PRONUNCIATION (p. 116) 7.4
Go over the definition of this item before watching
• Say Draw the intonation next to the
the video.
sentences like the examples in the
Pronunciation box.
isle (n) another word for island commonly used
in place names, often for small islands F PRONUNCIATION (p. 117)
• Have the students suggest a response
B MAIN IDEAS (p. 114) 7.1 from the Pronunciation box to the activity
• Tell students to take notes and listen question. (For example, absolutely would be
especially for details such as numbers and an enthusiastic yes.)
percent.
• When students have finished watching, ask
What do you think, is too much tourism an CRITICAL THINKING Consider an issue
easy problem to fix? from various perspectives (p. 117)
• Ask Think of the video about the Isle of
C DETAILS (p. 115) 7.1 Skye. What two groups of people are
• Ask What can we learn from this story? focused on, and how are they impacted?
Do you think there are similar situations in (homeowners/landlords—positively, and
many other places? local tenants—negatively)
D (p. 115)
• First, have students read and think about the REFLECT (p. 117)
questions. Then ask Have you ever visited a • Say Sometimes high levels of tourism can
place with a lot of tourists? Did the number create problems in local communities,
of tourists have any impact, positive or as in Skye; however, the problems—and
negative, on the experience? How would benefits—are not just related to where the
you feel if you were told you couldn’t rent tourists stay, are they? Think about that.
your home to tourists?
PRONUNCIATION Intonation in short • As you monitor, ask Can you think of a

exchanges (p. 116) 7.3 positive AND negative for each group?
• Say Read the information in the box • Have the students role-play a television
and the short conversation. Which interview in groups of three, with one person
adjective means you are not sure of playing the role of a happy homeowner from
something? (doubtful) Which one shows the Isle of Skye, another an unhappy Skye
you’re excited and really interested in local, and the third the interviewer. Have the
something? (enthusiastic) students brainstorm the interview questions
• Play the audio and drill the examples together and act as if they are on camera.
chorally and individually, pausing the audio Give them time to practice and record the
to allow time for the students to repeat. interview, if possible, to make the role-play
more authentic.

nonetheless, people generally agree that it
TIP creates jobs, and more jobs is a good thing.
• Say Think about the consequences of What’s another way to say nonetheless?
high levels of tourism for things like (however, yet, still, nevertheless)
the environment, crime, and traffic, for simplify (v) A good teacher will always simplify
example. complicated concepts, or ideas, so students
can understand them better. Do you think
anyone can simplify English grammar, or is
PREPARE TO LISTEN 35–45 min it just too complicated?
specialty (n) Usually a chef has a speciality,
A VOCABULARY (p. 118) 7.5 one dish for which they are well known and
• Read the example sentences below and ask that they are very good at making. Do you
the questions. have a specialty in the kitchen? What do you
like to cook for your friends?
charge (v) I don’t like to eat in restaurants that
charge for water; I think water should be free. VOCABULARY GAME: SPIN A STORY
How do you feel about restaurants that (See page 70.)
charge for water?
desire (n) Many young people have a desire to B PERSONALIZE (p. 119)
see the world because they’ve grown up in one • Ask How do you make the statements into
place and haven’t traveled much. Do you have questions? (When was the last time you . . .)
a desire to visit anywhere in particular? Say Ask and answer the questions with
dynamic (adj) When you work in tourism your partner.
you have to be dynamic—full of energy and
enthusiasm. What are some other jobs where
REFLECT (p. 119)
it’s important to be dynamic? (teaching, sales,
• Display the photos only, or have the students
looking after young children)
cover the text next to the photos in their
feedback (n) Every time I buy something online,
book and ask Can you guess where this is?
I get an email from the company asking me for
Would you like to visit this kind of place?
feedback about the shopping experience and if I
am happy with my purchase. Why do companies
want customer feedback? (to improve their
service, to take care of any problems) • As you monitor, encourage students
host (v) I love cooking, so I frequently host to imagine the online version of each
dinner parties for my friends. What do you experience. Make sure they are giving
have to do when you host a party? reasons for which tour would work best
informative (adj) When I asked the police officer online. Ask Which activities just wouldn’t
for directions, he was very informative, telling me be the same online? How could you make
exactly where to go and even which bus to take. up for the fact that they are online?
When something or someone is informative, • Have pairs of students each choose one of
what do you get a lot of? (information) the activities and have them role-play a phone
mainstream (adj) Hip-hop has now become call to each other, telling about this recent
mainstream, but when it started in New York tourism experience they had, what they did,
City over 40 years ago, it wasn’t recognized as what it was like, and who they were with.
the cultural force it would become. What are
some formerly mainstream things that have TIP
disappeared in recent years? (cassettes, CDs, • Ask How important to you is reading other
non-smartphones) people’s feedback when you are deciding
nonetheless (adv) There are many on a tourist activity to do? How active do
disadvantages to high levels or tourism; you like to be when you are a tourist?
58 UNIT 7

LISTEN & SPEAK 120 min
UNIT TASK (p. 123)
A PREVIEW (p. 120) • Say Now it’s your turn to share your
• Ask What is the woman on the left holding favorite place with the world!
in her hand? (smartphone on a stick)
B MAIN IDEAS (p. 121) 7.6 • Share the Unit 7 rubric with the class. Use
• Say Before you listen, read the options and this rubric to assess the presentations.
underline the key words in each sentence. (ELTNGL.com/reflect1e)
These are the details you need to listen for.
C DETAILS (p. 121) 7.6 G MODEL (p. 123) 7.8

• Ask Would you like to join Ricardo’s class? • Go over the words in the box. Explain
If you’re not a coffee fan, then what other imperfection. Say Sometimes when you
online tourism experiences would you like shop, you may find things that you can
to try? Do you think you could become an buy for less than the usual cost because
online tour guide? they have something slightly wrong with
them. These small mistakes are called
D DETAILS (p. 122) imperfections, meaning that the item isn’t
• To do this activity in a more dynamic way, perfect. But usually you don’t even notice
have the students raise their hand as they these imperfections.
hear each correct answer, as well as check.
H NOTICE THE GRAMMAR (p. 124)
E (p. 122) • Write the two sentences on the board.
• Ask What equipment do you need? What • Ask Can you identify the subjects and verb
kinds of skills should you have? What patterns in each sentence? Go over the
might your specialty be? Do you think you following with the class:
could be dynamic enough? We’re going to keep (subject + are + going to
+ base verb form)
we’ll be charging (subject + will be + verb + -ing)
LISTENING SKILL Listen for rhetorical (We hope that) it will be (subject + will + base
questions (p. 122) verb form)
• Before the students read the skill box ask
Has anyone ever asked you a question
that they didn’t really expect you to GRAMMAR Future forms (p. 124)
answer? For example, has anyone ever • Go over the Grammar box instruction with
told you about something bad that the class.
happened to them and then asked “Why • Have students work with their partner to write
do these things always happen to me?” an additional example sentence for each rule.
What is the term in English for these • To raise the challenge and consolidate
kinds of questions? (rhetorical questions) the information, have partners create
two questions each, based on the rules
in the box for future forms. First, one
F APPLY (p. 122) 7.7 student asks their questions, and the other
• Remind students that they’re listening for a student responds without checking in the
question. After going over the answers, ask book. Then the other student asks their
Which experience would you prefer? questions. For example, a student might
ask What are two ways to make simple
predictions? (use will + base form of the
verb, or use be + going to + verb)

I GRAMMAR (pp. 124–125) M PREPARE (p. 126)
• Say Numbers 2 and 6 only have one • Say Remember to start with an overview.
answer; the others have two or even three.
N UNIT TASK (p. 126)
J PERSONALIZE (p. 125) • Say Listen carefully. How does the other
• To extend this activity, create a story chain group make their presentation dynamic?
around the class by having each student • Use the Unit 7 rubric to assess each
transform the second part of sentence 1, presentation.
continuing it with their own idea. For example,
When I have some free time, I will visit my REFLECT 15–20 min
parents is transformed by the next student to
When I visit my parents, I will . . . (the student A (p. 127)
completes the sentence) and so on. • Ask questions about the Reflect activities:
How do you feel about the effects of
tourism on the Isle of Skye?
SPEAKING SKILL Give an overview of a Which groups of people mainly benefit
presentation (p. 125) from high levels of tourism?
• Say Highlight or underline the What kinds of tourism experiences would
adverbs in the box that help you order you like to try, both online or in person?
information. (First, Then, After that, What did your classmates like about your
Finally) plan for an online tourist experience?
• Point out that each introductory word • Ask questions about the academic skills:
is followed by a comma. The comma What do rhetorical questions help us do?
indicates that you pause slightly after What are some of the adverbs we can use
speaking the word. to structure an overview? What are some
of the different ways to talk about the
future that we looked at in this unit?
K APPLY (p. 125) 7.9
What is a good way to help you think
• Ask Which one has the future continuous
about and keep track of the different
verb form? (4. will be making)
groups of people that might be impacted
by an issue? (make a list or chart of the
L PLAN (p. 126)
groups)
• Say Plan to include a rhetorical question or
two in your presentation.
B (p. 127)
• Tell students they can use the model chart
in activity G as a guide. Clarify the format of
C (p. 127)
the chart by using the Italian pasta-making
example from activity K to fill in a section:
Host Plan Guest Activity

Part 1 John discuss the listen to
role of pasta in information,
Italian culture write
questions to
ask about the
information
60 UNIT 7

ANSWER KEY
CONNECT TO THE TOPIC (p. 111) PREPARE TO LISTEN
1. Answers will vary. Possible answers: She’s in a A (p. 118)
glass igloo in Saariselkä, Finland. She’s watching 1. simplify; 2. mainstream; 3. informative; 4. desire;
the northern lights (also known as the Aurora 5. Nonetheless; 6. charge; 7. dynamic; 8. specialty;
borealis). 9. host; 10. feedback
2. Answers will vary.
LISTEN & SPEAK
PREPARE TO WATCH B (p. 121)
A (p. 112) 1, 5
1. promotion; 2. dramatic; 3. demand; 4. landlord;
5. elsewhere; 6. regulations; 7. minimize; 8. ruin; C (p. 121)
9. occurrence; 10. isolated 1. b; 2. a; 3. c; 4. c; 5. c; 6. b; 7. a; 8. c
C (p. 113) D (p. 122)

1. dramatic; 2. isolated; 3. promotion; 4. demand; 1. b, d, e; 2. b, c, e
5. occurrence; 6. ruined
F (p. 122)
WATCH & SPEAK 1. So, what/What happened on; a; 2. Wouldn’t you
A (p. 114) like to know; b
1. a; 2. b; 3. a
G (p. 123)
B (p. 114) 1. Taste; 2. art; 3. apartment; 4. imperfection;
2, 3, 5, 6 5. gold; 6. watch; 7. dish; 8. participant
C (p. 115) H (p. 124)

Answers will vary. We’re going to keep the experience affordable,
1. F The Isle of Skye is connected to the east west so we’ll be charging five dollars for each
coast of Scotland by a bridge. participant . . . . We hope that it will be an enjoyable
2. F The island became more popular with tourists experience.
because of a film festival Hollywood films.
3. T I (pp. 124–125)
4. F The island has almost 5000 over 500 Airbnb 1. b, c; 2. c; 3. a, c; 4. a, b; 5. a, b; 6. a; 7. b, c;
listings./The island has almost only 5,000 Airbnb 8. b, c; 9. a, b, c
listings homes.
5. T K (p. 125)
6. F There are no regulations that stop people from 1. d; 2. c; 3. a; 4. b
renting their houses on Airbnb.
7. T REFLECT
8. F There was about an 8 80 percent increase in B (p. 127)
tourist rental listings in the area last year. Nouns: demand, desire, feedback, landlord,
9. T occurrence, promotion, regulations, specialty
Verbs: charge, host, minimize, ruin, simplify
E (p. 116) Adjectives: dramatic, dynamic, informative,
1. doubtful; 2. questioning; 3. enthusiastic; isolated, mainstream
4. confirming; 5. doubtful; 6. questioning; Adverb & Other: elsewhere, nonetheless
7. enthusiastic; 8. confirming

THE SECRETS OF SUCCESS
UNIT
8
SPORT SCIENCE
Consider how data can help a sports team

Discuss how data can improve your life
• Have students look at the photo and read
Examine how you respond to pressure
the caption. Ask How do you think athletes
Summarize a presentation on athletic
typically prepare for performing?
performance

SKILLS
LISTENING A VOCABULARY (p. 130) 8.1
Identify essential information • Read the example sentences below and ask
the questions.
SPEAKING
deny (v) The student denied cheating on the
Summarize a lecture
test, even though they were caught looking
at their phone. What’s the opposite of deny?
GRAMMAR
(admit)
Gerunds/infinitives as subjects; preposition
downside (n) One of the downsides to the
+ gerund
use of technology in sports is that athletes
need more money to be able to use the latest
CRITICAL THINKING
technology. What are some downsides to
Relate concepts to your experience
globalization?
exceptional (adj) It can be hard to become
VIDEO a professional athlete—you need to have
Winning through Data explains how data is being exceptional skills and the right opportunities. Do
used to analyze and improve athlete and team you think that anyone can be exceptional if
performance, using the example of professional they work hard enough?
basketball. extract (v) Some sports have video coaches,
who try to extract the important information
AUDIO out of recordings of the games. What kind
The audio is a lecture about how some athletes of information do you think video coaches
can perform badly in high-pressure situations, extract from basketball games, for example?
otherwise known as “choking” or failing to do (examples from the game when things go well,
something you normally find easy to do. or when things go wrong)
62 UNIT 8

force (v) Sometimes when I’m busy at work I
need to force myself to take a break. Even if I REFLECT (p. 131)
don’t want one, it’s important to stretch, get up • Ask Which data is most useful to know
and move around, and things like that. When you after a game or sporting event?
are busy, do you find it easy to take breaks, or
do you have to force yourself as well? FORMATIVE ASSESSMENT
injury (n) Athletes stretch and warm up before • As you monitor, have students think about
exercise. They can’t get injured because if what data could be good to collect before,
they hurt themselves, they can’t compete. during, and after the sporting event.
Have you ever had a sports injury or hurt • Have students role-play a press conference
yourself playing a sport? where one student plays the role of a new
intuition (n) Sometimes you get a feeling coach recently hired to coach a famous
about what is the right decision. It’s not sporting team, and the other student plays
based on any facts or anything—you use your the role of a sports journalist asking them
intuition. Which is more important for sports questions. Give the students some time
coaches, their intuition or data or both? to prepare their dialog, then have them act
opponent (n) The opponent for our next game it out in front of the class or in groups of
is going to be a difficult one—they have won four.
their last five games in a row. How do you
think professional sports teams prepare for TIP
their opponents? (watch their previous game, • Say Pick a sport to use as an example
look at the numbers) and think about what data could be
statistics (n) Basketball players are always analyzed for that sport specifically.
looking at their statistics—everyone wants
to have a great shooting percentage, or play
the most minutes each game. Have you WATCH & SPEAK 60–75 min
ever checked the statistics from a game of
some sort? EXTRA VIDEO VOCABULARY
tough (adj) Sometimes there can be so much Go over the definitions of these items before
information that it can be tough to decide watching the video.
which is important and which is not important.
What do you do if you have to make a tough strategy (n) a detailed plan on how to be
decision? Who do you ask for advice? successful in sports or other situations
shot (n) a kick, hit, or throw of a ball to score
VOCABULARY GAME: MOST WORDS points in a sports game
(See page 70.)
B PERSONALIZE (p. 130) • Ask Look at the photo. Have you ever done
• Ask Which sport would you choose to something similar to this, or played a video
coach professionally? Basketball, football, game where you had to move around?
or something else?
B MAIN IDEAS (p. 133)
C (p. 131) • Ask What surprises you about the
• Before the students read the advertisement, information in the video? What questions
with books closed, write the job title sports do you have about how it all works? Do
data scientist on the board and have students you think data science is improving sports
discuss in small groups what they think the job for fans or making them worse?
is and what kind of person would be good at it.
THE SECRETS OF SUCCESS 63

C DETAILS (p. 133) 8.1
• Say An arena is the place where popular CRITICAL THINKING Relate concepts to
sports or large concerts are typically your experience (p. 135)
played, usually with a closed roof. • Ask How can you relate the idea of data
scientists in sports to your own life?
D PHRASES TO KNOW (p. 134) Do you wear a fitness tracker, or use a
• Read the example sentences and ask the fitness app on your phone?
questions.
takes the lead I don’t like making decisions

about where to eat out; I usually let my partner REFLECT (p. 135)
take the lead and decide for both of us. Do you • Ask Did you know statistically that
prefer to take the lead or let someone else people who weigh themselves every
make the decision? day are less overweight than people
take to heart When my coach told me I could who don’t?
really be great one day, I really took it to heart.
I think if I work hard enough, anything is FORMATIVE ASSESSMENT
possible. When you take something to heart, • As you monitor, collect and write on the
do you take it seriously or take it as a joke? board the other kinds of data people track
(take it seriously) about themselves to go over as a class.
take, for example Many athletes spend a lot • Have the students work in pairs to create
of money on their health. Take, for example, a five-question quiz entitled “How healthy
Lebron James, that famous basketball player. are you?” and have them interview
He spends millions of dollars each year just on another pair in the class.
keeping himself in shape. What would you take,
for example, to go on a trip to the mountains? TIP
(hiking boots, backpack, water bottle) • Ask Which ones are good things to
track? Which ones would you prefer not
to know? Which ones do you think are
GRAMMAR Gerunds/infinitives as hard to measure?
subjects; preposition + gerund (p. 134)
• Write on the board 1. Playing a sport
professionally sounds like the best job PREPARE TO LISTEN 35–45 min
in the world. 2. I would love to play a sport
professionally. 3. There are many advantages A VOCABULARY (p. 136) 8.2
to playing a sport professionally. • Read the example sentences below and ask
• Say Talk with your partner and decide the questions.
the following: Which sentence has a
preposition followed by a gerund? (3.) anxiety (n) Sometimes I feel anxiety before a
Which one uses a gerund as a subject? (1.) test, but once I start, I relax and stop worrying.
and Which sentence has an infinitive? (2.) Have you ever felt anxiety before a big
exam? How did you deal with it?
bonus (n) At the end of the year everyone
E GRAMMAR (p. 134) in the company received a bonus of $1,000
• Ask What is pro short for? (professional because we met our targets. When you get
athlete) a bonus at work, what do you receive?
(money)
F GRAMMAR (p. 135) consequently (adv) One team started using
• Ask Did you think of any of the same ideas as data science and they starting winning.
your partner? Consequently, the other teams started
64 UNIT 8

using it, too. What’s another way of saying an outer circle. The students in the inner circle
consequently? (as a result, therefore) should face one person in the outer circle.
consistent (adj) I love playing tennis, but • Set a one-minute timer and have the students
sometimes I play really well, and sometimes in the inner circle share their answers with their
I play really badly—it’s very hard to be partner. When the time is up, have the students
consistent. If you are consistent, do you in the inner circle move one person to the right
always do things in a different way, or and have them repeat their conversation.
always in a similar way? (similar way)
coordinate (v) Some sports are really hard to VOCABULARY GAME: BACKS TO THE BOARD
do—you need to coordinate lots of different (See page 70.)
movements, and think about where other
players are, to succeed. Which is a sport that C (p. 137)
requires you to coordinate a lot of people on • Say Look at the visual in each box. What is
a team? (football, volleyball, basketball) it? How does it represent the idea for each
doubt (v) It’s important to be confident. If you section?
start to doubt yourself, you can fail easily. If
you doubt yourself, are you sure or not sure
you will succeed? (not sure) REFLECT (p. 137)
overwhelming (adj) Sometimes the media • Say Public speaking is when you
and public expectations on athletes to perform might need to make a speech or give a
can be overwhelming. That’s why they often presentation to a lot of people.
cry when they lose, or even when they win.
How do you think professionals manage FORMATIVE ASSESSMENT
overwhelming attention? (avoid social media, • As you monitor, check to see that students
listen to music before games, deep breathing) are ranking 1 as the worst and 6 as the
paralyzed (adj) Once I had to sing a song best.
in front of a lot of people. I was so scared I • Have the students write a fictional diary
couldn’t move or speak—I felt paralyzed. Have entry about a time they had to perform in
you ever felt paralyzed with fear? What public and things didn’t go according to
happened? plan. Have them read out their diary entry
pressure (n) Most people don’t like high- to each other in small groups and have
pressure jobs, like being a police officer or each group vote on the best story.
driving an ambulance, because they can be
too stressful. What are some other jobs you TIP
think have a lot of pressure? (doctors, social • Ask What are some of the physical
workers, lawyers) ways you show you are stressed out
state (n) I love having a hot bath when I can or feeling anxious? How can you calm
because it puts me in a state of happiness. yourself down?
When you are in a state of concentration
like when you are studying for an exam, can
you listen to music or have the TV on in the LISTEN & SPEAK 120 min
background, or do you need total silence?
B PERSONALIZE (p. 136) • Ask Have you ever choked in a sporting
• To do this activity in a more dynamic way, event? Look at the photo. How do you
divide the class into two groups and have think each person feels at that moment?
them stand in two circles: an inner circle and

B DETAILS (p. 139) 8.3 E APPLY (p. 140) 8.4
• To help students know what to listen for, • After students have completed the activity,
allow time for students to read carefully ask Does anyone remember the signal
through the options before playing the phrase from recording two? (the important
recording. After completing the activity, point is that . . .)
have them check their answers with a
partner.
UNIT TASK (p. 141)
C PHRASES TO KNOW (p. 139) • Say We will use the tips from the
• Read the example sentences and ask the Listening Skill box to help us with our
questions. summary.
overestimate The golfer overestimated how SUMMATIVE ASSESSMENT

difficult the competition would be and trained • Share the Unit 8 rubric with the class. Use
for months and months. In the end she won this rubric to assess the presentations.
easily. If you overestimate, do you think (ELTNGL.com/reflect1e)
things are more or less important than they
really are? (more important)
overthink It’s important not to overthink F MODEL (p. 141) 8.5
things—usually the simple answer you think of • To provide students with additional
first is the correct one. Do you often overthink listening practice, before the students
things and change your answers on exams? listen to complete the activity, with
underperform Everyone thought the team was books closed, ask What is visualization?
going to win the championship, but in the end, and play the recording for the first time
they underperformed and didn’t even get into for students to answer the question.
the finals. If you underperform, do you do (imagining you are performing a physical
better or worse than how everyone thinks action without actually doing it)
you will do? (worse)
G (p. 141) 8.6
D (p. 140) • Ask What is the signal phrase the student
• Ask Have you ever been tested on your uses? (It’s important to note . . .)
ability to speak English? What test did you
do? How did you prepare?
SPEAKING SKILL Summarize a lecture
(p. 142)
LISTENING SKILL Identify essential • To present this information as a listening
information (p. 140) activity, with books closed, write the step
• Ask In Unit 7 we looked at how to titles on the board:
listen for rhetorical questions. What do 1. State the topic
rhetorical questions help the speaker 2. Define the topic
do? (signal a change in topic, persuade, or 3. Give key information
raise interest) What do we call it when 4. Give examples
we listen to or read some information • Read out the examples randomly. Have
and then state the most important students vote on the corresponding step
facts or ideas about that information title after you read out each example. Then
in a short, clear way? (a summary/to have the students read and check their
summarize) ideas.
66 UNIT 8

H APPLY (pp. 142–143) 8.6 M UNIT TASK (p. 144)
• Ask Look at the photo. Do you think • Ask How many people managed to do all
Qhouirunnisa’ Endang Wahyudi uses of the things on the list?
visualization to learn her football • Use the Unit 8 rubric to assess each
tricks? presentation.
REFLECT 15–20 min

PRONUNCIATION Thought groups and
intonation (p. 143) 8.7 A (p. 145)
• Play the recording and pause to allow • Ask questions about the Reflect activities:
the class to repeat after each sentence. What did you think was most interesting
To incorporate a physical element, have about the way data is being used to help
students clap the stressed words when sports teams?
they repeat. Do you think you could use the same
idea about data to help you improve your
own life?
I PRONUNCIATION (p. 143) 8.8
What tips did you learn in this unit about
• Ask Do you think any of these tips are
how to respond to pressure?
good ideas?
What are the three ways we looked at to
J PRONUNCIATION (p. 143) 8.9
identify essential information? (listen for
• Say Remember that the important words,
signal phrases; listening out for rhetorical
the content words, are usually stressed.
questions; use of pace, stress, and intonation
Think about which words are important
to identify important information)
when you are making your choices.
What kind of exam might summarizing a
lecture help you with? (a speaking exam)
K PLAN (p. 144) 8.10
Between gerunds and infinitives, which
• Have the students compare and complete
are more commonly used as subjects in a
their notes after the first listen with a partner.
sentence? (gerunds)
Monitor and see if students need another
What does creating a personal connection
listen to finish the activity.
to a theory help you do? (make something
more understandable, memorable, and
L PRACTICE (p. 144)
relevant)
• Say Imagine and rehearse what you are
going to say in your head. Look at the
B (p. 145)
list in the next activity to remember what
to include.
C (p. 145)

ANSWER KEY
CONNECT TO THE TOPIC (p. 129) C (p. 137)
1. Answers will vary. Answers will vary. Possible answers:
2. Answers will vary. Possible answer: A Physical Symptoms: shaking, sweating
successful team has a positive attitude, and Emotional Symptoms: crying, getting angry
members care about each other. They are more Behavioral Symptoms: not being able to sit still,
concerned with the team’s success than any eating too much or too little
one person’s success. Negative attitudes can Cognitive Symptoms: confusion, too many
cause problems for a team. thoughts
PREPARE TO WATCH LISTEN & SPEAK

A (p. 130) A (p. 138)
1. intuition; 2. tough; 3. downsides; 4. force; 1. a; 2. b; 3. c
5. injury; 6. opponents; 7. deny; 8. exceptional;
9. statistics; 10. extract B (p. 139)
1. b; 2. a; 3. b; 4. c; 5. a; 6. c; 7. a; 8. a; 9. c
WATCH & SPEAK
B (p. 133) C (p. 139)
2, 3, 5, 7 1. underperformed: to not perform as well as
you can; 2. overthinking: to think too much about
C (p. 133) something, often in a way that is more harmful
1. a; 2. a, b; 3. a, c; 4. b; 5. a; 6. a, c; than helpful; 3. overestimated: to estimate or value
7. b, c; 8. a, b something too highly
D (p. 134) D (p. 140)

1. takes the lead: to be the main person working Answers will vary. Possible answers:
on something; 2. take to heart: to consider advice Tip 1. Always take a few seconds to think about
or a comment is important and act on it; 3. take, what the other person said before you answer.
for example: to introduce an example Tip 2. Practice oral exam questions with other
students.
E (p. 134) Tip 3. If you get confused, stay calm. Apologize
1. playing; 2. to enjoy; 3. Joining; 4. Being (To be and ask the other person to repeat what they said.
is possible but not the best answer.); 5. to guess;
6. wanting; 7. to exercise; 8. throwing E (p. 140)
1. Pace, stress, intonation; 2. Signal phrase;
F (p. 135) 3. Rhetorical question
Answers will vary, but should include the following
forms. F (p. 141)
1. gerund; 2. gerund; 3. infinitive; 4. gerund; 1. imagining; 2. think; 3. a quiet; 4. steps;
5. gerund; 6. gerund; 7. infinitive; 8. infinitive; 5. confidence
9. gerund; 10. gerund
H (pp. 142–143)
PREPARE TO LISTEN 1. refers to; 2. involves; 3. It’s important to note;
A (p. 136) 4. the speaker emphasizes; 5. In this example;
1. consistent; 2. paralyzed; 3. doubt; 4. state; 6. Here
5. bonus; 6. overwhelming; 7. coordinate;
8. anxiety; 9. consequently; 10. pressure
68 UNIT 8

I (p. 143) REFLECT
1. another/pressure/talk/head B (p. 145)
2. exercise/normal/deal/lives Nouns: anxiety, bonus, downside, injury, intuition,
3. caffeine/higher/better/less opponent, pressure, state, statistics
4. analyzing/recognizing/anxiety/help Verbs: coordinate, deny, doubt, extract, force
Adjectives: consistent, exceptional, overwhelming,
J (p. 143) paralyzed, tough
Answers will vary. Possible answers: Adverb & Other: consequently
The third thing you need/is the ability to
recover/when something goes wrong/—and it’s
inevitable/that things will go wrong./When they
do,/you quickly analyze what happened/and why,/
then you push it out of your mind/and focus on the
next thing.

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.
OST WORDS Have students work in small groups. Ask them to write a sentence that includes as many
M
of the vocabulary items as possible. Then call on one person from each group to write their sentence
on the board. For each sentence, give one point for the first word that is used and spelled correctly, two
points for the second word, three points for the third, and so on. Optionally, give a bonus point if groups
use a different form of the word than the one in the book. The group with the most points wins.
PIN A STORY Have students work individually, or in pairs/small groups, to describe one or more
S
images in 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.
HREE CLUES Have students work in small groups. Choose a target word and give three clues that
T
match it. The first clue should leave plenty of possibilities. The second clue should eliminate more
possibilities. The third clue should make the correct answer pretty obvious. After each clue, give students
time to discuss ideas in their groups and, if they wish, write their guess. Students get three points if they
guess correctly after the first clue, two after the second clue, and one after the third clue. If teams guess
or spell the word incorrectly, they lose a point. After the third clue, optionally offer a bonus point if groups
can write a sentence that uses the target word correctly. Repeat until you have given clues for up to eight
of the words. The winning team is the one with the most points at the end.
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.
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.
70 VO C A B U L A RY G A M E S
NAS_5_TBLS_49493_EM_ptg01.indd 70 03/12/21 1:03 PM

ANSWERS TO VOCABULARY EXPANSION ACTIVITIES
Unit 1 3. anxious, disastrous
A (p. 146) 4. courageous, cautious
1. overflowed 6. overtime 5. spacious, luxurious
2. overload 7. overeat B (p. 150)
3. overreaction 8. overconfident Answers will vary. Possible answers:
4. overdue 9. overestimated 1. It’s very important. Everyone deserves respect.
5. overpay 2. An adventurous person might try skydiving or
B (p. 146) travel to a faraway place.
Answers will vary. 3. Answers will vary.
Unit 2 Unit 6
A (p. 147) A (p. 151)
Answers will vary. Possible answers: Noun Verb Adjective Adverb
1. wood, brick, steel argument argue argumentative argumentatively
2. people, the organization’s goals arguably
3. Good instructors also build things up idea by idea. authority authorize authoritative authoritatively
4. They destroy homes and other buildings.
economy economize economic economically
5. An obstruction is something that gets in the way,
a barrier. maintenance maintain maintainable
6. trimming and polishing fingernails proposal propose
7. construction, farming sensibility sense sensible sensibly
8. use your hands to control something significance signify significant significantly
9. Words were written by hand on paper.
Unit 3 B (p. 151)

A (p. 148) 1. authorize
Answers will vary. Possible answers: 2. maintained
1. germs 5. sweat 3. economize
2. norm 6. cure 4. proposal
3. phase 7. straightforward 5. argument
4. hygiene 8. deadly 6. significantly
B (p. 148) Unit 7
1. Covid, malaria, and smallpox can be fatal. A (p. 152)
2. Yes, in general, because honesty is a good thing 1. lifetime 7. hardworking
3. It can be a tough period because their bodies are 2. woodland 8. self-service
changing, and they have more responsibilities. 3. self-centered 9. wildlife
4. Good hygiene, like washing hands and wearing 4. paperwork 10. mainland
face masks, can stop bacteria and viruses from 5. lifestyle 11. landmark
spreading. 6. workplace 12. self-conscious
B (p. 152)
Unit 4 1. mainland, wildlife
A (p. 149) 2. lifetime, landmarks
1. g 6. d 3. hardworking, paperwork, workplace
2. f 7. e
3. h 8. a Unit 8
4. b 9. i A (p. 153)
5. c 1. c 5. a
2. a 6. c
Unit 5 3. b 7. a
A (p. 150) 4. c 8. b
1. ambitious, industrious
2. outrageous, furious
71

AUDIO AND VIDEO SCRIPTS Audio Track 1.3
page 7, activities B and C, Listen: How to
Structure a Good Story
Professor: Welcome everyone. Today we’re talking
UNIT 1: THE ART OF about storytelling, and by storytelling, I mean
STORYTELLING the stories that are in movies, plays, books, that
Audio Track 1.1 kind of thing. So, let me begin by asking you a
page 4, activity A question. What makes a good story? The answer,
perhaps surprisingly, is structure: how the story is
climax
organized. And today, we’re going to look at the
conflict
three-act structure. So, let’s start with act 1.
crisis
dilemma
Act 1 is the introduction to the story. In Act 1, we
flaw
meet the main character, and we find out where
incident
and when the story takes place. Act 1 sets up the
moral
world of the story and the main character’s place
obstacle
in that world. The key is our interest in the main
overcome
character. Now, that doesn’t mean that we have to
status
like the main character or think that they’re nice.
Audio Track 1.2 In movies and books, people who are nice are not
page 5, activity C always interesting. Think about one of your favorite
movie characters. I’m sure they’re interesting, but
A: I’ve got an interesting question for you. I doubt that they’re nice. Am I right? Audiences
B: OK. are interested in people who have flaws and
A: Imagine that you’re really famous and a movie weaknesses. The point is that in Act 1 the audience
director wants to make a film about your life. needs to be interested in the main character and
B: Oh! Sounds good. OK. what happens to them.
A: Great. And in the film, you become famous.
B: Of course! Another thing: act 1 needs an “inciting incident.”
A: Why do you become famous? The inciting incident usually comes near the end of
B: Umm . . . I think I become famous because I’m the first act and it’s the first big turning point in the
a scientist and I discover a way to stop ageing. story. For example, the main character might fall in
A: Oh, sounds good! I hope you do that. love, or discover a secret, or do something wrong
B: Me too! and lose status. What matters is that the inciting
A: And since it’s a film about you, we also see incident gives the main character a new goal. In
your flaws. So, what is your biggest flaw? Romeo and Juliet, for example, the inciting incident
B: I guess I’m always late for everything. That’s is when Romeo and Juliet meet and fall instantly
my biggest flaw. in love with each other. Their goal then is to be
A: And what obstacles do you overcome on your together. That’s also the start of act 2.
way to becoming famous?
B: Ahh . . . I think nobody believes in me. Nobody So, let’s look in more detail at act 2. Act 2 is usually
takes me seriously. longer than acts 1 or 3, it’s usually about half the
A: Nobody takes you seriously? story, and it’s about conflict, conflict, conflict. The
B: Yep, you know, nobody thinks that I can be main character wants something, but there are
successful as a scientist. a lot of obstacles in their way, and they have to
A: OK. And in the film, you have a big conflict with overcome these obstacles. Basically, the conflict
someone. Who is that? is between the main character and the obstacles.
B: I think I have a major conflict with another Now, these obstacles might be external, for
scientist. An evil scientist. Someone who example, other people or money. Or they might be
wants to take . . . to steal . . . my ideas. internal—things in the main characters mind—for
A: And last question. What is the moral of the example, a feeling or a belief. These obstacles
film? often create a dilemma for the main character—
B: Oh, that’s easy. Never give up! audiences like it when main characters face
A: Never give up. That’s the moral? dilemmas. Again, let’s take Romeo and Juliet as
B: Yep, that’s right. an example. In act 1, Romeo and Juliet fall in love;
A: OK. Sounds great. I can’t wait to see the film! but in act 2, they find a lot of obstacles that stop
B: Me, neither! them being together: Romeo’s family and Juliet’s
72 AUDIO AND VIDEO SCRIPTS

family are enemies; Juliet’s father wants her to 3. Professor: For example, the main character
marry someone else; and so on. These obstacles might fall in love, or discover a secret, or do
mean that Romeo and Juliet constantly have to something wrong and lose status. What matters is
choose between love and family, and that’s a that the inciting incident gives the main character a
difficult dilemma for anyone! So, in summary, the new goal.
important thing in act 2 is that the main character
tries to overcome obstacles. 4. Professor: The main character wants something,
but there are a lot of obstacles in their way, and
Act 2 also usually has a crisis where everything they have to overcome these obstacles. Basically,
goes wrong for the main character. It’s that the conflict is between the main character and the
moment when you feel things can’t get any obstacles.
worse—you know that feeling? This crisis is usually
at the end of act 2 and it’s the low point for the 5. Professor: This crisis is usually at the end of
main character. Ultimately, it’s the moment when act 2, and it’s the low point for the main character.
the main character has to change and grow. They Ultimately, it’s the moment when the main
have to become a better person! So, what’s the character has to change and grow.
crisis point in Romeo and Juliet? Well, it’s when
Romeo loses control of his emotions and kills 6. Professor: Act 3 contains the climax of the
Tybalt, who is Juliet’s cousin. This means that story. And in this part, what’s essential is that the
Romeo has to leave Verona and may never see main character shows that they have changed and
Juliet again. The crisis, then, is the second big learned and grown.
turning point in the story. It is what pushes the
main character forward into act 3. Audio Track 1.5
page 9, activity F
So, finally, let’s look at act 3 and see what happens 1. Video streaming services collect a lot of data
there. Act 3 contains the climax of the story. about the films that users watch. Data is very
And in this part, what’s essential is that the main important to these companies. Data, in fact, is a
character shows that they have changed and major part of their business. They want to know
learned and grown. And if they haven’t, the story when you skip a movie or stop watching it.
doesn’t have a happy ending. Again, let’s look at
Romeo and Juliet. Juliet pretends to kill herself so 2. Although he died when he was only 52 years
that she can escape and be with Romeo. Romeo old, Shakespeare wrote about forty plays. Some
has many good points, but he has flaws too. He people believe he didn’t write them all, but there’s
is too emotional and too quick to act and when he very little evidence for their beliefs. The point is
sees Juliet, he doesn’t realize that she’s not really he’s the best-known writer in the English language.
dead, and he takes his own life. This shows the
audience, for the first time, the moral of the story, 3. These days, the most successful movies are
which is “Don’t let emotions rule your life”. often about good versus evil. Audiences love
stories about someone overcoming extreme
So, that, in brief, is the three-act structure of a story. danger and obstacles. For example, superhero
Most of the films you watch and many of the novels movies—where the hero fights and wins against
you read will follow this structure but, of course, the villain—are hugely popular with people around
in a really good story, you don’t realize this. You are the world, earning billions of dollars every year.
simply following the story because you enjoy it.
Audio Track 1.6
OK, any questions about this? page 10, activity A
tripped over
Audio Track 1.4
entire
page 8, activity E
crush
1. Professor: Act 1 sets up the world of the story exhaustion
and the main character’s place in that world. The platform
key is our interest in the main character. leaning
sniffing
2. Professor: Audiences are interested in people weapon
who have flaws and weaknesses. The point is that stab
in Act 1 the audience needs to be interested in the roared
main character and what happens to them.
73

Video Track 1.1 comes in, he is in for a world of pain! He’s going
pages 13 and 14, activities B and D, Watch: to . . . I’m going to blind him in the eyes with a
A Night Alone with Lions deodorant, and then stab him in the throat, and it’s
Dickman: My first night ever in the bush in going to be all over.”
Tanzania was probably one of the scariest of my
life. As I was walking towards this field camp I was And of course, I know, obviously, that if he does
going to be staying in, I was thinking, “I’ve never come in, if he happens to slash open the tent and
stayed right there in the bush in a lion sort of rich come in, he is going to eat me, be found the next
area before, so I hope it’s going to be OK.” day very happy and full, and he’s going to have tiny
little nicks on his face and be smelling of spring
And I walk up and I see these tents, but instead fresh deodorant. So . . . But it made me feel better.
of being on the ground as I’d feared, they were up
on these big platforms. And I thought, “Oh, that’s And then suddenly, he comes really close and
so much better than I thought.” So, I climb up onto he leans against the tent, and both he and I jump
the platform and a guy comes out and says, “Oh, because I think he didn’t expect it to be, you know,
hi. Nice to meet you. Your tent is over there.” So, I a moveable object, you know, it might have been
thought, “Oh no!” But I look across and about 200 a warm rock or anything. And then the next thing,
meters away I see another platform. And I was he moves back again, and he slumps right the way
like, “Yes!” So, I start walking over there and about down the side of the tent. And this is a small tent
halfway over there, I trip over this tiny little, like and a big lion. And so he’s crushing my entire left
one-man pup tent, and I ignore it. I think it must side. And I’m pushed right up against the side of the
be a store tent or something. So, I keep walking tent now. And I’m lying there, he’s lying on my left
towards the second tent, and I get up to it and I hand, and so I’ve lost my multitool, which is really
climb up onto the platform, and a guy comes out the most important of the two weapons. You know,
and he says, “Oh, did you miss your tent?” And I the . . . now I’m left with just the deodorant spray
was like, “Oh, that is my tent!” which, by itself, not that good for fending off lions.
And so, I very dejectedly walk back to this tent, And I’m there, and he’s, you know, lying there for
and it’s fine. It’s exactly as I was expecting. But ages, and finally I hear this sigh, and I think, “He’s
now the fact that everyone else is on raised asleep! Are you kidding? He’s fallen asleep.” He is
platforms makes me feel like bait. So, I think, fast asleep. And he is radiating heat. I can smell
“Yeah, I’ve got to be sensible. I, you know, I’m him. I can feel him obviously, and just, it’s getting
a big cat biologist. So, I shove my little mattress so hot in this tent. I think I’m going to die of heat
in there, and I’m trying to be all brave. And so, exhaustion. And I thought, “My gosh. They’re going
I’m lying in there, it’s getting dark, and I start to to find me dead in the morning and nothing, with
hear lions call. And they’re roaring to and from, nothing to show why this whole thing happened.”
and I’m thinking, “Oh my gosh, I’m scared.” And
then, the next moment, it’s a full moon night. I But finally, I think out of sheer terror or adrenaline
hear crackle, crackle, crackle and out steps this or whatever, I fell asleep myself, because the next
huge male lion into this little clearing where the thing I know, it’s morning. And, you know, it’s
tent is. He walks up, and he starts pacing around bright sunlight, the tent’s gone back to its normal
the tent and sniffing it. And it’s a new object in his shape. And I think, “Did I dream that?” And I
environment, you know, he’s just being curious. look down into my hands, and I’m still holding
But I am terrified. I’m trying to just lie there and be my multitool and my deodorant spray, and I think,
as still as I can, but I think, I just, I’m not going to “That was not a dream.” And I very carefully look
stay here and be eaten. around, and I can see padded lion prints all around
the tent and this big smooth area where he slept.
So, I reach into my bag as slowly as I can, and I So, we went back in, spoke to the other guys, and
try to think I must have something I can use, and after that we called it “the death tent,” and I got to
I pull out my multitool, and I take out this three- sleep up on a platform. But it was certainly a good
inch blade, and I think, OK, if he comes in, I’m initiation.
going to cut his throat.” And I look up to the left, Audio Track 1.7
and he’s here, and I can see this huge shaggy page 14, activity E
mane, and I think there’s no chance of me cutting
his throat. And so, I reach back into the bag, and I 1. Dickman: They were up on these big platforms.
start to find anything else I can find, and I pull out And I thought, “Oh, that’s so much better than I
my deodorant spray. And I was like, “Right! If he thought.”

2. Dickman: And a guy comes out and he says, Audio Track 1.9
“Oh, did you miss your tent?” And I was like, “Oh, page 17, Pronunciation: Thought groups
that is my tent!” When speaking, we tend to divide language into
phrases called thought groups. These are groups
3. Dickman: The tent’s gone back to its normal of words that express one idea or thought. Using
shape. And I think, “Did I dream that?” correct thought groups will make you sound more
Audio Track 1.8 natural and fluent. Thought groups are separated
page 15, activity F from each other by intonation and slight pauses.
Student: I believe that honesty is always the best I believe that honesty is always the best policy, and
policy, and my grandfather was a great example of my grandfather was a great example of this.
this. And one incident stands out in my memory. I
wasn’t there of course, but anyway, this is the story A thought group must be meaningful, such as
my grandmother told me and I’ve never forgotten it. words in a clause or phrase.
When they were newly married, my grandfather and
grandmother were quite poor. They were living in a Audio Track 1.10
tiny one-room apartment, and my grandfather was page 17, activity J
working as a taxi driver, and my grandmother was 1. Student: One evening, my grandfather arrived
looking after my mother, who was a baby, and looking home and found some money in the back seat of
after the house, of course, and growing vegetables in his taxi.
the garden, and all sorts of other things.
2. Student: It wasn’t a lot of money, but for my
One evening, at the end of a long day, my grandparents any amount of money seemed like a
grandfather was getting out of his taxi when he lot.
saw some money on the back seat. It wasn’t a lot
of money, but for my grandparents any amount 3. Student: He got back in his taxi, even though he
of money seemed like a lot. My grandfather had been driving all day, and he went back to the
immediately knew who it belonged to. It was the hotel where he had dropped off his last passenger.
last passenger he’d had in his taxi.
Audio Track 1.11
Now, for some people finding money is a dilemma. page 17, activity K
Should you keep it or return it? But not for my
Student: Eventually, the man showed up. He’d
grandfather. He knew exactly what to do. He got
been having dinner, and he didn’t even realize
back in his taxi, even though he had been driving all
he’d lost the money. When my grandfather saw
day, and he went back to the hotel where he had
the man, he walked up to him, handed him the
dropped off his last passenger. It took him quite
money, and said, “Here, I think this belongs to
a long time to find the hotel because there were
you.” Apparently, the man was so surprised that he
several in the area, and he couldn’t remember
couldn’t speak.
which one it was. Anyway, he finally found the
right place, and then he faced the next obstacle:
He didn’t know the man’s name, so he didn’t UNIT 2: THE HIGH PRICE OF
know who to ask for at the reception desk. In his FAST FASHION
situation, I would have given up and gone home, Audio Track 2.1
but my grandfather decided to sit down and wait page 22, activity A
for the man.
accelerating
Eventually, the man showed up. He’d been having brand
dinner and he didn’t even realize he’d lost the chemicals
money. When my grandfather saw the man, clothing
he walked up to him, handed him the money, cost
and said, “Here, I think this belongs to you.” destruction
Apparently, the man was so surprised that he emissions
couldn’t speak. My grandfather just turned around, fabrics
walked outside, got in his taxi, and drove home. gallon
He never saw the man again, but my grandfather manufacture
always said that doing the right thing is enough
reward. Maybe it’s not the most satisfying ending,
but real life isn’t always like the movies!
75

Audio Track 2.2 YX: That’s right.
page 23, activities C and D H: And finally, we have Megan Turner,
A: So, fast fashion, you know what it is, right? a well-known fashion journalist and
B: Yeah, it’s the business of manufacturing and blogger from here in Canada. Welcome
selling huge amounts of cheap clothing. Megan.
A: That’s right. And the cost to the environment M. Turner: Thank you. It’s a pleasure to be here.
is very high, as we know. It causes a lot of H: Yuan, I’d like to start with you.
environmental destruction, lots of carbon Audio Track 2.4
emissions, and so on, but . . . pages 25 and 26, activities C and D, Listen: The
B: Yeah? Facts about Fast Fashion
A: What do you think is the biggest advantage of
fast fashion? H: Yuan, I’d like to start with you. Exactly how
B: The biggest advantage? big is the fashion industry?
A: Yeah. In what way is fast fashion a good thing? YX: It’s huge. Fashion is a $1.4 trillion industry,
B: Well, I guess a good thing is that with all those employing hundreds of millions of people
fashion brands we have a lot of choice. around the world. It’s enormous.
A: Yes, that’s true. There’s a huge amount of H: And, Yuan, can you explain what fast fashion
choice . . . is?
B: Colors, sizes, shapes, price . . . you can always YX: I’ll try! Fast fashion is the business of
find something you like! manufacturing and selling huge quantities
A: Yes, I agree. And what about the biggest of cheap clothing in response to the latest
disadvantage of fast fashion. fashion trends. It’s an idea that’s been
B: Well, for me the biggest disadvantage has to around—for the last 30 years or so—and just
do with the jobs in fast fashion. Fast fashion to give you an idea of how big the fashion
creates a lot of jobs, but a lot of those jobs, business is, 20 years ago we manufactured
particularly in the manufacturing of fabrics, are about 20 million items of clothing a year
dangerous and . . . globally. Now it’s around 100 billion items a
A: Yes! Sorry, could I just say something? year. That’s many more items than twenty
B: Sure, but just let me finish this one point first. A years ago.
lot of those jobs are dangerous and most of them H: For sure. Those are huge numbers. Sara, let
are badly paid. What were you going to say? me turn to you. What, for you, is the biggest
A: I just wanted to add something that I read cost of fast fashion?
recently. Apparently, seventy-seven million SF: It’s the environmental destruction caused by
cotton farm workers suffer poisoning from fast fashion. Let me give you an example:
chemicals each year. 77 million! there is a lake in central Asia called the Aral
B: Wow! That’s awful. Sea. It used to be 26,000 square miles. It was
the fourth biggest lake in the world. Now,
Audio Track 2.3 90% of the water is gone. In fact, much of
page 25, activity B, Listen: The Facts about Fast what used to be the bottom of the lake is
Fashion now desert. Why? Because for the last 50 or
Host: Hello and welcome to this panel 60 years, the water that used to flow into the
discussion on fast fashion, part of the lake has been used to grow cotton. Most of
annual Festival of Ideas here in Toronto. the water has completely disappeared.
This discussion is titled, “Fast Fashion: H: Megan, would you agree that fast fashion
Threats and Solutions” and this year we causes huge environmental problems?
have three experts from different fields: MT: Obviously, fast fashion is a huge business, so
Sara Flores, from Chile. Welcome Sara. it comes with a cost, but it also has a lot of
S. Flores: Thank you. Good to be here. benefits . . .
H: And you’re a lecturer in fashion YX: Benefits? Sorry to interrupt, but could I just
technology—is that right? say something?
SF: Yes, that’s right. MT: Sure. Just let me finish this one point. Fast
H: And next to Sara we have Yuan Xu from fashion has benefits. For example, cotton
China. Welcome Yuan. farming gives work to 100 million farmers
Y. Xu: Thank you. around the world.
H: And you’re an environmental scientist H: Yuan?
and author of a book on the topic of fast
fashion.

YX: Fast fashion is bad for the planet. If it’s bad for Imagine the environmental impact. So, Sara
the planet, it’s bad for all of us. To grow the is absolutely right: fast fashion has a huge
cotton for just one pair of jeans takes almost environmental cost which is going to become
2000 gallons of water. 2,000 gallons! much bigger, and we’re all going to have to
H: What other environmental costs does fast pay that cost.
fashion have, Yuan? H: OK. I’d like to move the discussion on to
YX: Well, the newest problem that we’re facing solutions to the problem. Yuan, what solutions
is caused by the microfibers from synthetic are there to the problems that we’ve been
fabrics. Use of fabrics like polyester and nylon talking about . . .
is accelerating—and in fact polyester makes
up over half of all fabric used by the fashion Audio Track 2.5
industry now. That’s around 50 million tons. page 28, activity A
H: And what makes microfibers in those fabrics approach
a problem, Yuan? discard
YX: Ah, good question. Those fabrics are made of edible
plastic and when we wash those synthetic generates
fabrics, the plastic begins to break down peers
into tiny pieces called microfibers. Those profitable
microfibers end up polluting the environment. simply
They end up in our rivers and oceans where tackle
they’re getting eaten by fish and eventually, toxic
they’re going to end up back in our own turnover
bodies. We’re literally eating fast fashion!
H: Thank you, Yuan. Megan, what would you say Video Track 2.1
is the biggest benefit of fast fashion? page 31, activities B and C, Watch: A New
MT: Well, I’ve already mentioned the millions of Approach
jobs that fashion creates. And you also have Narrator: Consumers are increasingly aware
to remember that fashion brands are giving that the fast fashion industry generates waste,
us what we want, which is more and cheaper pollution, toxic chemicals, poor working conditions,
clothes. and more. Environmentally, the fashion business is
SF: Sorry to interrupt but could I just add more damaging and more polluting than any other
something? industry, apart from the oil industry.
MT: Sure, Sara. Go ahead.
SF: You say that fast fashion is giving us cheaper But a new generation of clothing companies are
clothes . . . taking a different approach. Their mission is to
MT: Yes, that’s right. change our relationship to the clothes that we wear
SF: The problem is that people know the price of and at the same time to change the approach of
their clothes, but they don’t know the costs. the fashion industry. Perhaps the biggest problem
A tenth of all greenhouse gas emissions with the fashion industry is that consumers buy
are due to the fashion industry! Do people too many clothes. And that’s part of why there is
know about that? Most people don’t know so much waste.
the environmental costs. We use 40 million
tons of insect-killing chemicals on cotton To tackle this problem, companies, such as YCloset
every year! How many people, I wonder, in China, are now offering consumers the option
would buy fast fashion if they knew the real to rent clothes instead of buying them. Customers
environmental cost? sign up for the online service and pay a fixed
H: Megan, do fashion brands worry about the monthly fee. They get their clothes in the mail. The
cost to the environment? advantage is that when you’ve finished with them,
MT: I would say that some of them do. But look, you simply send them back to be cleaned, and
the reality is that these companies, like most then rented by someone else. The result is that
companies, are trying to make money. They’re people buy far fewer clothes.
not being paid to take care of the environment.
H: Yuan? But the problem is not just that consumers buy too
YX: Yes, I just wanted to add something about many items of clothing. It’s also that having bought
the future. It’s estimated that in about 30 them, they don’t wear them. Companies, such as
years, by 2050, we will be manufacturing By Rotation, are tackling this problem, too, with
three times as many items of clothing as a peer-to-peer rental service. Peer-to-peer rental
now. That’s about 300 billion items every year. services allow customers to rent their clothes to
77

each other. By Rotation never actually sees the this company and make it profitable
clothes themselves. Users of the brand create an again. What we need is a new approach.
account and take photos of their clothes with the Yesterday, you had a brainstorming
app. They decide how much it will cost to rent each session, so today I’d like to hear your
item of clothing and how long someone can rent it ideas. I’d like everyone to contribute.
for. As with Y Closet, the result is that consumers Who’s going to start? Breona?
buy fewer clothes and so generate less waste. Breona: Yeah, OK, I’ve given it a lot of thought,
and I think our biggest problem is that
Clothing rental companies are not the only we’re not environmentally friendly
ones tackling the problem of waste. Amazingly, enough. So, I think we should stop using
between 15 and 40 percent of the fabric from synthetic fabric. It’s really very harmful to
a normal clothing factory ends up as waste on the environment.
the factory floor. One way to reduce waste is to Dimitri: Sorry, could I just say something here?
use this discarded fabric to make clothes. That’s B: Sure, go ahead, Dimitri.
exactly what Cambodian company Tonlé does. D: Synthetic fabric is much cheaper than
Tonlé buys this waste fabric and uses it to make its other fabric. We can’t forget that our
own fashion collection. Not only that, but Tonlé’s customers want cheap clothes.
factories avoid using toxic chemicals. In fact, they B: That’s true. Price is important. But it’s not
claim, 80 percent of their chemicals used for everything. Customers want to help the
coloring or dying clothes are edible. environment. They’ll be happy to pay more
for fabrics that don’t use toxic chemicals
Another company that is trying to turn fashion or cause environmental destruction.
around is Spanish brand, EcoAlf. They want their A: Breona, I like your plan, but I need to
fabric to not only do no harm, but to also benefit know how expensive our clothes will be.
the environment. So, Ecoalf gets the material to B: That depends on what the new fabric is.
make their fabric from the ocean itself. Every year, I’ll need to do some more research.
they remove over 150 tons of plastic from the A: Carlos, what are your thoughts?
ocean. This plastic is then turned into fabrics, which Carlos: I think our biggest problem is that we’re
are used to make shoes and clothing. just the same as every other fashion
company. So, what I suggest is that we
Patagonia, an American outdoor clothing brand, is take a different approach. Our typical
another company that is trying to stop people from customer discards their clothes after
buying and discarding so many items of clothing. just six months—and that’s a waste.
Patagonia believes that fashion should be about So, my suggestion is that we buy back
manufacturing items people want to keep forever. our clothes from our customers when
Their approach is to sell good clothes that last a long they’ve finished with them. The fact
time and to repair the clothes when necessary so that our competitors don’t do this is
that they last longer. To achieve this goal, Patagonia important. It gives us an advantage.
has a repair service that repairs customers clothes for B: I’m not sure about that idea. It could get
a reasonable fee. They also offer easy ways to recycle very complicated.
the clothes once they can no longer be repaired. C: I see your point. It isn’t easy. But it’s still
Patagonia shows that a clothing company doesn’t possible. We can be the first.
have to sell more to be profitable. The company has a A: Dimitri, what’s your opinion?
turnover of around 1 billion dollars a year. D: Carlos is right. It would be something
new. But it would also be expensive. We
Companies such as these are offering hope for the need to cut costs. We’re a small company,
future of fashion as well as the future of the planet. and we don’t have a lot of money, and it
Now what they need is consumers who share their might be too expensive for us.
passion. A: Carlos, why don’t you do some more
research and come up with a more
Audio Track 2.6 detailed plan.
page 32, activity E C: Sure.
Alice: Our company is in trouble. We are losing A: Dimitri, what’s your suggestion?
money and if we don’t do something D: I think our biggest problem is that our
about it, our clothing brand will simply clothes are too expensive. So, I suggest
disappear. So, the purpose of today’s that we cut costs. We should use more
meeting is to agree on a way to save synthetic fabric and manufacture our clothes
in cheaper factories. Then our clothes . . .

B: Hang on a minute! Can I just make a UNIT 3: THE HISTORY OF
point here? HYGIENE
D: Sure, but just let me finish this one first. Audio Track 3.1
If we use more synthetic fabric and page 40, activity A
cheaper factories, then our clothes will
be cheaper and we’ll sell more. If we attain
don’t increase turnover, we won’t survive. cure
B: But what about the environmental cost? historically
A: OK everyone, why don’t we take a break hygiene
for five minutes? medical
norm
Audio Track 2.7 rub
page 33, activity F straightforward
1. Dimitri: We can’t forget that our customers sweat
want cheap clothes. treat
Breona: That’s true. Price is important. But it’s
not everything. Customers want to help Audio Track 3.2
the environment. pages 42 and 43, activities B and D, Listen:
3,500 Years of Hygiene
2. Breona: I’m not sure about that idea. It could Lecturer: Historically, what is normal in terms of
get very complicated. hygiene has changed a lot. And keeping yourself
Carlos: I see your point. It isn’t easy. But it’s clean in the past often looked very different from
still possible. We can be the first. what it does today. To give us more information,
here are two historians who will discuss the topic
3. Alice: Dimitri, what’s your opinion? of personal hygiene throughout history. First,
Dimitri: Carlos is right. It would be something Professor Sato talks about the ancient world.
new. But it would also be expensive.
We need to cut costs. Professor Sato: We know that people were
using soap in ancient Babylonia. What we don’t
Audio Track 2.8 know is what they used the soap for. One of the
page 35, Pronunciation: Intonation in questions first places where we know people used soap
and statements for washing was ancient Egypt, in North Africa,
Intonation is the pitch of the voice. In English, the around 1500 BCE. They also used soap to treat skin
voice moves more than in many other languages diseases. We know this from the Ebers Papyrus,
and most of the movement happens on a stressed which is an Ancient Egyptian document with
focus word. The focus word is usually the last information on how to treat medical problems. It
content word in a statement or question. In contains hundreds of different ways to cure health
general, intonation falls on the focus word at the problems.
end of statements and wh- questions. It rises on
the focus word at the end of yes/no questions. But in other parts of the world, personal hygiene
took very different forms. We know from writers
I’m not sure what to suggest. of the time that in ancient Rome, around 500 BCE,
What is he planning to do now? before they took a bath, people would cover their
Are you planning to leave it here? body in oil and rub dust into it. Then they would do
a lot of exercise to make themselves sweat. After
Audio Track 2.9 that they would use a small piece of metal called a
page 35, activity K strigil to remove the oil, dust and sweat from their
1. What should I wear? skin. Then they felt clean enough to get into the
2. Should I wear this? bath.
3. I like what you’re wearing today.
4. Do you like her jeans? Around the same time, as early as the pre-Qin
5. I’m not sure what to do now. period In China, people also took hygiene seriously.
6. Do you know what to do? According to the Huangdi Neijing , a medical
7. I think I know what to say about it. document that was written between 400 and 200
8. I think it’s time to go. BCE, hygiene was necessary because “It is more
important to prevent illness than to cure the illness
when it has arisen.” Hence, one norm in ancient
79

China was to bathe in rice water every five days, And they would wash in the same water as the
wash your hair every three days, and wash your rest of their family. According to historian Katherine
hands five times a day. Ashenburg, the metal bathtub would be pulled
into the kitchen and filled with warm water on a
Lecturer: Let’s jump forward now to the 14th Saturday night. The father would get in first and
century CE and listen to Professor Bashar talk wash. Then everyone else in order of importance.
about hygiene in the Middle Ages and the early
modern period. Lecturer: Historically then, the importance of
hygiene, and the way of attaining it, has changed
Professor Bashar: In Western Europe, hygiene a lot. What standards of hygiene, I wonder, will
took a big step backwards around the 14th century. future generations have? And what will they think
Terrible diseases were killing huge numbers of of our washing habits now?
people and doctors had no idea how to cure them.
As a result, they came up with some strange Audio Track 3.3
theories, including blaming water. They noticed page 44, activity F
that water opened up the pores in the skin—the Professor Sato: We know that people were
pores are the small holes in your skin that let using soap in ancient Babylonia. What we don’t
you sweat—and they decided that open pores know is what they used the soap for. One of the
allowed “bad air” to get in. The solution was first places where we know people used soap
straightforward: don’t wash. This idea lasted in for washing was ancient Egypt, in North Africa,
Western Europe for around 500 years. According around 1500 BCE. They also used soap to treat skin
to historian Katherine Ashenburg, women began diseases. We know this from the Ebers Papyrus,
to wear perfume around that time, not to make which is an Ancient Egyptian document with
themselves smell nice, but to stop them noticing information on how to treat medical problems. It
the smell of other people. (chuckles) contains hundreds of different ways to cure health
problems.
In contrast, in Mexico and Central America, in
the 15th and 16th centuries, visitors from other But in other parts of the world, personal hygiene
continents were taken aback by how clean the took very different forms. We know from writers
local people, the Aztecs, were. According to of the time that in ancient Rome, around 500 BCE,
reports from the time, Montezuma the second, before they took a bath, people would cover their
the Aztec emperor, took a bath twice a day. And body in oil and rub dust into it. Then they would do
ordinary people washed in streams and rivers a lot of exercise to make themselves sweat. After
almost as often. The Florentine Codex, a document that they would use a small piece of metal called a
written at the time, refers to using the fruit of the strigil to remove the oil, dust and sweat from their
soap tree for washing—as well as natural plant skin. Then they felt clean enough to get into the
deodorants and breath fresheners. bath.
Across the ocean in Japan, public bathing was Around the same time, as early as the pre-Qin
popular. The practice of bathing with others really period In China, people also took hygiene seriously.
took off during the Edo period, in the 17th to According to the Huangdi Neijing, a medical
19th centuries, that is from 1603 to 1867. Since document that was written between 400 and 200
most people in Japan did not have baths in their BCE, hygiene was necessary because “It is more
homes, the public bathhouse was a very useful important to prevent illness than to cure the illness
development. Public bathhouses are known as when it has arisen.” Hence, one norm in ancient
sentoˉ. Records show that by 1810, sentoˉ were so China was to bathe in rice water every five days,
popular that there were over 500 sentoˉ just in the wash your hair every three days, and wash your
city of Edo, as Tokyo was then known. In many of hands five times a day.
the bathhouses, the customer would get a bucket
full of hot water at the entrance to use in the Lecturer: Let’s jump forward now to the 14th
bathhouse, as there was no running water inside. century CE and listen to Professor Bashar talk
about hygiene in the Middle Ages and the early
And what about more modern times? At the modern period.
beginning of the 20th century in the United States,
bathing was much less common than it is today, Professor Bashar: In Western Europe, hygiene
and without running water it was much more took a big step backwards around the 14th century.
difficult to attain good personal hygiene. Generally, Terrible diseases were killing huge numbers of
people would take a bath once a week at most.

people and doctors had no idea how to cure them. designed
As a result, they came up with some strange germs
theories, including blaming water. They noticed infection
that water opened up the pores in the skin—the phase
pores are the small holes in your skin that let spread
you sweat—and they decided that open pores
allowed “bad air” to get in. The solution was Video Track 3.1
straightforward: don’t wash. This idea lasted in page 49, activities C and D, Watch: When
Western Europe for around 500 years. According Advertisers First Fought Germs
to historian Katherine Ashenburg, women began Nancy: In the 19th century, Americans had a
to wear perfume around that time, not to make different concept of what it meant to be clean.
themselves smell nice, but to stop them noticing They often didn’t have running water. They didn’t
the smell of other people. (chuckles) have flush toilets. When you don’t have easy
running water, the kind of cleanliness you can
In contrast, in Mexico and Central America, in attain is limited.
the 15th and 16th centuries, visitors from other
continents were taken aback by how clean the So, people would wash in a basin. They might
local people, the Aztecs, were. According to use some soap that grandma had made with
reports from the time, Montezuma the second, some lye, but they did not have an easy time of
the Aztec emperor, took a bath twice a day. And it—keeping their bodies or their homes clean. And
ordinary people washed in streams and rivers they certainly didn’t have shelves full of products
almost as often. The Florentine Codex, a document designed to help them stay hygienically pure.
written at the time, refers to using the fruit of the
soap tree for washing—as well as natural plant Narrator: Basically, life for many people was just
deodorants and breath fresheners. dirty. But starting around the 1820s, people start
realizing that living in filth wasn’t so good for their
Audio Track 3.4 health.
page 45, activity G
1. Of course, ways of dealing with illness and Nancy: Infectious diseases began to go up
disease used to be much less scientific. For in number in the United States in the 1800s,
example, trepanning used to be common. particularly in large cities.
Trepanning is where a small hole is made in
someone’s head to let a disease or illness out, at Narrator: Then scientific evidence started showing
least that’s the idea. According to Professor Miguel that microscopic organisms, or germs, often
Faria, a well-known professor of medical history, found in dirty homes and cities were the cause of
trepanning was used in ancient times for anything disease.
from headaches to mental illnesses.
Nancy: This acceptance of the germ theory of
2. The first electric vacuum cleaner was invented disease was slow to come because it depended
in England about a hundred years ago. According on a belief that something you couldn’t see was
to something I read online, it was so big that they making you sick. Oddly enough, enthusiasm for
needed two horses to move it from house to the germ theory did not come from the medical
house. profession, but from advertisers of products. The
commodification of the germ theory of disease
3. Unsafe and unhygienic food is a major cause of kind of came in two waves. The first phase was in
illness. There are more than 200 different illnesses the 1880s and into the 1890s around toilets.
that you can get from eating unsafe food. And a
report from the World Health Organization tells us Narrator: Some of the early products that were
that around 600 million people fall ill every year. sold to protect people from those germs included
water filters and plumbing innovations. Some really
Audio Track 3.5 fancy ones, too.
page 46, activity A
advertisers Nancy: Phase two follows research that shows
belief the spread of germs through personal contact:
claim coughing, spitting, sneezing. They realize that
concept that person-to-person contact is significant in the
deadly spread of very deadly diseases.
81

Narrator: Advertisers jumped on this and used Audio Track 3.6
those concerns to sell . . . furniture. page 50, Pronunciation, Word stress
Words with suffixes
Nancy: When you look at interior decorating in The stress often depends on the suffix. For
this time period, you can see a massive shift away example, words ending in -ic, -al, -ive, or -ion
from the Victorian to a more clean kind of style. usually have the stress on the syllable immediately
So, instead of buying a velvet chair, you would before the suffix.
want to buy a wicker chair that could be more
easily cleaned. You would want to have hardwood expensive, scientific, infection
floors—and not carpets that couldn’t be taken
out—because rugs were very, very bad. Rugs that Nouns and verbs. When a word has two syllables
you could not take out and beat—very, very bad. or more, one syllable always carries the main
stress. With two syllable nouns, it is often the first
Narrator: Of course, when you have all this syllable. With two syllable verbs, it is often the
swanky new furniture, you have to make sure it’s second syllable.
clean and germ-free, and advertisers were more
than ready to sell their cleaning products. And they Nouns: product, concept, toilet
sold them just about any way they could. Even by Verbs: attain, infect, believe
co-opting someone’s name.
Stress shift. The stress often shifts from one
Ad 1: Listerine antiseptic, the most widely used syllable to another when the form of the word
antiseptic in the world, kills germs instantly. changes.
Nancy: Listerine is named after Joseph Lister, Noun: hygiene
who was a surgeon who really cut down on post- Adjective: hygienic
surgery infections. So, if you were going to name a Noun, thing: photograph
product after someone, Lister was a good choice. Noun, person: photographer
He had no control over this. Those were the days
when you could appropriate someone’s name Audio Track 3.7
without asking them. page 50, activity F
1. antiseptic
Narrator: So, overnight, the Lister name went
2. historical
from hospitals to store shelves.
3. protection
4. microscopic
Nancy: To ward off colds, gargle with Listerine and
5. creative
protect yourself. There was nothing in your life that
Listerine couldn’t be used to make better. Audio Track 3.8
page 50, activity G
Narrator: Advertisers also targeted people’s
insecurities, claiming for instance that their It contains many ways to cure health problems.
1.
mouthwash could help you with your social life. They used a piece of metal to remove the dust
2.
from their skin.
Ad 2: Poor Marge. She’ll never hold a man until she It is important to prevent illness.
3.
does something about her breath. The document refers to the natural products
4.
that they used.
Narrator: And people totally bought it. Audio Track 3.9
page 50, activity H
Narrator: By selling cleaning products, furniture,
and toilets, advertisers helped make homes Are you a good presenter? Do you like giving
1.
cleaner and moved the needle in improving public presentations?
health. All while making a buck. Have you ever seen an advertisement that was
2.
advertising beauty products for children?
Are you a technical person? Do you like
3.
working with new technology?
Do you have a strong imagination? Did you
4.
have an imaginary friend as a child?

Audio Track 3.10 UNIT 4: LESSONS IN
page 51, activity I LEADERSHIP
Student: I’m going to compare two ads for soap: Audio Track 4.1
a recent social media post and a magazine ad from page 58, activity A
1938.
bond
First of all, I’d like you to take a look at the two ads constantly
side by side. The first thing you’ll notice is that the drought
old ad is in black and white while the modern social function
media ad is in color. You’ll also notice that the old impact
ad has much more text than the new ad. Let’s take initiate
a closer look at the differences in terms of images observe
and text and think about the reasons for them. predator
role
In terms of images, you’ll notice that in the old ad threat
there are no pictures of people using the soap:
Audio Track 4.2
no happy faces, no smiling children. It looks more
page 59, activity C
like a newspaper article. The picture of the bar
of soap takes up less than a quarter of the page Lecturer: Most people believe that in the animal
and it shows a well-dressed man looking serious. world every group of predators, such as African
This is in contrast to the photo in the social media lions, has a male leader. Films such as The Lion
ad which, as you can see, takes up most of the King lead us to believe that this is the role of the
space. The photo shows a young woman holding strongest lion. In fact, the female lions usually
three bars of soap and looking very calm and work together to lead each group, and they have
happy. The difference in the size of the images the biggest impact on the life of the other lions
is because we’ve become a much more visual in the group. They do most of the hunting and
society. Pictures, as they say, are worth a thousand fighting, and they make the decisions about where
words, and we have less time to read a lot of text. to go. The same is true of elephants, bonobos,
Moreover, it was difficult and expensive to print in and killer whales, for example. These animals also
color eighty years ago whereas now photos shared usually have a female leader or leaders.
digitally cost the advertiser nothing.
The topic of leadership among animals is actually
The differences in text are also very interesting. Take much more complicated than we think. Most
a look at the text describing the benefits of using the people assume that the strongest animal is the
soap in the old ad. It’s basically a series of promises. leader of each group, but that’s often not true.
For example, it promises that within ten days you Some animals, such as the spotted hyena, pass on
will have “skin that looks ten years younger.” It also leadership to their daughters, while other animals,
promises to protect anyone using the soap against such as bees, don’t seem to need a leader. Bees
germs and disease. Now take a look at the text in have a queen, but her only function is to constantly
the social media ad. It seems to be written by the lay eggs, and she doesn’t have any control over the
woman holding the soap, so it seems friendlier and other bees in the hive. Instead, the bond between
more personal. The differences between the texts bees is very strong, and they make their decisions
are because, in the past, there were no rules on what together.
you could and couldn’t say in an ad. Now there are
rules against making claims that are not true. Video Track 4.1
pages 61 and 62, activities C and D, Watch:
The two ads show that, in the past, advertisers Learning from Animals
appealed to logic. These days advertisers appeal Narrator: What skills does a leader need? A closer
to emotions. The reason is that, historically, look at the animal kingdom can offer some valuable
advertisers didn’t understand people as well as lessons.
they do now. Nowadays advertisers have a very
good understanding of human psychology, and Birds, such as geese, often have to travel great
they know what makes people buy products. They distances when they fly to warmer places for the
understand, for example, that recommendations winter. When flying long distances, geese form a
from people we trust are very important. To V-shape with one leader at the front and the rest
summarize, advertisers are much smarter and following behind in two lines. Each flap of the
better-informed now than they used to be. leader’s wings pushes the air behind upwards and
83

this helps the geese that follow. They don’t have company, and all leaders have an important role to
to work so hard to fly because the air is already play in ensuring that this happens.
pushing them up. But the leader doesn’t have
another goose in front of it to push the air up, and Chimpanzees have been compared to humans in
as a result, it gets tired more quickly. Fortunately, their leadership style. This is not surprising as we
geese in a group are constantly aware of each share 99% of our DNA with them. And just like
other, so when the leader gets tired, another one humans, chimps have been observed using a range
will respond by moving to the front and taking of strategies to get and keep power. A chimp that
over. In this way, geese share the leadership. This uses strength and violence to gain and keep power
is an important lesson for anyone who wishes to will only stay the leader for two years at most. A
understand the skills of leadership. smarter chimp will often stay leader for ten years
or more by using a range of strategies.
Horses are herd animals. That is, they like to be in a
group with other horses. They like to play, but they It will use its intelligence to cope with problems. It
must also constantly look out for predators. Playing, will form bonds with mothers by playing with their
looking out for danger, fighting, all of these activities babies. It will perform small acts of kindness to
require the horses in the herd to perform different form bonds with other powerful chimps. A chimp
roles. But just like humans, each horse is usually better with more friends than enemies will always have
at some roles than others. One horse will watch for an advantage. The lesson for leaders everywhere is
danger more than the others. One will initiate games clear.
more than the others. And one will usually lead the
herd into battle. This approach creates an efficient Across multiple animal species, research has
and effective team, and together, the herd is able to shown that leaders with the most experience and
perform a range of different tasks. Having a team that that treat members the same provide the most
works like this should be the goal of every leader. benefit to their team. As the saying goes, a leader
knows the way, goes the way, and shows the way,
Elephants are one of several animal species that and this is an idea that leaders everywhere should
are always led by an older female. This leader is take to heart.
always the most experienced female member of
the group and her impact on the group is vital. Audio Track 4.3
Sometimes, it is the difference between life and page 64, activity A
death. During a drought in Tanzania in 1993, for complex
example, researchers studied how elephants diverse
coped with the drought. What their research fire
showed was that groups that were led by a hire
younger elephant tended to stay in the areas that humility
they knew well, even though the food and water inspiration
had disappeared. By contrast, groups that had an numerous
older, more experienced leader headed for new, reorganize
unknown areas in their search for food and water. satisfaction
Because of their experience, the older leaders target
understood how serious the drought was and they
took action. As a result, those groups that were Audio Track 4.4
led by an older female suffered fewer deaths: an page 66, activity A, Listen: Effective Leadership
important lesson for leaders everywhere. Skills
Lecturer: OK, thank you for coming everybody.
We all know that wolves howl. But do you know Thank you. My topic today is . . . the skills that
why they howl? Although we think of wolves as you will need if you want to be a future leader
howling at the moon alone, in fact they usually in the world of business. Yes, it’s a constantly
howl together, like a group of singers. And the changing world out there, and the skills that you
leader howls with them. This howling has an need as a leader are constantly changing, too. In
important function. Research suggests that the the past, the leader was . . . well, they tended to
wolves are expressing togetherness and the be more autocratic. They made all the decisions.
importance of belonging to the group. So, howling They hired and fired the workers. They decided
makes the bonds between the wolves stronger, on the targets. The skills that they needed were
including the bonds between the leader and obvious! But that’s changing and it’s changing very
the other wolves in the group. To work together fast. So, what are the skills that businesses need
successfully, groups need to enjoy each other’s

from leaders now? I’m going to talk about three More and more companies are starting to realize
key skills that you have to have if you want to be a this important lesson: When workers have more
leader in the future. control and power, they have greater motivation
and become better workers. Learning to trust,
Audio Track 4.5 then, is the first key skill for the leaders of the
pages 67 and 68, activities C and F, Listen: future.
Effective Leadership Skills
Lecturer: OK, thank you for coming everybody. Thank The second key skill is learning humility. Take
you. My topic today is . . . the skills that you will a moment to think about someone who is an
need if you want to be a future leader in the world inspiration to you in your life . . . OK, my bet is that
of business. Yes, it’s a constantly changing world this person has humility. I bet they inspire you not
out there, and the skills that you need as a leader because of how great and perfect they are, but
are constantly changing, too. In the past, the leader because of how human they are. They don’t show
was . . . well, they tended to be more autocratic. off and pretend to know everything, but they know
They made all the decisions. They hired and fired the enough.
workers. They decided on the targets. The skills that
they needed were obvious! But that’s changing and Research shows that the best leaders are the ones
it’s changing very fast. So, what are the skills that who have the most humility. They understand that
businesses need from leaders now? I’m going to they have a lot to learn and as a result, they ask for
talk about three key skills that you have to have if you help from their team. This means that their team
want to be a leader in the future. . . So, let’s begin. feels more involved, and it also means that they
share more information. And what’s the result of
The first one might surprise you a bit. Leaders all this? Not surprisingly, the result is that the team
in the future will need to stop making all the performs better and the business performs better.
decisions and learn to trust their workers more.
They need to become more inclusive. A study from 2015, for example, found that
workers whose leaders show humility have much
Let me introduce you to Semco Partners, a greater job satisfaction. Another study showed that
Brazilian company with over 5,000 employees. students who show humility perform much better
Here’s what Semco lets its employees do. It lets at school. This is probably because they know that
each member of its staff turn up to work when they don’t know everything, and so they actively
they want, go home when they want, decide how look for information and skills to fill the gaps.
much vacation time they have, decide what their
targets are and, believe it or not, the company lets That brings me to the third key skill for the leaders
each person decide how much they get paid. of the future: the ability to build diverse teams.
What is a leader’s most important role? . . . I would
And just in case you’re wondering, Semco Partners argue that it’s to build the best team possible.
is doing very well. Sales have gone up more than Leaders definitely can’t do everything themselves.
1000% over the last ten years. They need a team. Whether you’re leading a football
team or a business or a charity or anything like that,
So, why does Semco work like this? About 40 the leader is only as good as the team. And research
years ago, Semco’s new boss, a 21-year-old named shows that the most successful teams are diverse.
Ricardo Semler, noticed that the more control and
power his workers had, the more motivated they Diverse teams contain people who have
were. So, he decided to reorganize his company to different experiences, who come from different
give the workers maximum control and power. backgrounds, and—most importantly—have
different ways of thinking. Too often, when teams
At Semco, workers are organized into groups, are set up, they contain people who are similar to
and each group makes its own decisions about its each other, and this means that they don’t produce
targets and pay. Every six months, they choose the best solutions to complex problems. Instead,
their salary and amazingly, salaries at Semco are they are likely to think in the same way and make
about average for the industry. That’s because the same mistakes. Numerous studies show that
every worker shares in the profits of the company, diverse groups perform better. They are more
and if you pay yourself too much, you are taking profitable, come up with better solutions, and have
money away from your co-workers. If that greater job satisfaction. So, if you are a leader and
happens, they will probably fire you and hire a new you are only hiring people who are similar to you,
person. And yes, workers at Semco can do both of then you are probably failing.
those things—hire and fire.
85

Those then, are the three skills that you will need Audio Track 4.7
in the future if you want to be a business leader: page 71, Pronunciation: Expressing emotions
trust your workers, learn humility, and build diverse In English, the pitch of your voice (how high or
teams. Are there any questions at this point? low your voice is) and the intonation of your voice
Audio Track 4.6 (the movement from high to low or low to high)
page 69, activity H are very important. The way your voice falls or
rises makes the difference in expressing whether
Consultant: As you know, I’ve been studying your you are enthusiastic, neutral, forceful, uncertain,
business very carefully, and the first thing I want to etc. Intonation helps the listener understand your
say is that it’s a great company. You should be very emotion.
proud. I’ve been observing you, as the owner and
leader of teams. And your staff and I have identified Neutral: It’s a great company.
two key problems. These problems need to be Enthusiastic: It’s a great company.
solved if your company is to improve. And don’t
worry, I’m sure that these problems can be solved. In general, when we want to sound enthusiastic,
forceful, or authoritative, we use a higher pitch
The first problem is that your employees feel that and more movement in our intonation. Using a
they are not respected and that they’re being lower pitch and a flat intonation often suggests
talked to in the wrong way. This means that they’re disinterest, or an impersonal attitude
not working as hard as they could and, as a result,
sales are going down. This means that profits are Audio Track 4.8
also decreasing, and so there’s less money to page 71, Activity L
invest in the business. 1a. It’s a great company! (enthusiastic)
1b. It’s a great company! (neutral)
Our solution is that you should try a more laissez- 2a. You should be very proud. (enthusiastic)
faire approach. This means you need to show a 2b. You should be very proud. (neutral)
little more humility and your workers should be 3a. We’ve identified a few problems (authoritative)
given more freedom. They should be trusted to do 3b. We’ve identified a few problems. (neutral)
their jobs. The rule about coming into the office 4a. We suggest hiring a new person. (neutral)
every day has to change, and everyone should be 4b. We suggest hiring a new person. (authoritative)
trusted to work from home if they want to. We 5a. Your staff should be trusted. (neutral)
also recommend that you build more team spirit. 5b. Your staff should be trusted. (enthusiastic)
You could organize a dinner for employees so that 6a. The rules need to be changed. (enthusiastic)
everyone has the opportunity to get to know each 6b. The rules need to be changed. (neutral)
other. Teams that have fun together are much more
effective.
UNIT 5: WHAT’S FUNNY?
The second problem is that your customers don’t Audio Track 5.1
feel important. There isn’t a strong bond between page 76, activity A
your company and its customers, and no one
comedian
responds to customers when they complain on
deliberately
social media. As a result, there are more and
essentially
more complaints about your company online
exaggerated
and potential customers don’t have any trust
humorous
in your company. Existing customers are not
logical
recommending you to their friends and family.
problematic
reality
One solution is that complaints should be
relieve
responded to immediately. To do this, we
victim
recommend that you fire the existing social media
manager and hire a new person to do that job. It’s Video Track 5.1
important that the new manager is from a different page 79, activities A and B, Watch: So, What
background from you as you need a more diverse Makes You Laugh?
team. We also recommend that existing customers
be contacted and asked for their feedback. The Narrator: When was the last time you laughed?
relationship with the customers needs to be Really laughed? If you can’t remember, then you
improved. might not be laughing enough. Research suggests
that laughing relieves stress and helps us live longer.

So, what makes us laugh? Well, that depends on have a long history. In 1835, a New York newspaper
the person. In different countries, different kinds of printed a story about life on the moon, claiming
humor are popular. Let’s take a look at five of the there were goats, unicorns, and people with wings
most common types of humor and where they’re living there. The stories were hugely popular with
popular. readers who believed them completely.
Slapstick comedy is a style of physical humor. It Wordplay, in contrast to slapstick and practical
involves exaggerated actions that are supposed jokes, is humor that comes from words, often
to make us laugh. Have you ever seen people words with two meanings. Jokes that we tell
deliberately fall over or get a cream pie in the face? each other are often a form of wordplay. There are
That’s slapstick humor. And it’s popular all over many kinds of wordplay. One example is puns,
the world. In Japan, for example, kyoˉ gen comedy, where the wrong meaning of a word is used. The
which dates back to the 14th century, involves short study into favorite jokes found that more people
performances with exaggerated slapstick action. from Australia, New Zealand, Ireland, and the
And slapstick can be seen in many comedic street UK laughed at wordplay than people from other
performers across the world, from Europe to the English-speaking countries. Given that the jokes
Middle East. were all in English, it’s hard to compare with other
countries.
Self-deprecating humor is usually spoken or written
and involves telling stories and jokes. Essentially, Of course, the difference between these kinds
comedians make jokes about themselves–they of humor is not always so clear. When we’re just
are laughing at themselves. Comedians do this having fun, for example, we’re often using slapstick
by focusing on the difference between how they and improvisation and practical jokes. So, that is
want to be and how they are in reality, or what five of the most common types of humor. Which
they hoped to achieve in life and what they have one is your favorite?
actually achieved in reality. Self-deprecating humor
is more popular in some countries than others. Audio Track 5.2
For example, more Americans and Canadians page 82, activity A
laugh at this kind of humor than people from other belong
places do. It’s also a style that works well on social expectations
media in the form of memes. Memes are images harmless
that summarize an idea or a feeling, often in a inferior
humorous way. perspective
relief
Surreal humor is perhaps the strangest type of ridiculous
humor. It rarely has jokes, and it is not logical. superior
Maybe that’s what makes it funny. Surreal humor is tension
full of strange situations and events that you can’t threatening
understand or explain. Everything is different from
reality. One study of people’s favorite jokes showed Audio Track 5.3
that surreal humor is more popular in European page 83, activity C
countries than in the rest of the world. And like 1. A: I’ve got a joke.
self-deprecating humor, surreal humor is also a B: OK.
popular source of memes, perhaps because it is A: A man walks into a shop and sees a sign
more easily shared in a single image than some that says: DANGER! BEWARE OF DOG!
other kinds of humor. Inside, he sees a harmless old dog asleep
on the floor.
Practical jokes, like slapstick, don’t usually involve “Is that the dog we’re supposed to beware
speaking. Instead, they are a kind of humor where of?” he asks.
someone plays a trick on another person. Practical “Yes, that’s him,” says the shop owner.
jokes can be problematic when they go too far “He doesn’t look at all dangerous to me.
and upset the victim. The more upset the victim, Why did you put that sign up?” asks the
the less successful the practical joke is. However, man.
when the victim feels that people are laughing “Well” said the owner, “before I put that
with them and not laughing at them, and when the sign up, people kept tripping and falling
victim can also laugh about the joke afterwards, over him.”
then it’s a successful practical joke. Practical jokes
87

2. B: Have you ever been skydiving? first hunter. There is a silence, then a shot is heard.
A: What, you mean have I jumped out of an BANG! The hunter’s voice comes back on the line.
airplane with a parachute? No, I’m not He says, “OK, now what?”
crazy. Now, what’s interesting about this joke is that we
B: I’ve done it once. You know, you don’t can use it to analyze humor. There are four main
always need a parachute to go skydiving. theories of humor, so I’m going to look at them
A: What? Really? one by one and see if they can explain why so
B: Yeah, it’s true! You only need a parachute if many people found this joke funny, and if they help
you want to go skydiving for a second time. explain other types of humor.
Get it? Skydiving a second time?
3. A: What do you call a deer with no eyes? The first theory is called the superiority theory.
B: A what with no eyes? According to this theory, we laugh at something
A: A deer. You know, the animal. because it makes us feel superior. Take the person
B: Oh, sure. who isn’t looking and walks into a streetlight.
A: So, what do you call a deer with no eyes? Aren’t we laughing because we feel less stupid
B: Uh . . . no idea. than them? Or think about clowns. Don’t we laugh
A: Exactly! No. Eye. Deer! A deer with no at them because they are doing ridiculous things
eyes! Do you get it? and we feel superior? Moreover, superiority theory
explains why everyone hates being laughed at.
Audio Track 5.4 While the person laughing feels superior, the
page 84, activity A, Listen: Why Is That Funny? person being laughed at feels inferior.
Four Theories about Humor
Professor: I have a joke for you. This joke is Let’s go back to our hunter joke. According to this
apparently the funniest joke in the world. It came theory, the joke is funny because what the hunter
top in a survey of two million people from 70 does is stupid and ridiculous. It makes him look
different countries. So, now you really want to hear inferior, and so it allows us to feel superior.
the joke, don’t you? OK, here it is:
While this theory does help us understand the
Two hunters are out in the woods when one of them hunter joke, it can’t help explain surreal humor
suddenly falls to the ground. He doesn’t seem to be or word play. These types of humor don’t make
breathing and his eyes are closed. The first hunter us feel superior, but many people still find them
quickly pulls out his mobile phone and calls the funny. Now, let’s look at the joke from another
emergency services. He says to the operator in a perspective.
panic, “I think my friend is dead! What should I do?”
The operator calmly says, “Now, slow down and don’t The second theory is called incongruity theory.
panic. I can help. First, let’s make sure he’s really Something which is incongruous is out of place
dead.” “OK,” says the first hunter. There is a silence, or unusual in that situation. A boat in the middle
then a shot is heard. BANG! The hunter’s voice comes of the desert is incongruous. Incongruity theory
back on the line. He says, “OK, now what?” says that we find something funny when it brings
together two things that do not belong together.
Audio Track 5.5 To put it another way, the connection is humorous
pages 84 and 85, activities B and D, Listen: Why because it’s ridiculous.
Is That Funny? Four Theories about Humor
Professor: I have a joke for you. This joke is Incongruity theory is not just about unusual
apparently the funniest joke in the world. It came combinations of things or ideas though, it’s
top in a survey of two million people from 70 also about expectations. When you go to an art
different countries. So, now you really want to hear gallery, for example, you expect to see real art. If,
the joke, don’t you? OK, here it is: however, you see cheap pictures that you can buy
in any shop, your expectations are not met. This,
Two hunters are out in the woods when one of incidentally, happened in an art museum in the
them suddenly falls to the ground. He doesn’t Netherlands; the art experts actually thought the
seem to be breathing and his eyes are closed. cheap pictures were real art.
The first hunter quickly pulls out his mobile phone
and calls the emergency services. He says to the According to incongruity theory, then, the hunter
operator in a panic, “I think my friend is dead! joke is funny because we don’t expect someone
What should I do?” The operator calmly says, to shoot his friend, even if the friend is probably
“Now, slow down and don’t panic. I can help. First, already dead. To put it another way, it’s incongruous
let’s make sure he’s really dead.” “OK,” says the and therefore funny.

The trouble is that not everything that is incongruous gallery, for example, you expect to see real art. If,
is amusing. Many things that are incongruous are however, you see cheap pictures that you can buy
annoying or dangerous. Moreover, it’s likely that in any shop, your expectations are not met. This,
many people will respond to incongruous situations incidentally, happened in an art museum in the
with anger or alarm instead of laughter. In short, Netherlands; the art experts actually thought the
incongruity theory just seems too simple. cheap pictures were real art.
The third theory of humor is called relief theory. According to incongruity theory, then, the hunter
Relief theory states that we find something funny joke is funny because we don’t expect someone
when there is tension in a situation or joke, and to shoot his friend, even if the friend is probably
that tension then turns into relief when we realize already dead. To put it another way, it’s incongruous
everything is ok. We find something funny because and therefore funny.
an unpleasant feeling is suddenly replaced by a
pleasant feeling. The trouble is that not everything that is
incongruous is amusing. Many things that are
Let’s return to the hunter joke. When listening to incongruous are annoying or dangerous. Moreover,
the joke, we feel tension because the friend might it’s likely that many people will respond to
be dead, and we don’t know what the hunter is incongruous situations with anger or alarm instead
going to do. When the hunter shoots his friend, the of laughter. In short, incongruity theory just seems
tension is suddenly released and we laugh. too simple.
So, does relief theory help explain other humor, Audio Track 5.7
such as wordplay? Probably not. This kind of humor page 86, activity F
is often too short to have any tension. Relief theory I’ve always wanted to be a famous comedian.
1.
also doesn’t explain why some feelings of relief are Incidentally, . . .
funny and some are not. Some people use humor to make fun of
2.
other people and to feel better than them.
Our final theory of humor is called benign challenge Put simply, . . .
theory. Something that is benign is harmless and The superiority theory of humor helps us to
3.
not dangerous. So, benign challenge theory says understand why we laugh when someone
that humor happens when a law or a rule or a walks into a streetlight. The problem with this
norm is challenged or broken, but in a way that is theory is that . . .
not threatening or dangerous. So, slapstick humor As an April Fool’s joke in 1957, a British TV
4.
is funny because someone’s safety seems to be program told people that spaghetti was grown
threatened, but we know that actually they are OK. on trees in Switzerland. It showed a film of
Wordplay is funny, because the meaning of the word people picking spaghetti from trees. Many
is challenged, but again, it’s safe for the listener. And people believed the story and laughed when
surreal humor is funny because our understanding they found out it wasn’t true. In short, . . .
of what is normal is challenged, but in a way that is
safe. So, this theory seems to help explain some Audio Track 5.8
types of humor that other theories don’t. page 87, activities G and H
Student: Humor plays an important role in my
And to go back to the hunter joke, we laugh country. There is a long tradition of telling funny
because the rules of normal behavior are broken. stories and jokes, and there are many famous
It’s ridiculous to shoot someone just to prove comedians who are national celebrities. For my
that they’re dead. However, the situation is not generation in particular, Generation Z, humor is
threatening to us personally, or to our opinions. So, also very important. When I’m with my friends,
we can laugh and find it humorous. we tell stories about things that happened to us,
and we often deliberately exaggerate the details
In conclusion, these are the four main theories of to make them humorous. Telling jokes, however, is
humor that seek to explain why we find something not something we do very much.
funny.
In general, people in my country like to watch
Audio Track 5.6
humorous shows on TV. They watch comedy
page 86, activity E
shows, and most TV channels show at least two
Professor: Incongruity theory is not just about comedy programs every evening. They also watch
unusual combinations of things or ideas though, humorous movies, particularly romantic comedies.
it’s also about expectations. When you go to an art Incidentally, the most popular film at the moment
89

is a romantic comedy. In contrast, my generation The average person likes slapstick, whereas we
4.
uses their mobile phones to watch comedy. They prefer surreal memes.
watch short films or look at humorous, often
surreal memes that they share with their friends. Audio Track 5.11
To put it another way, we’re constantly watching page 89, activity L
humorous things although we don’t often watch Generation Z was born between the late 90s
1.
them on TV. and 2010s, while Generation X was born much
earlier.
The most popular type of humor in my country I’m a fan of surreal humor although my parents
2.
is slapstick. People watch a lot of slapstick hate it.
TV programs, and some of our most famous In contrast to my friends, I don’t spend hours
3.
comedians are slapstick performers. While many online watching videos.
people like slapstick, people of my generation I felt relaxed, while some people felt there was
4.
prefer practical jokes. The short online films that a lot of tension in the room.
we share with each other are full of friends playing Everybody loves humor; however, not
5.
practical jokes on each other. Mostly this kind of everyone loves the same kind of humor.
humor is harmless, but occasionally it goes too far I like watching funny videos, but it might be
6.
and becomes problematic. more fun making them.
In addition, my friends and I are also big fans of

surreal humor. We often share surreal memes or
UNIT 6: BUILDING BETTER
short videos that are funny, but not very logical. CITIES
The older generation, on the other hand, doesn’t Audio Track 6.1
seem to share as many online jokes. page 94, activity A
argue
To summarize, the role of humor for my generation
authority
is different from the role humor plays for my
compact
country in general. The average person likes
demolish
to watch slapstick humor on TV, whereas my
factor
generation prefers to share practical jokes and
ideal
surreal memes on their mobile phones. Each group
layout
feels that their preferences are better, and they find
principle
it difficult to understand the other.
propose
Audio Track 5.9 urban
page 89, Pronunciation: Focus words in
Audio Track 6.2
contrasting information
pages 96 and 97, activities A and B, Listen: How
Important content words (nouns, verbs, adjectives, to Plan a City
etc.) are usually stressed, but when the speaker
Host: This is the Urban Planning Podcast.
contrasts information, the words that contain the
contrast will have extra stress.
Host: So, historian Lewis Mumford claimed that
the city was the second most important invention
Baby boomers watch funny shows on TV, but my
ever. I don’t know what the most important
generation likes to watch funny things on their
one was, but I think he was right that cities are
mobile phones.
an essential part of modern life. The question
is, then, how do we make them better? How
We like stories, but telling jokes is not something
do we improve the layout of our existing urban
we do very much.
spaces and build beautiful new ones, because
Audio Track 5.10 we definitely need them? The architect and urban
page 89, activity K planner, Peter Calthorpe, estimates that, over the
next thirty years, we’ll have to find urban space for
She likes slapstick, but I prefer self-
1. another three billion people. Three billion! So, what
deprecating humor. are the principles we should adopt? I asked two
We watch humor online, but they usually
2. professionals for their views: an urban planner who
watch it on TV. plans the layout of cities, and an architect who
In contrast to my peers, I don’t enjoy practical
3. designs the buildings. First, my conversation with
jokes. our urban planner, Hina Yoshida.

Host: So, in terms of building better cities, what of thing right because, to paraphrase a famous
would you say is the most important factor, from quotation, first humans make buildings, but later
your point of view, as an urban planner? the buildings make us.
H. Yoshida: In a city, layout is key, and I Host: Next, I spoke with an architect, Jack Darby,
believe that the cities we are building should be who designs office buildings.
compact—not too big, not too tall. It should be
easy to walk and bike around them. That’s the first Host: So, what factor is top of your list when it
principle. comes to building better cities?
Host: Can you give me an example of a compact Architect: Overall, I think that the best cities are the
city? ones that keep things rather than demolish them. As
much as possible, we need to preserve the historic
Yoshida: Sure. Barcelona in Spain is an example. buildings and the old narrow streets that we find in
Cusco in Peru is an example. Hoi An in Vietnam is an many cities, because once you’ve demolished them,
example. They’re all beautiful cities partly because you can’t change your mind.
they are compact. You see, the bigger the city, the
more highways you need in order to get around. Host: Can you give me an example of something
I mean, to move from one place to another. And that was knocked down and shouldn’t have been?
unfortunately, highways make cities less beautiful.
Darby: Well, I can give you an example of
Host: Is there an ideal size for a city? something that was nearly demolished: Paris. One
of the most famous architects of the 20th century,
Yoshida: It’s difficult to talk about the ideal size Le Corbusier, almost persuaded the authorities in
because factors like public transportation make a Paris to demolish a large part of the city center and
difference. In general, though, my job as an urban to build glass towers there instead.
planner is to reduce the time it takes to get around
a city. Ideally, about half an hour should be the Host: Really?
maximum. An Italian scientist, Cesare Marchetti ,
wrote a famous paper about this. In it, he claimed Darby: Yes, really! Le Corbusier proposed
that people have a travel limit of about one hour replacing one of the most beautiful parts of Paris
every day, so half an hour traveling to work and with eighteen glass towers. And many writers
half an hour back. A lot of urban planners now are have pointed out that a lot of people thought it
calling for all new cities to be “30-minute cities” was a good idea. At the time, the area he wanted
where anyone living anywhere in the city can travel to demolish was terrible. It was full of disease and
to work, without a car, in 30 minutes or less. overcrowding . . .
Host: Are we still building new cities? Host: Disease and overcrowding? Really?
Yoshida: Oh yes, definitely. Around the world, Darby: Yes! And the glass towers would have
there are something like 120 new cities being built. been a great improvement with a much better
layout. But what Le Corbusier forgot was that an
Host: Completely new? area can change. It can improve and get better.
You don’t have to knock something down to make
Yoshida: Completely new. it better.
Host: And does that principle of making things Host: That’s incredible. Are there any other
compact apply to public spaces as well? principles that you think are important when it
comes to building better cities?
Yoshida: Absolutely, yes. For example, many
urban planners recommend limiting the size of Darby: Yes, one other thing is very important. Mix.
public squares to no more than one hundred Cities need a mix of buildings in each area. The
feet across. From a hundred feet away, you journalist Jane Jacobs wrote a book called The
can recognize someone’s face. And when you Death and Life of Great American Cities, and in it
recognize people, a space feels friendlier. If the she argued that great cities have to have a mix of
square is more than a hundred feet, it becomes buildings in each area: offices, shops, and houses
difficult to recognize someone’s face, so the should share the same space, because this brings
square feels less friendly. We need to get this kind people together.
91

Host: So, a mix of offices, shops . . . sensible
sustainability
Darby: Yes, offices, shops, housing, restaurants. system
These should all exist together because that brings
people together. That creates busy, friendly cities. Audio Track 6.6
page 101, activity C
Audio Track 6.3 1. A: Look, it says here that Bogotá has about
page 98, activity E 550 kilometers of bike lanes.
Speaker: Some urban planners estimate that our B: That’s a lot.
country will need another twenty new cities in A: Yeah. Their goal is that 50% of all trips will
the next decade. That’s an ambitious goal. Many be by bike in the future.
planners are arguing that all new cities should be B: That’s ambitious!
30-minute cities, that is cities that allow you to A: Yeah. At the moment it’s seven percent, but
travel anywhere in 30 minutes without a car. They that’s still a higher percentage of trips than
are also calling for these new cities to be smart in any other city in Latin America.
and environmentally friendly. Some other urban
planners have pointed out that this estimate may 2. A: I read somewhere that a city in Spain has
be too low, and we may need more than twenty banned all cars.
new cities. Whatever the number, everyone B: Oh, you mean Pontevedra?
recommends that we start building now. A: That’s it. Pontevedra. So, is the whole city
car free now?
Audio Track 6.4 B: No, not the whole city. But they’ve banned
page 99, activity G cars in the city center.
Around 2010, Italian architect Stefano Boeri was A: And what does the local community think
trying to solve a problem. The problem was how about that?
to build a new, environmentally friendly apartment B: I’m not sure. I think they’re mostly in favor.
building in the city of Milan.
3. A: Did you know that San Francisco’s residents
Boeri knew what the people of Milan wanted. They have some of the lowest water usage in the
were calling for a building that was beautiful on the country?
inside and on the outside. He also knew that to B: How much do they use?
be environmentally friendly, the building had to be A: Forty-nine gallons a day.
different from others. B: Per person?
A: Yep, per person.
The budget for the whole project was 65 million B: What’s the average then?
euros. It sounds like a lot of money, but, in reality, A: Between eighty and a hundred gallons per
it wasn’t very much. day, so it’s approximately half the normal
amount.
Another factor was the weather in Milan. Although B: That’s impressive.
Milan can be very hot in summer, it can also be
very cold in winter. Boeri needed a way to keep the Hey, have you heard that Vancouver has
4. A:
building cool in summer and warm in winter. banned plastic? It’s not allowed any more.
B: What, all plastic?
The solution that Stefano Boeri proposed was two No, just single-use plastics, like plastic bags
A:
beautiful apartment buildings covered in trees and and plastic straws and that kind of thing.
plants. The city authorities accepted the design, B: Why did they do that?
and the buildings were completed in 2014. I guess they believe in sustainability.
A:
They’re the first city in Canada to do it.
Audio Track 6.5
page 100, activity A Video Track 6.1
page 103, activities B and C, Watch: The
cluster
Sustainable City
economic
feature R. Llewellyn: Hello, and welcome to Fully Charged.
filter My name is Robert Llewellyn. This is a series about
maintenance the future of energy and transport, electric cars,
portion all kinds of cool stuff like this. And today, I’ve just
revenue come along to see this normal town, just another

town in Dubai. Dubai in the United Arab Emirates. we’ve designed it in such a way: first
And I don’t know, it’s very nice. It’s very quiet as of all, this is a closed system, so the
you can tell. Not a lot of traffic. In fact, none. In water is filtered. And we just top it up—
fact, it’s amazing. This is the Sustainable City. replenish it—because of the evaporation
during the summer. And we have a very
K. El-Jisr: First of all, thank you for coming. I mean environmentally friendly treatment system
this is . . . it’s a delight to show you all of this. So, as well installed.
this is the Sustainable City and we, we regard
it as . . . Our goal is to have a net zero energy Llewellyn: It’s also clearly very popular. There’s
development. So, everything you see, first of all, the always a lot of kids here.
principle design element, is to reduce the energy
intensity of the city. And so, if you notice, as we El-Jisr: You know, living in Dubai without a pool, at
drive through those streets, the orientation of the least one pool, is difficult. It’s become expected.
villas. You know, these villas, they benefit from the
shade. We decided to design and to orient all the Llewellyn: Because it’s such beautiful weather
villas towards the north. So, all these villas are north here today. We’re in January, you know, so I have
orienting, which means they get a lot of shade, been in this area before in midsummer. And I know
and we avoid the sun. And that is so important in that it is extremely hot.
this part of the world because otherwise your air
conditioning cost is going to go up through the roof. El-Jisr: So, it can get, yeah, exactly, so now the
And that’s not good for carbon and carbon emission. weather is beautiful. We’re at 25 degrees Celsius.
If you come back in four months, it’s going to
Llewellyn: Yeah. be 45.
Llewellyn: And then this is the thing that I first Llewellyn: Yes.
saw when I arrived is that all the car park space is
shaded with solar panels, which is so sensible. El-Jisr: So, this area is really at the entrance of the
city. And as part of the master plan, this is the mixed-
El-Jisr: Yeah, well, two points. First of all, all the use area, which is open to the public. And so here
cars are assembled. So, we wanted to keep the we have 15,000 square meters of space, of rental
cars away from the clusters, which means, when space. And this is only for rent. And the idea behind
we drove through a cluster, it is completely car it is that this is going to generate rental revenue,
free. and a portion of the rental revenue is going to pay
all the service fees and the maintenance fees in the
Llewellyn: Right. city. So, we have promised all the residents in the
community that they will pay zero service fees and
El-Jisr: That’s amazing for kids. zero maintenance fees.
Llewellyn: Because I’ve seen lots of kids around. Llewellyn: Wow! Hang on! Let me get my head
round that.
El-Jisr: Exactly. This is their space, the entire
cluster is their space. So, we have all the cars in El-Jisr: So, you move into the city, whether you’re
one location and under a roof panel. And so we a tenant or a homeowner—a villa owner.
have, in the city, we actually have 10 megawatt-
peak installed. Let me put that into perspective. Llewellyn: So, you can, you can buy one of those.
That’s 40,000 panels. PV panels. So far, we’ve
installed 26,000. And of those 10 megawatt, 3 El-Jisr: You can buy, yeah. This is called freehold
megawatt come from the parking areas. in Dubai. So, you can, you can buy property or
you can rent, right? In both, both options, in
Llewellyn: Wow. both cases, you will not incur service fees or
maintenance fees. It’s zero. So, when you look
El-Jisr: So, that’s a lot of electricity. at concierge service or sweeping the streets, or
sweeping the panels. We actually dry clean the
Llewellyn: Yes. panels—the solar panels. All the landscaping,
the water features, the gray water treatment, the
El-Jisr: So, there is one community pool, and security outside, the mosque, etc. All of that is
this has always been a contentious point provided for free. I mean, for free, meaning it is
about sustainability, but, you know, offset by revenues that come from this plaza. And
93

this, this, you know, this is related to ensuring I believe that it’s time to build a new, public space
that there is also economic sustainability and that will meet the needs of our community now
social sustainability. It is not only about the energy and in the future. In my survey, some people
features and the water features. The economic suggested building a new shopping center, and
dimension also has to make sense. other people proposed building a public space,
free of shops. I agree with the second group, and
Audio Track 6.7 today I want to propose that a public square with
page 104, Pronunciation: Linking words a fountain and trees is the best option. This would
When we speak, we sometimes add a sound to solve the problem of a lack of public space and a
link two words. We do this when the first word lack of plants and trees in the center of our town.
ends in a vowel sound and the second word begins
with one. The extra sound makes the two words Here are the features of a new public square that
flow together more naturally. I’m proposing.
When a word ends in the vowel sound /iy/ or /ay/ and The new square will be compact, not more than
the next word begins with a vowel sound, the two 100 feet across. Many people claim they feel lost
sounds are usually linked together with a /y/ sound. in a square that is bigger than that. In the middle
of the square there will be a fountain with water
we are why is that shoots out of the ground. This water will be
constantly filtered and reused. There will be tall
When a word ends in the vowel sound /ow/ or /uw/ trees around the edge of the square to provide
and the next word begins with a vowel sound, the shade. There will also be benches for people to sit
two sounds are usually linked together with a sound. on. A portion of the square will be reserved for a
café to provide revenue for the town authorities.
so if who are
There are three criteria for the success of the
Audio Track 6.8 square. Number one, the new square must be
page 104, activity F beautiful. Number two, it must appeal to everyone
1. zero energy and bring people together. Number three, it
2. very old must be environmentally sustainable. The main
3. try again constraint is budget: the new public space must
4. to ask not be too expensive to build. It must also, of
5. buy it course, fit within the area of the current shopping
6. she asked mall.
7. no idea
8. may I The famous architect Zaha Hadid once pointed
9. go away out that architecture is about helping people to
feel good in a space. I believe that this new public
Audio Track 6.9 square will achieve this goal.
page 104, activity G
This is a series about energy of the future.
1. UNIT 7: RETHINKING
They get a lot of shade and we avoid the sun.
2. TOURISM
That is so important in this part of the world.
3. Audio Track 7.1
We decided to orient them all toward the north.
4. page 112, activity A
We actually have 10 megawatts installed.
5.
6. It’s going to go up a lot. demand
dramatic
Audio Track 6.10 elsewhere
page 105, activities H and I isolated
Student: The famous architect Mies van der Rohe landlord
claimed that successful buildings bring together minimize
nature, buildings, and humans. If this is true, then occurrence
the Plaza Shopping Mall in the center of town is a promotion
failure. There is no nature, the building is ugly, and regulations
there aren’t many people. I did a survey and asked ruin
people their opinions. Most people called for the
city authorities to demolish the mall.

Audio Track 7.2 his landlord had cancelled his contract in order to
page 113, activity C put the house on Airbnb. And this, it seems, is not
The Isle of Skye in the northwest of Scotland has an unusual occurrence. With typical prices between
some of the most beautiful and dramatic scenery one hundred and three hundred dollars for a house
in the UK. It is relatively isolated from the rest of for one night, more and more people are cashing in
the U.K., but the Scottish government has done a on the short-term rental market. And there are no
lot of promotion and there is now huge demand to regulations to prevent people from doing it.
visit the island. Crowds of tourists in the capital,
Portree, are a common occurrence. Has this saved This house belongs to David and his wife. They
the tiny island or ruined it? used to rent it to long-term tenants, people who
lived on the island all year round. Recently, they’ve
Video Track 7.1 started renting it out on Airbnb.
pages 114 and 115, activities B and C, Watch:
Spoiling Skye? David: So, this is Barbie, the spotted face
one.
Narrator: This is the splendor that is the Isle of Skye.
Interviewer: OK.
Scenery that stars in Hollywood films. And tops lists
David: And this is Megan.
of must-see places. For decades, this tiny island on
David: It’s quite a unique lifestyle that we
the coast of West Scotland was a quiet, isolated
have here, you know.
place with very few tourists. But in 1992, a bridge
Interviewer: And do people feel they’ve lived a
to the Scottish mainland was opened, and tourism
little part of that, at least?
started to increase. Then, more recently, the dramatic
David: Yes, I think so. Yes, yes. Well, some
Skye scenery started to appear in Hollywood films,
go away with a tear in their eyes.
such as Stardust in 2007, and that, along with heavy
Interviewer: Really?
promotion by VisitScotland, the Scottish tourism
David: Yes.
agency, caused visitor numbers to climb further.
Interviewer: You can’t do this at a hotel.
David: No, no, definitely not. No.
Since then, social media has transformed
Narrator: David is clear as to why he rents his
Skye into what is known as a “must-see”
house through Airbnb.
destination—a place that many tourists want to
Interviewer: So, what prompted you to do it?
visit. Approximately 650,000 tourists a year visit
David: Well, supply and demand really.
the island and almost all of them are heading for
Interviewee: What’s happening is everyone is
the same dramatic, Instagram-friendly locations.
jumping on the bandwagon.
Some say that this level of tourism is bringing
Narrator: This man studies the effects of
great benefits to Skye, while others say it is ruining
Airbnb-type services on local
the island with traffic, parking problems, and the
communities. Over the last year, he
sheer number of visitors. But perhaps the most
recorded an 81% increase in tourist
significant impact is more hidden. All these tourists
rental listings in the Highlands of
need a place to stay for the night, and there simply
Scotland.
aren’t enough hotels and guest houses to meet
Interviewee: Is it sustainable is the kind of
demand. So, private homeowners are stepping
question that’s arising here and
in to fill the gap. Using websites like Airbnb,
elsewhere. Now, it’s quite a
they are offering their own homes as short-term
common issue in many popular
accommodations for tourists.
cities like Edinburgh and Barcelona
and Amsterdam. But in more rural
Tourist: Airbnb.
locations like this, people are now
Interviewer: Airbnb.
realizing that maybe the balance has
Tourist: Yup.
tipped.
Interviewer: Yeah, good?
Interviewer: People here aren’t pointing the
Tourist: Yes, absolutely.
finger in one single direction. We
keep hearing that they want and
Narrator: There are currently well over 500 Airbnb
need tourists to come. But they also
listings on the Isle of Skye. That doesn’t sound like
tell us that they want a better way
many perhaps, but when you realize that there are
of sharing the magnificence of this
only 5,000 homes on the whole island, you begin to
island with the world.
see the problem. And all these short-term holiday
Narrator: Then the key question is: What is the
listings mean fewer accommodations for local
best way to maintain the benefits
people. One local person we spoke to told us that
of tourism while at the same time
95

minimizing its negative impact? Audio Track 7.6
Should there be fewer tourists or more page 120, activities B and C, Listen: Online
regulations? These are questions that Tourism
tourist destinations around the world Lecturer: Everybody knows what tourism is,
will be struggling with in the future. but lately what is called online tourism, seeing
Audio Track 7.3 the world from your armchair, is becoming more
page 116, Pronunciation: Intonation in short popular. Online tourism is generally understood to
exchanges mean spending an hour or two online with a tour
guide who will show you something about his
Intonation can add meaning to individual words part of the world or her local culture. This kind of
in short exchanges. By combining rising and tourism has been around for a while, but it really
falling intonation, we can indicate a question, started to go mainstream in 2020 because of the
confirmation, enthusiasm, doubt, and other global pandemic. More and more tour companies
emotions. began to ask themselves how to move a real-world
experience to the online world. Walking tours,
Happy? food tasting tours, museum and art gallery tours:
Definitely. in the real world they all involve touching, tasting,
Online booking? smelling, moving around, and interacting with the
Online. tour guide and other people on the tour. All of these
Good? things are harder if not impossible to do online.
Absolutely!
Cheap? Nonetheless, a lot of companies decided to test
Yes. the market for online tours and see if there was any
demand. They began to use live streaming to offer,
Audio Track 7.4
for example, online cooking classes or tours of local
page 116, activity E
neighborhoods—all free of charge. And they were
1. A: Happy? surprised by the positive response. People’s desire
B: Yes. (doubtful) to see new things and have new experiences from
2. A: It’s great! the comfort of their living room was very strong.
B: Great? (questioning) Wouldn’t you rather experience something online
3. A: Like it? than not at all? Before long, individual guides and
B: Wow! (enthusiastic) tour companies found that they even could charge
4. A: I really like it. money for these experiences.
B: Really?
A: Really. (confirming) So, what kind of online tourism experiences are
5. A: Nice, isn’t it? available now? The range is extraordinary. You can
B: Nice. (doubtful) learn to cook local dishes or perform local dances,
6. A: Where did you get it? listen to local musicians giving a concert, follow
B: Online. someone online as they walk through a city, spend
A: Online? (questioning) time with farm animals, go on museum tours or
7. A: We’re ready! forest walks . . . the options are endless!
B: OK! (enthusiastic)
8. A: Coming? Of course, for the tour guides, there’s a lot to learn
B: Coming. (confirming) if they want to start hosting an online experience.
They’re used to interacting with people in person,
Audio script 7.5 and suddenly they have to start talking to a
page 118, activity A computer screen. Many of them say that the
charge biggest problem is the lack of feedback from the
desire guests. People who are sitting in front of their
dynamic computer screens tend to just stare rather than
feedback laugh or smile. It’s easy for the guide to think that
host they aren’t enjoying themselves, but the important
informative thing for the guide is to keep going, stay cheerful,
mainstream and try to make the experience as dynamic as
nonetheless possible. Often, they will find that guests rate an
simplify experience with five stars even when they look like
specialty they are not enjoying it.

Many people who are new to the idea of online Audio Track 7.7
tourism ask how it is different from just watching page 122, activity F
a video. The answer is three-fold: first, online 1. My first experience of online tourism was about
experiences are live, so you’re sharing the event two years ago with a guide who lived in Marrakesh
with real people. And because it’s live, anything in Morocco. The experience was a huge success
can happen. It’s similar to attending a live concert and I really enjoyed it. So, what happened on the
rather than watching a video of the concert experience? Well, the first thing the host did was
afterwards. Secondly, you can interact with the show us around a food market in Marrakesh, and
guide and other people during the experience. You that was absolutely fascinating.
can talk to them or you can interact through text
chat. Thirdly, online experiences are much more 2. I’d like to invite you to join my online coffee
personal than watching a video. The guide gets tasting experience. I’m hosting it from my
a chance to make the tourists feel special. They apartment, and it begins at eight o’clock on
can give tips about where to go and what to buy; Thursday evening. During the experience you will
they can send further details after the event; and if learn to make a perfect cup of coffee. Wouldn’t
the online tourist actually visits the guide’s city in you like to know how to do that? It will be an
person, they know who to contact. informative and dynamic experience, and I
welcome anyone who would like to attend.
One person who is very experienced in giving
online tours is Ricardo Lopez Nacif, who is based Audio Track 7.8
in Mexico City. Ricardo’s specialty is coffee. He’s page 123, activity G
a professional coffee taster and he already has
Student: We’re going to present a plan for a
over one thousand five-star reviews. During the
unique online tourism experience. Our experience
experience, Ricardo talks about how coffee is
is called A Taste of Japan. It will be a dynamic and
grown and the different types of coffee beans. He
informative online experience. First, we’re going
makes a perfect coffee in front of you, and you’re
to talk about some important Japanese cultural
encouraged to do the same at home. Then he tells
concepts. Then, we’re going to demonstrate the
you about the difference between good and bad
artistic tradition of kintsugi, and I’ll give more
coffee. If the Internet connection is good enough
details about that in a minute. And finally, we’ll be
that day, he connects live to a coffee plantation
cooking the traditional Japanese dish of onigiri with
high in the hills of the Sierra Madre mountain
our guests. And I should also mention that we’re
range where you are shown around the plantation
going to host the experience in Shiori’s apartment.
and meet some of the farmers. It’s exciting and
informative, and what’s really great about Ricardo
So, let’s look at the experience in more detail.
is that he uses profits from the online experience
As I mentioned, in the first part of the online
to support the farmers on the plantation.
experience, we’re going to introduce the guests to
some important concepts in Japanese culture. For
So, what are the secrets to hosting a successful
example, Shiori is going to talk about what is called
online experience? Well, first, you have to put a lot
wabi sabi, the beauty of imperfection. While Shiori
of energy into presenting, so it really helps if you’re
is talking about Japanese culture, the guests will
talking about something that’s your specialty. You
be listening and asking questions.
need to use a lot of body language and energy.
And second, prepare. Make sure you know how to
Then, in the second part of the online experience,
use the technology. Can you, for example, share
we’re planning to show these concepts in action.
your screen to show a video? And third: Make it
I’m going to demonstrate what is called kintsugi,
interesting but remember you won’t be talking to
the art of repairing broken ceramic plates and
experts. If you have a lot of detailed information,
bowls with gold. The repaired bowl or plate is
try to simplify it. Include a lot of interesting facts.
more beautiful than the original one. While I’m
People want an experience that is fun.
demonstrating kintsugi, guests will again be
watching and chatting online.
But the biggest thing is just to be positive and
energetic. If you want your guests to have a great
Finally, in the third part, we will move to Shiori’s
experience, you have to be dynamic. So, try to
kitchen where we want to show our guests how to
learn something each time you host an experience
make onigiri. Onigiri is a Japanese dish of rice and
and try to do a little bit better the next time.
seaweed. Kevin will be making the onigiri and the
97

guests will be making it in their own homes at the professional sports. And to analyze that data and
same time. Before the experience, we will send extract useful information, we have data scientists.
guests a list of ingredients that they need.
One sport that has decided to take data to heart is
And how much are we going to charge? We’re professional basketball, and the biggest basketball
going to keep the experience affordable, so we’ll league in North America is the NBA, or National
be charging five dollars for each participant. Basketball Association. Every NBA arena has six
cameras that record the exact location and action
We think this is good value. Our guests will learn of each player during the game. These cameras
a little about Japanese culture, see kintsugi, and produce huge amounts of data.
taste onigiri. We hope that it will be an enjoyable
experience. Data scientists can then look at this data and
extract statistics about how often and how
Audio Track 7.9 successfully each player shoots from different
page 125, activity K positions on the court. Making the data
Student: We’re going to present our plan for an understandable is part of the data scientist’s
online tourism experience. Our experience is called job, so they need to be good at extracting useful
“The Art of Making Pasta.” It will be a dynamic and information and producing reports that summarize
interesting online experience where you will learn that information. What’s more, data scientists
how to make real Italian pasta. First, we’re going to can also analyze the team’s opponents to help
talk about the role of pasta in Italian culture. Then, coaches create effective strategies for each team
we’re planning to discuss the ingredients and they play against. A few years ago, having a data
where to buy them. After that, guests will prepare scientist gave an NBA team an advantage in the
the pasta at home while we demonstrate how. And tough world of basketball. Nowadays, every NBA
finally, we will be making a traditional Italian pasta team has its own team of full-time data scientists
dish. It should be an entertaining and informative who are focused on analyzing data and extracting
experience! information for the coach.
But it’s not only strategy where data can have a

UNIT 8: THE SECRETS OF positive impact. It is also used to help avoid injury.
SUCCESS In the game of professional rugby, injuries are very
Audio Track 8.1 common. Statistics show that the average player
page 130, activity A misses two games a season because of injury.
Take the Australian rugby team, the New South
deny
Wales Waratahs, for example. In one season,
downside
eighteen of their 35 players suffered a combined
exceptional
total of twenty-four injuries, and it cost the club
extract
2.7 million dollars in lost wages. Dealing with that
force
number of injuries is tough for any team. Injury
injury
is much more likely when a player is physically
intuition
exhausted, so if you know how tired a player
opponent
is, you can let them rest for a game or two and
statistics
recover. Using this logic and a huge amount of data
tough
science, the New South Wales team began forcing
Video Track 8.1 players to rest at key moments in the season. The
Pages 132 and 133, activities A and C, Watch: result was a big decline in the number of injuries.
Winning Through Data
Data scientists are also having a significant impact
Narrator: When we’re watching professional on the way different sports are being played.
sports, we all want our team to win, but that’s not The German World Cup winning soccer team of
all we want. We also want to know how and why 2014, for instance, used data to work out that
they won. Or lost. Who made the most passes? the more time that each player kept the ball, the
Who missed the most shots? And if you are the less successful the team was. They used this
manager of the team, it’s important to know how information to change the way the team played.
your team can improve. To provide all this sort Before introducing the new strategy, each player
of information, we now have what is called “big kept the ball for 3.4 seconds on average. After the
data,” the millions of pieces of information that are new strategy, it went down to 1.1 seconds.
collected about every game, team, and player in

So, are there any downsides to using data science it was too late and South Africa lost the match and
in sports? One criticism is that all this data was out of the tournament. “My legs felt like jelly,”
makes the role of the coach less important. Data Donald later said. “It was a dreamlike sequence,
scientists themselves, though, deny that this is almost in slow motion.”
a problem. They say that coaches will always use
their intuition first and that data simply provides This incident is one of the more famous examples
the coach with a more complete picture of what is of what is called choking in sports. In everyday
happening. Motivating players is something only life, choking means having trouble breathing
the coach can do. A second criticism is that data when something gets stuck in your throat. In
science is making sports more boring. Sports are sports, however, an athlete chokes when they
all about excitement, drama, and watching the underperform during a moment of great pressure;
exceptional players who can win a game for their they fail to do what they normally find easy to do.
team. Forcing those players to rest is not a popular When a professional golfer misses a simple shot
idea, and it’s easy to see why fans don’t like it. It’s on the last hole, it’s choking. When a professional
also not hard to see how the best strategies to soccer player misses a penalty in a world cup final,
win a game might not be the most entertaining. it’s choking. So, what causes top athletes to choke
Nonetheless, data scientists believe that their data and what can the rest of us learn from it?
is improving the experience for fans.
Choking is, at its core, caused by anxiety.
Data shows which strategies work and which Anxiety is a natural part of professional sports,
don’t. It helps coaches pick the best team players of course, but how athletes manage this anxiety
and shows players how to improve. It also provides is the key. If the athlete is afraid that failure
almost endless statistics for fans, and this helps will affect her status, then the anxiety can
them to understand the game better and so enjoy become overwhelming. At international soccer
it more. The future is definitely going to involve tournaments, teams with more highly respected
more data. and successful players are more likely to choke
during a penalty shoot-out than teams with
Audio Track 8.2 unknown players. Some sports scientists speculate
page 136, activity A that this is because highly respected players fear
anxiety losing that respect, and this causes more anxiety.
bonus
consequently Everyone knows the symptoms of anxiety. You
consistent start to sweat, your heart rate goes up, mentally
coordinate you are overcome by fear and worry, and you
doubt start to doubt yourself and overthink everything.
overwhelming As a result, like Allan Donald, you are unable to
paralyzed do the things that you normally find easy. You
pressure are analyzing the situation so much that you
state overestimate every problem and consequently
become almost paralyzed. It’s comparable to
Audio Track 8.3 thinking about the best way to coordinate your feet
pages 138 and 139, activities A and B, Listen: and knees when you are climbing stairs. Despite
No Time to Choke the fact that you normally climb stairs without
Lecturer: The game of cricket is often thought of thinking about it, you will probably start to find it
as one of the hardest sports to understand. It’s not difficult because you are analyzing it too much.
hard, however, to understand what professional
cricketer Allan Donald needed to do in the last And the bigger the prize, the more likely we are to
minute of the 1999 Cricket World Cup semi-final choke. Basketball players are more likely to miss
between Australia and South Africa. Donald was a shot in the final 30 seconds than at any other
a member of the South African team, and all he point during the game. Why? Well, it’s thought
had to do was run 22 yards as quickly as possible that anxiety caused by the extra stress makes
when his teammate at the other end hit the ball. the players overthink what they are doing and so
Succeed, and South Africa would reach the finals. underperform. Interestingly, the same is true in the
Fail, and they would be out. Donald’s teammate world of business. Bonuses can help to get better
hit the ball, but Donald didn’t run. First, he turned results from staff, but if the bonus is too big, it
around. Then, he watched the ball, and then he has the opposite effect. The bigger the bonus, the
dropped his bat. Only then did he start to run, but more likely the person is to fail.
99

The opposite of overthinking things is sometimes Audio Track 8.5
referred to as the state of “flow.” In the state of page 141, activity F
flow, we become completely focused on the task. Lecturer:There are many techniques that athletes
We trust our skills and lose our personal doubts. can use to improve their performance. One of
We might not win the game we are playing, but them is called visualization—imagining that they
we have the best chance of doing so. Some are performing a physical action. They don’t actually
athletes find it easy to be in flow, and some do the action, but they think about doing it in their
don’t, but for everyone there are techniques that minds, and this helps them to perform the action
maximize our chances of finding flow and avoiding more successfully in real life.
being overwhelmed by anxiety.
Sports science has proved that visualization can
The first thing you need is a consistent routine. be extremely helpful. It’s important to note though
Golfer Annika Sörenstam definitely has that. She that athletes need to be alone and in a quiet space
always takes 24 seconds to take a shot. This so that nothing interrupts their focus. And of
routine gives her something to rely on when the course, in order for the technique to be successful,
pressure is on. Consequently, she doesn’t have to athletes need to do the visualization not just once,
wonder what to do next because she always does but again and again.
the same thing.
So, how does this work in practice? Let’s look at
Secondly, you need to be comfortable performing two examples of visualization in action.
under pressure. That means that, as much as
possible, you should practice under pressure. First, a professional golfer. A golfer might visualize
all the steps of hitting a golf ball with a club:
The third thing you need is the ability to recover standing still, swinging the club, hitting the ball.
when something goes wrong—and it’s inevitable How does this help the golfer? Well, by imagining
that things will go wrong. When they do, you quickly the action, step by step, the golfer can feel what
analyze what happened and why, then you push it they have to do. The important thing is that this
out of your mind and focus on the next thing. helps them to perform the action in real life.
Following these tips can not only help professional A second example is a professional ice skater.
athletes, but everyone avoid choking and achieve An ice skater might imagine performing a difficult
their best results, even in high pressure situations. jump—ice skating is full of difficult jumps. If the ice
Audio Track 8.4 skater is afraid of doing the jump, then visualization
page 140, activity E can build up the skater’s confidence, and that can
be really helpful.
1. Anxiety isn’t a problem for sports professionals
only. All kinds of people can suffer from the effects Audio Track 8.6
of too much pressure in their lives. In a recent pages 141 and 142, activities G and H
survey, researchers found that almost one-third of Student: The topic of the presentation is
students have trouble dealing with anxiety. That’s a visualization. Visualization refers to a technique
much higher figure than expected. that can help athletes improve their performance.
It involves imagining that they are performing an
2. Pressure does not affect all people in the same action in their minds. They think about doing the
way. A situation that may cause anxiety for one action.
person might have no effect on another. Some
people, for example, will feel anxiety in a situation It’s important to note that athletes need to be
because they are worried about what they might alone and in a quiet space when they visualize. And
lose. Other people will feel no anxiety because the speaker emphasizes that they need to visualize
they are focusing on what they might gain. The the action many times.
important point is that people don’t respond in the
same way to pressure. The first example that the speaker gives is a golfer
who imagines hitting a golf ball. In this example,
3. Most people think that there is only one type the golfer visualizes all the steps. This helps them
of stress, but in fact there are many. So, what are feel how the action happens and so helps them
they? Well, one type of stress is called “chronic perform it in real life.
anxiety.” Chronic anxiety is anxiety that lasts a long
time and can cause various health problems.

The second example is an ice skater who imagines inevitable that things will go wrong. When they
doing a difficult jump. Here, visualization helps the do, you quickly analyze what happened and why,
skater build confidence. then you push it out of your mind and focus on the
next thing.
Audio Track 8.7
page 143, Pronunciation: Thought groups and Audio Track 8.10
intonation page 144, Activity K
Thought groups are groups of words that belong Lecturer: Many people have heard of the flow
together and express an idea or thought. Each state, but far fewer have heard of the clutch state.
thought group usually has a focus word—which is This is strange because, in many ways, the clutch
given more stress—and a slight pause at the end. state is more important in professional sports.
The intonation usually is higher on the focus word
and then falls until the end of the thought group. So, what is the clutch state and why is it important
in professional sports?
You can choose which word to focus on depending
on what information you want to emphasize. The clutch state refers to an athlete performing
better than normal under enormous pressure. They
Athletes need to be / in a quiet space / when they feel no anxiety and no doubt. It’s a great skill! But
visualize. not every top athlete can do it.
Athletes need to be / in a quiet space / when they
visualize. A great example of a professional athlete in
the clutch state was baseball player Enrique
Audio Track 8.8 Hernandez. In an important game in 2017, he hit
page 143, Activity I three home runs. Hernandez was the first person
1. Another good way to deal with pressure is to to do this in such an important game in the club’s
talk to yourself in your head. history. It changed the game and consequently
2. Regular exercise can help normal people deal made Hernandez a big favorite with the fans.
with anxiety in their everyday lives.
3. Too much caffeine causes higher levels of Another example of a player who achieved the
stress and it’s often better to drink less. clutch state was the exceptional Argentinian soccer
4. Analyzing yourself and recognizing the player Diego Maradona. Playing against England in
thoughts that cause you anxiety can help a lot. a tough World Cup quarter-final in 1986, Maradona
took the ball past five opponents and scored the
Audio Track 8.9 “goal of the century.” It’s important to note that
page 143, Activity J Argentina went on to win the tournament, largely
Lecturer: The third thing you need is the ability to thanks to Maradona.
recover when something goes wrong—and it’s
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ALL RIGHTS RESERVED. No part of this work covered by the copyright

Teacher’s Guide ISBN: 978-0-357-44949-3

National Geographic Learning

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

Visit National Geographic Learning online at ELTNGL.com

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

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

UNIT 1 The Art of Storytelling........................................................1

UNIT 2 The High Price of Fast Fashion......................................... 10

UNIT 3 The History of Hygiene.....................................................19

UNIT 4 Lessons in Leadership.....................................................28

UNIT 5 What’s Funny?..................................................................37

UNIT 6 Building Better Cities.......................................................46

UNIT 7 Rethinking Tourism...........................................................55

UNIT 8 The Secrets of Success....................................................62

Answers to Vocabulary Expansion Activities....................................71

Audio and Video Scripts....................................................................72

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 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_5_TBLS_49493_FM_ptg01.indd 5 02/12/21 9:48 AM

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.

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

9. IS REFLECT COMPATIBLE WITH BLENDED AND ONLINE