LESSON

3 GOAL Compare perspectives on world problems

A LISTENING WARM-UP C 1:10 LISTEN FOR DETAILS

Suggested 5 Your actual Suggested 5–10 Your actual
teaching time: minutes teaching time: teaching time: minutes teaching time:

●
Have a volunteer read the lesson title. Ask What does
perspective mean? (the way you think about something,
especially as influenced by your personality and
experiences)
●
Write epidemics, terrorism, crime on the board. Elicit
the meanings. (Epidemic refers to a large number of cases
of a disease that take place at the same time; terrorism
is the use of violence such as bombing or shooting to
intimidate people in order to achieve political demands;
crime is illegal behavior or activities.)
●
Have students write each of the three words somewhere
on the arrow, depending how much they worry about the
topics.
●
Ask students to compare answers in pairs. Then poll the
class. Ask Which issues do you worry about a lot? A little?
Not at all?
●
Point to the word perspectives in the lesson title and say
You all have been sharing your perspective on your topics.
How much you worry about these topics is influenced by the
person you are and by your experiences.
Option: [+5 minutes] Invite students to support their
reasons for their level of worry with examples from their
experience. For example, I worry about epidemics a lot. My
friend traveled to Brazil and contracted the Zika virus. It was
very scary. These diseases are dangerous.
B 1:09 LISTEN FOR MAIN IDEAS
Suggested 5–10 Your actual
teaching time: minutes teaching time:
●
Pre-listening: Focus students’ attention on the answer
choices. Elicit that ND means “not discussed.” Have
students read the questions to themselves. If they think
they know the answer from the previous listening, tell
them they can pencil in the answer.
●
Listening: As students listen, pause after each speaker to
allow students time to choose their answers.
●
Have students listen again to check their answers. Go over
the answers as a class.
Option: [+5 minutes] Focus students’ attention on the
statements that are marked F and ND. In pairs, have them
respond to these statements. Ask Do you agree or disagree?
D UNDERSTAND MEANING FROM CONTEXT
Suggested 10 Your actual
teaching time: minutes teaching time:
●
Tell students they will figure out the meaning of various
expressions in the conversations. Call on volunteers to
read the quote in each item out loud.
●
Have students listen and circle the correct letter. Then
play the audio again for students to check their answers.
●
Ask students to compare answers with a partner. Circulate
and assist as needed. Then bring the class together and
go over the answers.
Challenge: [+5–10 minutes] Divide the class into pairs.
Assign each pair one or two quoted expressions. Invite pairs
to create short dialogues using the expressions.

●
Pre-listening: Have students predict what the three
conversations might be about. (Probably perspectives on
epidemics, terrorism, and crime)
●
First listening: As students listen, pause after each speaker
to allow students time to write the answer.
●
In pairs, have students compare answers.
●
Second listening: Have students listen again to check
their answers. Then bring the class together to confirm
answers.
Option: [+5 minutes] Draw a long arrow like the one
in Exercise A, Listening Warm-Up, labeling it not at all on
the left and a lot on the right. Ask Where on the line is each
person’s level of worry? Do you agree with each person? Why
or why not? Do you understand their perspectives?
Challenge: [+5 minutes] Write the following line from
the first conversation: All this crime is a symptom of the
whole breakdown in culture. Underline breakdown in
culture. Ask What does breakdown mean? (failure, falling
apart) Then ask What does symptom mean? (a sign that a
serious problem exists) Ask What is the sign that culture is
failing? (crime) Have students share their opinions on the
statement.
Listening Strategies

UNIT 1 LESSON 3 T8