World English 3

ON THE COVER
The Galleria Vittorio Emanuele II, designed and

built by Giuseppe Mengoni, is Italy’s oldest
shopping mall and is a major landmark in Milan,
Italy. Its famous arch welcomes shoppers to a
variety of stores, famous cafes, and restaurants.
© Andrea Facco/Solent
THIRD EDITION
INTRO
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Teacher’s Book
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THIRD EDITION
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Real People • Real Places • Real Language
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Australia • Brazil • Mexico • Singapore • United Kingdom • United States
WE3e_TB3_13806_FM_ptg01.indd 1 9/2/19 6:48 PM

National Geographic Learning, © 2020, 2015, 2010 National Geographic Learning, a part of Cengage
a Cengage Company Learning
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herein may be reproduced or distributed in any form or by any means,
World English Level 3 Teacher’s Book except as permitted by U.S. copyright law, without the prior written per-
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Printed in China
Print Number: 01 Print Year: 2019

Contents
World English Student Book Walk-Through ........................................................................................................................... T-4

Teaching a Unit of World English ................................................................................................................................................. T-8
Unit 1 Where We Live ...................................................................................................................................................................... 2

Unit 2 The Mind’s Eye ...................................................................................................................................................................... 16
Unit 3 Changing Planet .................................................................................................................................................................. 30
Unit 4 The Good Life ........................................................................................................................................................................ 44
Unit 5 Survival ...................................................................................................................................................................................... 58
Unit 6 Art Matters .............................................................................................................................................................................. 72
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Unit 7 Getting Around .................................................................................................................................................................... 86
Unit 8 Competition ........................................................................................................................................................................... 100
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Unit 9 Danger ....................................................................................................................................................................................... 114
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Unit 10 Mysteries .................................................................................................................................................................................. 128
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Unit 11 Learning .................................................................................................................................................................................... 142
Unit 12 Innovation ............................................................................................................................................................................... 156
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Audio Scripts ................................................................................................................................................................................................. T-171
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Video Scripts .................................................................................................................................................................................................. T-194
Workbook Answer Key ............................................................................................................................................................................ T-206
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Writing Program .......................................................................................................................................................................................... T-215

Communication Activities .................................................................................................................................................................... T-228
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Grammar Activities .................................................................................................................................................................................... T-241

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Grammar Activities Answer Key ........................................................................................................................................................ T-265

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Contents T-3

THIRD EDITION
New to this Edition

The following new and updated features of World English, Third Edition are based
on research and consultation with instructors and learners from around the world:
• New and updated content and ideas from • An extended, optional Video Journal section at
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sources like National Geographic and TED the end of each unit features amazing video from
feature real people and places to provide either National Geographic or TED.
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meaningful and fascinating springboards for • A new Grammar Reference section in the
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language-learning and communication. appendix provides additional grammar support
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• New “My World” activities guide learners to and practice while offering flexible instructional
personalize and share their opinions about opportunities.
real-world topics.
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• Updated technology includes My World
• Extended Writing and Communication lessons
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English Online for independent practice and
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feature writing models and explicit skill instruction the Classroom Presentation Tool for in-class
to provide increased opportunities for meaningful support.
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learner output.
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UNI T
7 Communication Look at the photo and 1 What are these people 2 In what ways do you
answer the questions. doing? How are they communicate with your
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communicating? family and friends?

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The New Zealand

rugby team does a • New and updated
haka, a traditional
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dance and chant,

before its games.
content and ideas
from sources
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like National
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Geographic and
TED.
UNIT 7 GOALS
A. Talk about Personal
Communication
B. Exchange Contact Information
C. Describe Characteristics and

Qualities
D. Compare Types of Communication
E. Compare Formal and Informal

Communication
86 87
T-4

• Each two-page lesson teaches the
language and skills needed to achieve
real-world communication goals.
D
A GOAL Talk about Personal Communication
D In pairs, write four sentences using the words in C. I often... photos of my
Vocabulary I often share photos of my friends on social media. friends on social media.
A In groups, read the information about teenagers in the US.

Which facts do you think are surprising? Not surprising? E Work with another pair. Read each of your sentences in D, but do not say the
Is it share?
verb. Can the other pair guess the missing verb?
How Teenagers Use Technology in the US

Grammar Yes, it is. Correct!
72% look at their smartphone as soon as they wake up.
85% share photos on social media. Verbs with Direct and Indirect Objects
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100% who have a smartphone write text messages,
making it the most popular feature. Subject Verb Indirect Object Direct Object
78% use internet search engines to help with school work. I sent Mike a photo.
41% send their teachers emails.
45% use the internet almost all the time. Her parents bought her a smartphone.
90% play video games on a computer or a game console.
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I will give you a call.
61% watch TV shows on the internet, not on a
traditional TV.
F Read the sentences and match them to the structure (a or b).
a. Subject + verb + direct object
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b. Subject + verb + indirect object + direct object
B Match the words in blue to the photos. 1. We use the internet. a 4. My sister plays video games.
2. I left you a voicemail. 5. I didn’t buy him a smartphone.
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3. They send their friends 6. My grandmother still mails me
photos. letters!
G Unscramble the words to write sentences. Underline the direct objects.

1. sent / a / I / text message / Marco
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2. gave / My / brother / a / me / video game
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3. address / me / his / Find / email
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4. new / Jim / a / smartphone / I / bought
5. a / your / mom / Give / call

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C Delete the one verb that cannot be used with the noun.
GOAL CHECK I never send my parents text
messages. They use email.
1. share / take / write a photo 4. search / find / use the internet
Talk about Personal Communication
1. Look at the facts in A again. Which sentences are true
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2. watch / text / turn on the TV 5. play / download / read video games

for you? Rewrite the untrue sentences so they are true for you. Mine, too. And I usually communicate
3. watch / send / check text 6. buy / log on to / use social media with friends by social media.
2. In pairs, use your answers in item 1 to tell your partner about
messages
how you communicate. Comment on your partner’s answers.
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88 Unit 7 Communication 89
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D
B GOAL Exchange Contact Information
F Write your (or made up) contact information in the first column of the chart.
Listening
Me Classmate 1 Classmate 2 Classmate 3
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A 36 Listen and number a–c in the order you hear them.

Name
a. a radio show b. a conversation c. a voicemail
B 36 Listen again and complete the missing information. Phone number
• Consistent Goal Check

Conversation 1:
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Email address
Joel’s address:
Conversation 2:
Telephone number:
Mailing address
activities at the end of
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Text:
each two-page
Social media
Social media handle: handle
Conversation 3:
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Email:
GOAL CHECK Exchange Contact Information lesson informally and
Website:
communicatively assess
Ask three of your classmates for their contact My email address is...
What’s your email address?
C Below is the contact information of some famous places. Take turns reading each information. Complete the chart.
of them aloud in pairs.
1. Avenida Presidente Castelo Branco, Rio de Janeiro, 20271-130, Brazil. Tel.
+55 800 062 7222 www.maracana.br email: info@maracana.br achievement of the
2. 1600 Pennsylvania Ave. NW, Washington DC, 20500, US.
Tel. 1 202 456 1111 www.whitehouse.gov email: comments@whitehouse.gov
3. 5 Avenue Anatole France, 75007, Paris, France. Tel. 33 08 92 70 12 39
language goal.
www.tour-eiffel.fr
PRONUNCIATION: Sentence Stress for Clarification

Clarify numbers and spelling by stressing words or letters, like this:
That was 13, not 30. One three.
Is that P as in Paris or B as in Beijing?
D 37 Listen to these sentences and underline the stressed words or letters.

1. That’s fifteen, not fifty.
2. It’s A as in apple.
3. It ends in dot org, not dot com.
4. Was that zero zero one or zero zero two?
5. Can you spell your last name? In 2016, the opening ceremony for the
Olympics was at Maracaña Stadium in
E 37 Listen again and repeat. Stress the correct words. Rio de Janeiro, Brazil.
T-5

C GOAL Describe Characteristics and Qualities
D Write the sensory verbs in these sentences.
Language Expansion: The Senses 1. When I see people rock climbing, I think it very dangerous!
A Look at the photos from different countries. Match the comments to the photos. 2. Turn that music off! It terrible!
3. I like your perfume. It nice.
4. These french fries too salty.
5. I prefer these shoes. They more comfortable.
E In groups, say which sensory verb(s) can be used with each adjective. There may
be more than one answer. Then say a new sentence with each adjective and a
sensory verb.
2. 4.
beautiful expensive loud polluted sweet
cold hard noisy smooth tired
Conversation
F 38 Listen to the conversation. Which headphones does Susan prefer? Why?
1. 3. 5. Bill: What do you think of these headphones?
• New Speaking
Susan: The black ones? They look OK.
a. “That smells terrible!” d. “It tastes delicious!” SPEAKING STRATEGY
Bill: Do they fit your head? Try them on.
b. “He looks very old.” e. “This feels soft.” Give Your Opinion
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Susan: I think they feel too big. I think it looks / feels
c. “They sound fantastic!” Bill:
Susan:
Yes, I agree. They look huge! What about those blue ones?
They look very expensive. But they feel more comfortable.
/ sounds / tastes /
smells...
What do you think
Strategy
Grammar: Sensory Verbs Bill: How do they sound? Listen to some music with them. about...?
B Complete the table with these words.

Susan: Wow! They sound amazing! I don’t think it...
I agree. / I disagree. sections provide
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G Practice the conversation in pairs. Switch roles and practice it again.
ears feels looks nose smells taste touch
H Change the underlined words and make a new conversation.
relevant ways to
enhance learner
The Five Senses Parts of the Body Sensory Verbs
GOAL CHECK
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My favorite dish is tacos. I think
sight eyes 5.
Describe Characteristics and Qualities they taste amazing!
hearing
1.
3.
mouth and tongue

sounds
tastes
In pairs, take turns talking about the characteristics of
four of the following. Then give your opinion about your
output in the
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partner’s choices.
smell 4. 6.
• Your favorite piece of technology “Conversation”
2. hands and fingers 7. • Your favorite dish
We use sensory verbs to describe the characteristics and qualities
of people, animals, and things.
• Your favorite type of music activities.
• Your favorite perfume / aftershave
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C Underline the five sensory verbs in A. Then answer these questions. • Your favorite place for a vacation
1. What verb form do you normally use with sensory verbs? • Your favorite celebrity
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2. What type of word usually follows a sensory verb?
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• Each Grammar section is enhanced by flexible and additional

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support and practice in the new Grammar Reference sections

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in the Appendix of the Student Books.

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D GOAL Compare Types of Communication

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Reading
A Does each type of human communication use the sense of
sight, hearing, touch, or more than one?
shaking hands smiling waving
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writing kissing shaking your head

nodding your head laughing yelling
B Match these sentences to actions in A.

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1. “I disagree with you.” 4. “That’s so funny!”

2. “I agree with you.” 5. “Nice to meet you.”
3. “I’m happy to see you.” 6. “Goodbye.”
• New My World
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C MY WORLD Do any of the examples of body language

in A have a different meaning in your country? What are some
examples of body language used in your country?
activities guide D Read the article. Match the words to the definitions.
a
learners to personalize
1. body language a. communication with the body
2. greet b. feelings
3. emotions c. do in a similar way
and share their
Do you
4. sense of humor d. meet and say “hello”
5. copy e. ability to have fun
opinions about real-
world topics.
E Are these actions done by humans, elephants, or both?
Underline the supporting information in the article.
humans
speak
“elephant”?
1. Speak with words and language
2. Spread ears to show anger or aggression
3. Shake their head to disagree Like humans, elephants understand each other Elephants have very large ears, which
by looking at each other’s body language. To send a means they can hear other elephants from as far
4. Shake their head to show they are happy message, they use their whole body, or individually as 2.5 miles away. Like humans, they can also
5. Touch each other to show their feelings their heads, eyes, mouth, ears, trunk, tail, or feet. For copy sounds and make their own sounds that
As humans, we communicate
6. Laugh example, elephants spread their ears to show anger. seem to communicate basic human words and
using the senses of sight, touch, and
And while humans shake their heads to disagree, phrases like, “Hello,” “I love you,” and “Let’s go.”
7. Have a sense of humor hearing. We send messages with
elephants do this to show they are happy.
body language, we greet friends with So while it’s true that humans are amazing at
8. Copy sounds they hear touch, and we speak using words As with humans, touch is also very important communication, elephants also communicate in
to show our emotions and ideas. between elephants. Just like a human mother ways that we can’t, and that’s probably true for
Animals don’t communicate in as holds her baby, a mother elephant regularly other animals, too. The next time your pet dog or
GOAL CHECK many ways as humans—for example, touches her young calf with her trunk. Elephants cat looks at you, touches you, or makes a noise,
In groups, describe at least one similarity and one difference they don’t have language like we do— also show they are friendly when they touch other it’s probably trying to tell you something very
between the different types of communication in each pair. but many animals do also use the elephants. And when they want to have fun, they important!
senses of sight, touch, and hearing. hold each other by the trunk and pull, like in this
• Human / Animal • Speaking / Writing A good example of this is elephant calf young elephant
photo. Even if they can’t laugh like a human,
pet an animal in your house
• Face-to-face / Electronic • Social media / Text communication. elephants have a great sense of humor.
T-6

C
E GOAL Compare Formal and Informal Communication
E In pairs, look at the three messages and number them from 1 to 3 (1 = most formal,
Communication 3 = least formal). Underline words and phrases that help you decide.
A How often do you use each of the following? Every day, sometimes, or never?
Hi Chen,
email letter phone call social media text message I’m having a party. It’s my 18th birthday and my family and friends are meeting at a theme
park. It’d be great to see you. The invitation is attached with the time, date, and address.
B Which types of communication in A would you use in each situation? Fill in the Hope you can come!
Me column. Best,
Paula
You want to. . . Me My partner
1. send a photo to your grandparents.
2. apply for a new job. Dear Miss Jones:
3. keep in touch with friends from Brazil. I am writing to request information about art courses at your college. I am a student in
Argentina and I would like to study art in your country. Also, could you please send me
4. send an assignment to your teacher.
information about accommodation and prices.
5. invite a friend out tonight. Best regards,
Paula Fratelli
C Compare your answers in pairs. Fill in the information for your partner. Give
reasons for your answers.
Hi! I’m at the theme park. Where r u?
• Extended Writing Writing

D Read the information below. Then discuss in pairs if you would use formal or F Match the formal and informal expressions with similar meanings.
and Communication informal writing for each situation in B.
WRITING SKILL: Formal and Informal Writing

1. Dear Miss Jones:
2. I would like...
f a. I want
b. I’m writing to tell you...
lessons feature writing

3. I’d like to request... c. See you soon.
With formal writing (often to people we don’t know), we use full sentences and
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special expressions: 4. Please see the attached photos. d. Thanks for the invite!
Dear Mr. Smith, I am writing to apply for the job of... Please see my attached resume. 5. I am writing to inform you... e. Can I have... ?
models and explicit A family enjoys
With informal writing (often to people we know well), we use shorter sentences and
contracted forms. Sometimes we also leave words out.
6. I look forward to seeing you. f. Hi Jill!
a ride at a theme Hi! I’m having a party. Want to come? 7. Thank you for inviting me. g. Here are the photos.
skill instruction. park in Texas, US.
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8. Best regards, h. Bye for now!
GOAL CHECK
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Compare Formal and Informal Communication
1. Write two emails.
• Write a short formal email (60–70 words) to a travel company. You want
information about their vacations next summer. Ask for information about
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their hotels and prices.
• Write a short informal email (40–50 words) to a friend. You plan to have a
party with family and friends for your parents’ wedding anniversary. Invite
him or her to the party.
2. Exchange emails with a partner. How well does your partner use formal and
informal language? Give feedback.
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• An extended, optional two-page “Video Journal”

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section at the end of each unit features fascinating

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video from either National Geographic or TED.

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VIDEO JOURNAL
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A People often have similar feelings about D These phrases show surprise. Check (ü) the
A NEW VIEW OF THE MOON these things. How do you feel when you... phrases you hear in the video. Then watch again and
• see the sun rise or set? check. As you watch, listen to the intonation.
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• smell bread in the oven? 1. No way!

• sit in a traffic jam for an hour? 2. Isn’t that awesome?
• find a spider in your house? 3. That is so cool!
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• see the moon and stars at night? 4. What?

5. Fantastic!
B In groups, compare your answers in A. Did
you all have the same feelings? Why? 6. I’ve never seen this before!
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7. Really?
C Watch the video. Number the things in the
order you see them. 8. Isn’t that amazing?
1 There is a view of Los Angeles. 9. That is incredible!
The man asks people if they want to 10. Wow!

look.
E 40 Listen and repeat. Say the expressions in D
The man takes his telescope outside. with surprise and interest.
A woman says, “You can see the
craters!” F Write down three pieces of surprising news to tell a
partner. They can be true or untrue. Take turns saying
The man takes his telescope away.
your news and responding with phrases from D.
A man takes a photo of the moon.
G Read the quote from the video. Do you agree? Why?
A boy tells his brother to look.
“It makes you realize that we are all on a small
little planet and we all have the same reaction to
the universe we live in. I think there’s something
special about that. Something unifying. It’s a great
reminder that we should look up more often.”
reaction something you do in a situation

unifying bringing people together
reminder something that helps you remember
Filmmaker Wylie Overstreet

stands next to his telescope
and looks at the moon.
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T-7

Teaching a Unit of World English
Overview Vocabulary
The third edition of World English includes new and updated Lessons A and C both begin with a short exercise presenting lexical
content and ideas from sources like National Geographic and TED, items related to the unit theme. In Lesson A, the vocabulary section
which feature real people and places to provide meaningful and introduces the core words that students will need to discuss and
fascinating springboards for language learning and communication. learn about the unit topic. These are presented in context, with
text or pictures to aid in students’ understanding. After completing
In this edition, new “My World” activities guide learners to the exercises in this section, students have a written record of the
personalize and share their opinions about real-world topics. Also, meanings of the words, which they can refer to later. The lesson
a new Grammar Reference in the appendix provides additional notes in this Teacher’s Book contain a Word Bank of supplementary
grammar support and practice while offering flexible instructional vocabulary that can be used in exercises or taught as enrichment.
opportunities.
Grammar
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Each unit is divided into five two-page lessons, including newly
extended Writing and Communication lessons that feature World English features an explicit grammar syllabus, with
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writing models and explicit skill instruction to provide increased individual grammar points tied to the unit theme. Grammar points
opportunities for meaningful learner output. In addition, an extended, are taught in Lesson A and Lesson C of each unit. They are used
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optional Video Journal lesson at the end of each unit features in the opening presentation of each lesson, and then explicitly
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amazing videos from National Geographic and TED. presented in a box with examples, rules, and usage notes.
At the beginning of every lesson, a concrete objective focuses Controlled practice with each grammar structure is followed by freer
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students’ attention on what they will be learning. At the end of the production. A variety of exercise types engages students and allows
lesson, a communicative Goal Check gives students an opportunity
i them to develop grammar knowledge in multiple skill areas.
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to apply what they’ve learned and lets both teachers and students
check student progress. The lesson notes in this Teacher’s Book contain a brief summary of
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each grammar point for teacher reference, as well as an additional

Unit Opener Grammar Practice exercise.
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Each unit opens with a two-page spread featuring a striking photo. In addition, there are grammar worksheets in the back of this
These photos have been chosen both to illustrate the unit theme Teacher’s Book. Each unit has two worksheets, one for each of the
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and to provide material for discussion. Before beginning the unit, grammar points in Lessons A and C.
students can describe the photo, name things they see in it, and
make guesses about when and where the photo was taken. The two Listening
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discussion questions then lead students into the topic, introducing

Lesson B focuses on building students’ listening skills. Students
key concepts and vocabulary.
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listen to content from a variety of sources, including conversations,

In this Teacher’s Book, an introduction to the unit theme and an radio programs, interviews, lectures, and podcasts, and complete a
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overview of the unit are provided to orient the teacher to the scope series of tasks of graded difficulty. Some tasks require them to listen
for the gist or main idea; while others ask them to find numbers,
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of the unit and to give additional information that may be useful in

discussing the unit theme. Throughout the lesson, Teaching Tips details, or further information. Post-listening tasks help students to
and Reading / Speaking / Writing Strategy boxes explain the purpose explore and personalize what they’ve heard.
of exercises and provide useful information to benefit instruction
Audio scripts for all listening exercises, including the video scripts,
beyond the textbook. Furthermore, For Your Information boxes
can be found in the back of this Teacher’s Book.
contain additional facts about the topics under discussion.
T-8

Pronunciation The lesson notes in this Teacher’s Book include Reading Strategies
that can help students more effectively engage with and understand
The pronunciation component of World English emphasizes the passages.
stress, intonation, reductions, and other features to make learners’
English more natural and comprehensible to a wide international Writing and Communication
audience. Students first learn to recognize a feature of English
In this edition, the extended Writing and Communication lessons
pronunciation and then to produce it. Examples are presented in the
provide students with explicit skill instruction and give them
audio recording in the context of the unit theme. Students begin by
opportunities to generate and convey ideas related to the unit theme.
listening; then they repeat with the audio recording and practice freer
production of the features while interacting with their peers. Newly expanded writing exercises provide a fully scaffolded
progression from controlled practice to authentic production, using
Language Expansion
explicit skill explanations and models to guide students.
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The first part of Lesson C is a Language Expansion exercise meant to
In contrast to the controlled speaking practice in the Conversation
broaden students’ vocabulary around the unit theme by introducing a
sections, the Communication exercises give freer speaking practice
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closely related group of lexical items. These are presented in context
with the structures and vocabulary that students have learned. These
and are used immediately in writing and then speaking, giving
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carefully designed exercises provide opportunities for personal
students more options when doing the Grammar and Conversation
expression within a defined field of language so that all students can
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exercises that follow in Lesson C.
feel confident of success.
Conversation
The lesson notes in this Teacher’s Book often include expansion
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Each unit contains example conversations that highlight the activities for further practice related to the lesson goal. For classes
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vocabulary and grammar of the lesson in a contextualized way while where even more practice of free communication is desired, this
serving as models of natural communication for students. Speaking book also contains 12 Communication Activity Worksheets (one
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Strategy boxes accompany conversations to provide relevant ways to for each unit), which may be photocopied. The activities reinforce
enhance learner output. the vocabulary and structures from the unit while giving students
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another opportunity to express their own ideas in English.

Reading
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This Teacher’s Book also contains 12 additional writing worksheets,

Lesson D is centered around a reading passage, which complements which may be photocopied. These optional exercises provide
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the topic of the unit. A wide variety of reading exercises helps students with scaffolded practice that allows them to refine their
increase students’ comprehension and build critical thinking skills. writing skills.
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The newly added Goal Check in this lesson provides students with
an explicit focus for their reading and discussion.
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T-9

Video Journal Additional Student Support Features
Each unit of World English concludes with an authentic National Real Language This feature highlights high-frequency expressions
Geographic video, TED Talk, or Foundations video featuring stories from everyday conversations.
from people and places around the world. Before You Watch
exercises present new words that students will hear and give some Word Focus This feature presents and explains additional
background information about the video. Students watch the video vocabulary used in exercises, as well as commonly used
several times while completing exercises that ask them to identify collocations.
general themes as well as specific information. They give their
responses to the video in After You Watch exercises.
An updated video program features information about each video and

on-screen activities for students to complete as they watch.
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T-10

3
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THIRD EDITION
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Real People • Real Places • Real Language
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Christien Lee, Author
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Kristin L. Johannsen and Rebecca Tarver Chase, Authors
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Australia • Brazil • Mexico • Singapore • United Kingdom • United States

National Geographic Learning, © 2020, 2015, 2010 National Geographic Learning, a part of Cengage Learning
a Cengage Company
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
may be reproduced or distributed in any form or by any means, except as
permitted by U.S. copyright law, without the prior written permission of the
World English Level 3: copyright owner.
Real People, Real Places, Real Language
“National Geographic”, “National Geographic Society” and the Yellow Border
Christien Lee, Author
Design are registered trademarks of the National Geographic Society
Kristin L. Johannsen and Rebecca Tarver Chase,
Authors ® Marcas Registradas
Publisher: Sherrise Roehr

Executive Editor: Sarah Kenney For permission to use material from this text or product,
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submit all requests online at cengage.com/permissions
Senior Development Editor: Margarita Matte
Further permissions questions can be emailed to
Media Researcher: Leila Hishmeh
permissionrequest@cengage.com
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Senior Technology Product Manager: Lauren Krolick
Director of Global Marketing: Ian Martin
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Senior Product Marketing Manager: World English 3 ISBN: 978-0-357-11369-1
World English 3 + MyWorldEnglishOnline Workbook ISBN: 978-0-357-13026-1
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Caitlin Thomas
Heads of Regional Marketing:
National Geographic Learning
Charlotte Ellis (Europe, Middle East and Africa)
200 Pier Four Blvd.
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USA
Production Manager: Daisy Sosa
Manufacturing Planner: Mary Beth Hennebury Locate your local office at international.cengage.com/region
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Art Director: Brenda Carmichael

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Operations Support: Hayley Chwazik-Gee Visit our corporate website at www.cengage.com

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Compositor: MPS Limited

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Printed in Mexico
Print Number: 01 Print Year: 2019

Thank you to the educators who provided invaluable feedback during the development of the
third edition of the World English series:
AMERICAS United States

Brazil Amy Fouts, Face to Face Learning Center, Doral, FL
Gabriely Billordo, Berlitz, Porto Alegre Virginia Jorge, UCEDA International, New Brunswick, NJ
Bruna Caltabiano, Caltabiano Idiomas, Sao Paulo Richard McDorman, Language On, Miami, FL
Sophia de Carvalho, Inglês Express, Belo Horizonte Sarah Mikulski, Harper College, Palatine, IL
Renata Coelho, 2b English for you, Florianopolis Rachel Scheiner, Seattle Central College, Seattle, WA
Rebecca Ashley Hibas, Inglês Express, Belo Horizonte Pamela Smart-Smith, Virginia Tech Language and Culture
Cristina Kobashi, Cultivar Escola de Idiomas, Guaratinguetá Institute, Blacksburg, VA
Silvia Teles Barbosa, Colégio Cândido Portinari, Salvador Marcie Stone, American English College, Rowland
Heights, CA
Chile Colin Ward, Lone Star College-North Harris, Houston, TX
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Jorge Cuevas, Universidad Santo Tomás, Los Angeles Marla Yoshida, University of California Irvine, CA
Colombia ASIA
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Ruben Cano, UPB University, Medellin Nazarul Azali, UiTM Cawangan Melaka, Alor Gajah
Javier Vega, Fundación Universitaria de Popayán, Popayán Steven Bretherick, Tohoku Fukushi University, Sendai
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Costa Rica Sam Bruce, Soka University, Hachioji
Karen Cline-Katayama, Hokusei Gakuen University and
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Jonathan Acuna, Centro Cultural Costarricense Americano,
San José Tokai University, Sapporo
Lilly Sevilla, Centro Cultural Costarricense Americano, Tom David, Japan College of Foreign Languages, Tokyo
Johnny Eckstein, Soka University, Hachioji
c
San José
Meg Ellis, Kyoto Tachibana University, Kyoto
Mexico
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Thomas Goetz, Hokusei Gakuen University, Sapporo
Jose Aguirre, Instituto Tecnológico Superior de Irapuato, Katsuko Hirai, Matsuyama University, Matsuyama
Salamanca Paul Horness, Soka University, Hachioji
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Alejandro Alvarado Cupil, Instituto Tecnológico de David Kluge, Nanzan University, Nagoya
Minatitlán, Minatitlan Stephen Lambacher, Aoyama Gakuin University, Tokyo
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Jhosellin Angeles, ITSOEH, Mixquiahuala de Juárez, Yi-An Lin, National Taipei University of Business, Taipei
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Hidalgo Kerry McCatty, Soka University, Hachioji

René Bautista, BUAP, Puebla Gregg McNabb, Shizuoka Institute of Technology, Shizuoka
Imelda Félix, Colegio Cervantes Costa Rica, Guadalajara Collin Mehmet, Matsumoto University, Matsumoto City
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Isabel Fernández, Universidad Autónoma de Sean Mehmet, Shinshu University, Matsumoto

Aguascalientes, Aguascalientes Lin Mingying, Soka University, Hachioji
Andres Garcia, FES Aragon (UNAM), Mexico City
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Erika Nakatsuka, Soka University, Hachioji

Jessica Garcia, Colegio Cultural, Puebla Seiko Oguri, Chubu University, Nagoya
Lazaro Garcia, Tecnológico de Toluca, Metepec Thomas Nishikawa, Ritsumeikan University, Kyoto
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Fernando Gómez, Universidad Tecnológica Sean Otani, Tottori University, Tottori

Jalisco,Guadalajara Daniel Paller, Kinjo Gakuin University, Nagoya
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Alma Gopar, FES Zaragoza (UNAM), Mexico City Tomomi Sasaki, Ibaraki University, Mito
Inés Gutierrez, University of Colima, Colima
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Mark Shrosbree, Tokai University, Hiratsuka

Jesus Chavez Hernandez, Universidad Aeronáutica en Brent Simmons, Aichi Gakuin University, Nagoya
Querétaro, Colón Mikiko Sudo, Soka University, Hachioji
Cristina Mendez, Instituto Tecnológico Superior de Irapuato, Monika Szirmai, Hiroshima International University,
Irapuato Hiroshima
Elena Mioto, UNIVA, Guadalajara Matthew Taylor, Kinjo Gakuin University, Nagoya
Rubén Mauricio Muñoz Morales, Universidad Santo Tomás, James Thomas, Kokusai Junior College, Tokyo
Villavicencio Asca Tsushima, Soka University, Hachioji
Maria Rodríguez, Universidad Aeronáutica en Querétaro, Hui Chun Yu, Macau University of Science and Technology,
Colón Macau
Ana Lilia Terrazas, ICO, Puebla
Acknowledgments iii

Unit Unit Goals Grammar Vocabulary
1 Where We Live Page 2 • Talk about How Long or Present Perfect Migration
How Often She has moved three times Where You’re from
• Discuss Why People Move in her life.
• Give Reasons and Explain It’s been raining all day.
Results So ... that
• Discuss Improving Communities
It’s so dry here that we had to move.
• Describe Places to Live
2 The Mind’s Eye Page 16 • Express Degrees of Liking Infinitives and -ing Forms 1 Cognitive
• Discuss Mental Influences He loves to eat chocolate. Milestones
Personality
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• Talk about Personal We enjoy staying here
Characteristics each year. Characteristics
• Discuss Improving Your Memory Using Could, May, and Might
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• Describe an Emotional Ed isn’t here. He might be sick.
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Experience
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3 Changing Planet Page 30 • Discuss Pollution The Passive 1 Pollution
• Discuss Causes and Effects Pollution is caused by vehicles. Large Numbers
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• Discuss Animal Populations The Past Perfect
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• Consider the Effects of Climate By the time sea level had risen
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Change ten feet…
• Summarize Your Ideas
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4 The Good Life Page 44 • Talk about the Things You Value Infinitives and -ing Forms 2 Things You Value
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• Discuss Important People or Finding out / To find out the Expressions Related
Events information is important. to Money
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• Discuss Good Financial Habits The Passive 2

• Talk about Great Jobs He’s given money every week.
• Express Agreement or He was being given the money
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Disagreement yesterday.
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5 Survival Page 58 • Say How Things Could Be Unreal Conditionals Conditions of

Different Dinosaurs are extinct, but if the comet had Species
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• Discuss the Survival of Species missed, they might have survived. Natural Disasters
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• Talk about Threats to Survival Using Wish and Hope

• Discuss Rescues I wish (that) earthquakes didn’t
• Give Advice about Difficult happen.
Situations I hope (that) we get no more
earthquakes this year.
6 Art Matters Page 72 • Report Other People’s Ideas Reported Speech Art
• Express Opinions about Sara said (that) she was going to Types of Art
Public Art the gallery the next day.
• Talk about Types of Art Adjective Clauses 1
• Discuss the Value of Art The architect who / that created
• Produce a Biographical Profile the building just won an award.
T-14

Speaking and
Listening Pronunciation Reading Writing Video Journal
Focused Listening Discussing Reasons for Quality of Life Writing a Paragraph The World’s Biggest Melting Pot
A Discussion: Staying or Moving Describing a City In this National Geographic video,
Migration Factors Describing an Ideal Place we learn about the benefits of living
to Live in a multicultural city.
Contractions with Auxiliary
Verbs
Listening for General Discussing Mental How Memories are Writing about an Can You Really Tell If a Kid Is
Understanding and Specific Influences Made Emotional Experience Lying?
Information Describing Emotions In this TED Talk, Kang Lee explains
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An Interview: Th Sounds the effect of telling lies in children.
Cognitive Biases
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General and Focused Discussing Cause and Effect Is Coffee in Danger? Writing a Summary of Tales of Ice-bound
Listening Talking about Slogans Your Ideas Wonderlands
An Interview: In this TED Talk, Paul Nicklen
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Linking Words Together
Extreme Weather Events explains how a changing ecosystem
i can hurt the animals that live there.

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General and Focused Discussing Important Want a Better Job? Work Writing an Opinion A Life Lesson from a Volunteer
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Listening People or Events for a Better Company Paragraph Firefighter

A Conversation: Expressing Agreement and In this TED Talk, Mark Bezos
Disagreement describes how every act of
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Life-Changing Moments
Saying To generosity matters.
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General and Focused Talking about the Survival A Birthday to Remember Writing a Paragraph Three Things I Learned While
Listening of Species Giving Advice My Plane Crashed
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A Talk: Giving Advice about In this TED Talk, Ric Elias explains
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Types of Fossils Difficult Situations how your life can be changed by an

Emphasis to Express event.
Meaning
Listening for General Discussing Opinions The Art Bubble Writing a Antarctica: While You Were
Understanding about Art Biographical Profile Sleeping
A Radio Call-in Show: Talking about Profiles of In this National Geographic Short
Public Art Artists Film Showcase video, Joseph
Thought Groups Michael describes how art can
raise awareness of issues related to
Antarctica.

Unit Unit Goals Grammar Vocabulary
7 Getting Around Page 86 • Compare Methods of Travel The Passive 3 Transportation

• Discuss Transportation Your passport must be shown. Public
Choices The flight might be delayed. Transportation
• Ask How to Get Around Indirect Questions
• Discuss Alternatives to Travel Do you know when the bus leaves?
• Review Places or Experiences
8 Competition Page 100 • Talk about Playing and Doing Tag Questions Sports
Sports He’s very competitive, isn’t he? Sports Skills
• Discuss Types of Competitors
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Adjective Clauses 2
• Talk about Useful Skills
There are other players who are
• Discuss Winning and Losing better.
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• Compare or Contrast Two
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Topics
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9 Danger Page 114 • Ask about Personal Fears Negative Questions Personal Fears
• Discuss Dangerous Jobs Weren’t you really scared? Common Injuries
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• Talk about Common Injuries Hasn’t his illness improved?
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• Discuss the Benefits of Danger Adverbials of Time
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• Give Clear Instructions Greg broke his leg as he was
playing football.
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She sprained her knee just before

the race.
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10
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Mysteries Page 128 • Speculate about a Mystery Modals to Discuss the Past Mysteries of the
• Discuss Why People Study It’s a possibility that an earthquake Universe
the Past could have happened. Mystery Stories
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• Talk about Solving Mysteries Noun Clauses

• Discuss Theories and the Truth The detectives did not know who
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• Describe a Physical Object did it, but they did know when and
where it happened.
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11 Learning Page 142 • Discuss Technology and Could have, Should have, Would have Technology and
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Learning I should have applied for a Learning

• Talk about Learning scholarship. Educational Choices
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• Discuss Educational Choices The Future in the Past

• Talk about the Value of Play He was going to study German in
• Describe Problems and Berlin, but he had to cancel when his
Solutions mother got sick.
12 Innovation Page 156 • Speculate about the Future Modals to Discuss the Future Inventions
• Talk about Positive Outcomes I will probably get a new device Inventors and
• Describe Inventors and soon. Inventions
Inventions This innovation may make a lot of
• Talk about Good Habits money.
• Discuss Purposes and Results Talking about the Future
I’m going there tomorrow.
T-16

Speaking and
Listening Pronunciation Reading Writing Video Journal
Focused Listening Talking about Transportation The Future of “Travel”? Writing a Review SpaceX’s Plan to Fly You
An Interview: Discussing Reviews across the Globe in
60 Minutes
Self-Driving Vehicles Reduced Auxiliaries Are and
Have In this TED Talk, Gwynne Shotwell
explains why space travel, as a
way to travel around the world, is
possible.
Listening for General Discussing Competition When Losing Means Writing a Compare What I Learned When I
Understanding and Specific Comparing and Contrasting Winning and Contrast Text Conquered the World’s
Information Two Topics Toughest Triathlon
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A Radio Interview: Intonation and Emphasis to In this TED Talk, Minda Dentler
Running a Marathon Express Attitude describes the personal challenges
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of a triathlon competition.
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Focused and General Talking about Dangerous Is Too Much Safety a Writing Clear An Everyday Danger
Listening Jobs Risk? Instructions In this National Geographic video,
A Radio Interview: Giving Clear Instructions we learn about the difficulties of
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living with allergies.
The Job of a Stunt Person Consonant Clusters
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Listening for General Talking about Studying Back to the Moon? Writing a Description From Ancient to Modern
Understanding the Past In this National Geographic video,
A Conversation: Describing Mysterious we learn how ancient cultures have
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Discussing Historical Objects influenced our contemporary culture.

Figures Intonation for Lists
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Listening for General Talking about Learning Games: More Than Writing an Email Sola Power
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Understanding Describing Problems and Just Fun Giving Suggestions In this National Geographic video,
A Talk: Solutions Shabana Basij-Rasikh explains the
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Research into the Enunciation importance of education for girls.

Experience of Learning
General and Focused Talking about Positive Daily Habits of Successful Writing about Why You Should Make Useless
Listening Outcomes Innovators Purpose and Results Things
A Podcast: Discussing Purposes and In this TED Talk, Simone Giertz
Competition and Innovation Results describes how playing and asking
Stress in Compound Nouns questions can lead to innovation.
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UNIT
1
UNI T
Unit Theme
From the caves where our earliest
1 Where We Live
ancestors lived, to the ultra-modern, and
ultra-expensive, pencil towers of New
York City, having a place to call home
is a universal and fundamental human
need. A related need, or perhaps desire,
is for that home to be the best it can be.
Throughout human history, people have
been moving from place to place to get
away from bad situations or simply to
find a better place to live. As a result
of this movement, humans now live in
almost every area of the planet; in fact,
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Antarctica is the only continent with no
permanent human settlements.
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Unit Overview
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In this unit, students explore various
ideas related to the places that humans
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call home. Lesson A introduces key
vocabulary related to the topic and
focuses on two forms of the present
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perfect. Lesson B explores reasons
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why people decide to move somewhere
different or keep living in the same
place. Lesson C introduces the topics
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Houses covered in
of nationality and family history. It also
snow in Freudenberg,
focuses on talking about reasons and
Germany
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results using so … that. Lesson D

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discusses how humans can raise their

overall quality of life by improving the
places where they live. Lesson E focuses
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on describing the qualities of great

neighborhoods. Finally, the Video Journal
explores the issue of multiculturalism
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by focusing on Queens, New York City,

one of the most multicultural places in
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the world.
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2
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UNIT 1 GOALS Grammar Vocabulary Listening

• Talk about How Long or How Often Present Perfect Migration Focused Listening
• Discuss Why People Move She has moved three Where You’re from A Discussion: Migration
• Give Reasons and Explain Results times in her life. Factors
It’s been raining
• Discuss Improving Communities
all day.
• Describe Places to Live
So ... that
It’s so dry here that
we had to move.
2 UNIT 1: Where We Live SAMPLE COPY, NOT FOR DISTRIBUTION
WE3e_TB3_13806_U01_ptg01.indd 2 9/2/19 6:55 PM

Look at the photo and 1 What do you see in 2 Why do you think people
answer the questions: the photo? want to live here?
About the Photo
The photo shows Alter Flecken, the
historic downtown of the German city
of Freudenberg. The Alter Flecken
neighborhood looks like a town from the
17th century because the houses are half-
timbered, meaning that the wood used in
building them is left uncovered.
• Have students read the unit title and elicit
that we means humans in general rather
than specific people. Write the following
on the board: The most place
I have ever lived is . Elicit why
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the first blank must be an adjective of
two or more syllables, and have students
complete the sentence in their own
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words. Then ask students to share their
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sentences with the class. After each
student has shared, encourage questions
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from other students.
• Have students look at the photo and
read the caption. Then have them work
c
in groups to discuss neighborhoods
i they know and find especially attractive.

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Finally, have a class discussion about
the pros and cons of living in an
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attractive neighborhood, especially

those which are popular with tourists or
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where movies are sometimes filmed.

UNIT 1 GOALS
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• Have students read the unit goals and

A. Talk about How Long or How Often ask you if there are any words or ideas
that are unclear. Elicit or explain as
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B. Discuss Why People Move

necessary. Then tell students to work
C. Give Reasons and Explain Results with a partner and ask them how goals B
and D are related to Goal C. Allow some
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D. Discuss Improving Communities

time for discussion before eliciting ideas
E. Describe Places to Live and, if necessary, point out that Goal B
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is related because it focuses on reasons

why people move, and Goal D is related
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3
because in order to discuss improving
something, people often focus on results.
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Speaking and Pronunciation Reading Writing Video Journal

Discussing Reasons for Staying Quality of Life Writing a The World’s Biggest Melting Pot
or Moving Paragraph In this National Geographic video,
Describing an Ideal Place to Live Describing a City we learn about the benefits of living
Contractions with Auxiliary Verbs in a multicultural city.
SAMPLE COPY, NOT FOR DISTRIBUTION 3

LESSON
A
D
A GOAL Talk about How Long or How Often
Vocabulary Vocabulary
A Read the messages.
• As a warm-up, tell students about a
time you moved. Preview the words Hi Emily,
in Exercise A and the Word Bank by How are you? I hope you and your family are well. My wife
using as many of them as you can. and I have been talking about moving to your city. There are
Then ask volunteers to share similar several factors, but the main reason is that we want a better
stories. quality of life. You’ve lived there for many years. Do you think it’s
a good place to live?
Word Bank: Moving Pablo

apartment purchase
Hi Pablo,
condominium realtor
(condo) Lovely to hear from you, Pablo. I’m excited that you’ve been
rural
thinking of moving here. Like many residents, I think there are many
emigration
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suburban great communities in the city. About half of the population comes
immigration urban from different cultures from around the world, so it’s an exciting,
moving truck multicultural place. It’s not perfect, though. Most neighborhoods
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are nice, but some are dirty with a lot of trash on the streets. And
these days, people are less friendly and don’t try to help each other.
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A • After reading the text, have a class I guess society has changed a lot since we were kids! Anyway,
discussion about the relationship before you make a decision, read books on migration problems. I’ve
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between Emily and Pablo. Then elicit read several, and they have some good advice.
or teach the vocabulary in the Word Emily
Bank and discuss which items could Performers doing
c
be used in the messages, and where. a lion dance share B Complete each sentence with the singular form of a blue word or phrase from the
For example, Emily’s message could Chinese culture
i messages.
ph
in the Chinatown
include the following: If you do move neighborhood of 1. A community is a group of people who live in one part of a city or
here, my realtor could help find you Boston, MA, US a country.
Migration is when many people move from one place to another.
a condo. 2.
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Population
• In groups, have students write two 3. means all of the people who live in one area, city, or country.
true or false statements about the 4. Quality of life means how good or bad life is in one place or for one person.
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messages while you monitor and 5. Trash is what people throw away.
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facilitate. Then have groups share 6. Society is a general way to refer to people in a country or in
their statements with the class. Ask the world.
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other students if they are true or 7. A culture is a group of people who think and act in similar ways.
false, and why. 8. A factor is a reason for something or a cause of something.
• Optionally, ask what advice Emily 9. A neighborhood is one area within a city.
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gives Pablo (to read books about 10. A resident is somebody who lives in a place, such as a city or country.
migration). Then elicit other advice
that might help people in his C In his message, Pablo says he might move to find a better quality of life. In small
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groups, discuss what things can lead to a good quality of life.

situation.
4 Unit 1
at
B • Elicit the meaning of singular, then

have students complete the exercise
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in pairs while you monitor and assist.

Review the answers as a class. board. Finish with a class discussion
about which are the three best things Expansion Activity
• As a class, elicit or explain the
that can lead to a good quality of life, Have students work with a partner and
meaning and usage of migrate and turn one sentence from Exercise E into
migrant. Then have students work and why.
a four-turn conversation. Then have
in pairs to learn the verb forms of students practice their conversation a few
population, resident, and trash, and times before presenting it to the class.
the adjective forms of culture and For example:
resident. Dictionary use is optional. A: Jin-hwa and Hye-rim have been
friends for years.
C • Have students complete the exercise B: That’s nice. Where did they first meet
while you monitor and assist. Then each other?
ask groups to share their ideas with A: In high school, I think.
the class and write these on the B: I met my best friends in high school, too.

Grammar
Grammar
Present
PresentPerfect
Perfectand
andPresent
PresentPerfect
PerfectContinuous
Continuous Grammar
The
Thepresent
presentperfect
perfect(has
(has/ /have
have++past
pastparticiple)
participle)and
andthe
thepresent
present I Ihave livedhere
havelived herefor
foraalong
longtime.
time. • Most students will have met the
perfect
perfectcontinuous
continuous(has
(has/ /have
have++been
been++present
presentparticiple)
participle)both
bothrefer
refer I’ve
I’vebeen livinghere
beenliving herefor
foraalong
longtime.
time. present perfect before, so activate
totopast
pastsituations
situationsconnected
connectedtotothe
thepresent.
present.
existing knowledge. First, with books
InInmost
mostcases,
cases,use
usethe
thepresent
presentperfect
perfectrather
ratherthan
thanthe
thepresent
presentperfect
perfect
continuous:
continuous:
closed, discuss these questions
1.1.totoemphasize
emphasizethat
thatan
anevent
eventisisfinished.
finished. 1.1.He
Hehas toldus
hastold usalready.
already. as a class: What are the present
2.2.totodescribe
describethings
thingsthat
thathappened
happenedatatan anunspecified
unspecifiedtime
timeininthe
thepast
past 2.2.She’s
She’sjust
juststarted
startedaanew
newjob.
job. perfect forms of “do”? and What are
InInmost
mostcases,
cases,use
usethe
thepresent
presentperfect
perfectcontinuous
continuousrather
ratherthan
thanthe
the some differences in use between
present
presentperfect:
perfect: the present perfect and the present
1.1.totoemphasize
emphasizehowhowlong
longsomething
somethingcontinued.
continued. 1.1.They’ve
They’vebeen waitingfor
beenwaiting forhours.
hours.
2.2.totodescribe
describepast
pastactions
actionsthat
thatare
arestill
stillcontinuing.
continuing. 2.2.ItIthas
hasbeen rainingsince
beenraining sinceyesterday.
yesterday.
perfect continuous? Then elicit some
Some
Sometime
timeexpressions
expressionsare
arecommon
commonwith
withboth
bothforms:
forms: 1.1.We’ve
We’veworked
workedtogether
togetherfor
foryears.
years.
time expressions, such as since, that
1.1.Use
Usefor
fortotosay
sayhow
howlong
longsomething
somethinghas
hascontinued.
continued. 2.2.We’ve
We’vebeen workingtogether
beenworking togethersince
since are common in the present perfect
2.2.Use
Usesince
sincetotoindicate
indicatewhen
whensomething
somethingstarted.
started. 2015.
2015. and write them on the board.
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• Have students read the grammar
DD Underline
Underlineexamples
examplesofofthe
thepresent
presentperfect
perfectand
andpresent
presentperfect
perfectcontinuous
continuousininthe
the chart. Discuss how the chart
compares with their previous ideas
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emailsininA.
emails A.
about the present perfect. Then
EE Complete
Completethese
thesesentences
sentenceswith withthe
thecorrect
correctform
form(present
(presentperfect,
perfect,present
presentperfect
perfect
call on individuals to make new
ar
continuous,
continuous,ororboth)
both)ofofthe
theverb
verbininparentheses.
parentheses.
sentences illustrating the points in
1.1. Emily haslived
Emily has lived/ /has
hasbeen
beenliving
living (live)
(live)ininthe
thesame
samecity
citysince
since2015.
2015.
the chart. Write these on the board
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Mark
2.2. Mark hasfinished
has finished (finish)reading
(finish) readingthe
thebook
bookalready.
already. and discuss them as a class. You
hasstopped
has stopped
Thiago
3.3. Thiago (stop)
(stop)using
usingsocial
socialmedia
mediaso
somuch.
much. may choose to direct students to the
4.4. ItIt hasbeen
has beensnowing
snowing (snow)
(snow)nonstop
nonstopfor
forthe
thelast
lastseven
sevenhours.
hours. grammar reference in the back of the
c
5.5. Jin-hwa
Jin-hwaand
andHye-rim
Hye-rim havebeen
have been (be)
(be)friends
friendsfor
foryears.
years. student’s book for additional review
i
ph
and practice.
FF InInpairs,
pairs,compare
compareyour answersininE.E.Then
youranswers Thentake
taketurns
turnssaying
sayingthe
thesentences.
sentences.
D • Have students complete the exercise.
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Review the answers as a class. As

an extension, ask students to share
GOAL
GOALCHECK
CHECK Talk
TalkAbout
AboutHow
HowLong
Longor
orHow
HowOften
Often
g
any sources of authentic English they

InInsmall
smallgroups,
groups,take
taketurns
turnsasking
askingand
andanswering
answeringthese
thesequestions.
questions.Then
Thenvote
voteon
onthe
the may have with them (flyers, articles,
eo
most
mostinteresting
interestinganswer
answertotoeach
eachquestion
questionand
andshare
sharethem
themwith
withthe
theclass.
class. etc.) and find other examples of
1.1. What
Whatisisone
onething
thingyou’ve
you’vebeen
beendoing
doingfor
formany
manyyears
yearsbut
butdislike?
dislike?Why
Whydo
doyou
you present perfect forms. Copy them to
lG
keep
keepdoing
doingit?
it?
the board and elicit or explain how
2.2. What
Whatisisone
onething
thingyou’ve
you’vealready
alreadydone
doneseveral
severaltimes
timestoday?
today?Why
Whyhave
haveyou
you they illustrate the information in the
done
doneititso
sooften?
often?
chart.
na
3.3. What
Whatisisone
onething
thingyou’ve
you’verecently
recentlyfinished?
finished?How
Howlong
longdid
diditittake
takeyou?
you?How
Howdo
do
you
youfeel
feelnow?
now? E • Have students complete the
—
4.4. Who
Whoisisone
oneperson
personyou’ve
you’veknown
knownfor
forless
lessthan
thanaayear?
year?How
Howoften
oftenhave
haveyou
you F exercises. When they have finished,
io
seen
seenthis
thisperson?
person?
give them an opportunity to ask
Where
WhereWe
WeLive
Live 55
any clarifying questions about the
at
grammar. Finish by having students

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do the Grammar Practice exercise

and/or the Expansion Activity.
Grammar: Present Perfect and Grammar Practice: Present Perfect
Present Perfect Continuous and Present Perfect Continuous
The present perfect describes a past Write the following questions on the GOAL CHECK
event related to the present, such as board: In which countries have you lived?
an event that started earlier but still For how long have you been studying
continues (We’ve been waiting for three English? What is the best gift you have
• Write model responses to two of
hours.) or a finished but still important ever received? What is something good the questions on the board. Elicit or
event (I can’t call because I’ve lost my you have done today? Have students explain how your model responses
phone.). Students may be unsure when write responses while you monitor and address the questions.
to use the simple past and when to use make sure they are using the present • Have students complete the exercise.
the present perfect. It may help to write perfect correctly. Then call on individuals
Monitor and facilitate while they are
examples of both and explain or elicit to read their sentences aloud and give
how they differ. constructive feedback. working.
SAMPLE COPY, NOT FOR DISTRIBUTION Lesson A 5

LESSON
B
B
D GOAL Discuss Why People Move
Listening Listening
A You are going to hear an academic discussion about migration push and pull
• As a warm-up, discuss as a class factors. Before you listen, complete these definitions in pairs.
why people move. Write students’
Migration push factors are negative things that make people want to leave. a place
ideas on the board. make people want to move to a place
In contrast, pull factors are positive things that .
A • Optionally, ask how an academic
B 2 Listen to the first part of the discussion and check your definitions.
discussion differs from an academic
lecture. Then ask if an academic C 3 Listen to the whole discussion and take notes. Then write cultural,
discussion differs in any way from economic, environmental, or personal.
a general one. These questions will
1. Put the factors in the order 2. Write the correct factor for each example
help prime students to follow the the professor mentions them. that the speakers mention.
organization of the listening and for 1: economic factors • bad family relationship: personal
the language they might hear. 2: environmental factors
factor
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• Have students complete the exercise. cultural • excellent quality of life: cultural
3: factors
Then call on several volunteers to factor
4: personal factors
share their definitions. Discuss these • good or bad weather: environmental
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as a class. factor
• high house prices: economic factor
ar
B • Have students listen once to confirm
that their definitions are broadly • environmental –
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D In groups, decide if the examples below are cultural, economic, environmental,
correct. Optionally, have them listen push / an or personal and whether each would be a push or pull factor. Then think of an
again in order to write down the opposite opposite example.
speaker’s exact words. example might • a natural disaster that affects a country • poor schools and colleges in an area
c
be excellent
• As a class, have students categorize weather • high average salaries in one large city • having many friends who live nearby
their ideas from the warm-up as
i
ph
• economic – pull /
either push or pull factors. an opposite E MY WORLD Think of a place you know well. Then in groups, talk about its
example might biggest push and pull factors.
C • Review the note-taking strategies be low average
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(see Teaching Tip) before students salaries PRONUNCIATION: Contractions with Auxiliary Verbs
• cultural – push /
listen. You may wish to emphasize
g
an opposite In speech and informal writing, it is common to use the contracted form of auxiliaries like
that note-taking is a skill that gets example might
eo
be, have, would, and will.

better only with a lot of practice. be good quality
schools Auxiliary Contraction(s) Example
• personal – pull /
lG
Teaching Tip: Note-taking an opposite am / is / are ’m / ’s / ’re She’s moving overseas next month.
To encourage students to take example might be has / have / had ’s / ’ve / ’d I’ve been looking for a new job.
notes, it can be helpful to spend a having few friends
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few minutes reviewing note-taking or relatives would ’d They’d like to emigrate to Canada.
strategies before each major nearby
will ’ll He’ll call us tomorrow.
listening task. Three simple but
io
useful strategies include making a

note of: 6 Unit 1
at
• repeated ideas or information—the

repetition suggests it is important.
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• information after a discourse

marker, such as next, … or third, ….
D • Have students complete the exercise. Pronunciation
• answers to questions, even if they
Give or elicit constructive feedback
about the opposite examples that
• Have students read the pronunciation
are rhetorical questions. chart. Then answer any questions.
students come up with.
Do a short drill for additional practice:
• Ensure students know what cultural, E • Have students complete the Say a sentence with the full form of
economic, environmental, and exercise. You may choose to have one of the auxiliaries (She has been
personal mean. Then check their them say the push and pull factors staying there.) and have a student
understanding by having them without mentioning the place they repeat it using the contracted form
predict which word matches each are describing so that other group (She’s been staying there.). As much
description in the second item. members must infer the place. as possible, use a form of the present
Explain that predicting answers can perfect in your sentences, but also
improve listening by making it more keep your sentences short and
active and effective. simple so that the focus remains on
the pronunciation point.

F 4 Write the contractions. Then listen and check (✓) the ones you hear.
1. … we have discussed … we’ve ✓ 5. … he has finished … he’s F • Before students listen, explain that
2. … I am going to … I’m ✓ 6. … I will leave … I’ll ✓ they will hear short excerpts from
3. … they are different … they’re ✓ 7. … my sister is kind of … sister’s ✓ the academic discussion they heard
I’d ✓ we’d previously. Also explain that in some
4. … I would like … 8. … we had moved …
ce excerpts, the speaker will use the
G In pairs, take turns saying the contractions in F aloud. Then take turns making full form of the auxiliary. Then have
new sentences using the contractions. students complete the exercise and
Communication review the answers.
H Read the information in the box. Then, in small groups, complete the tasks.
G • Before students begin the task,
Some factors do not push people away from a place or pull people to a place. optionally do a grammar review
Instead, they make people want to stay in the place where they already live. by asking which examples in the
pronunciation chart and Exercise F
1. Come up with a good name for these factors.
use the present perfect. Then have
ng
2. Make a list of some examples of these factors.
students complete the exercise.
3. Share your ideas with the class. Vote on the best name.
Communication
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GOAL CHECK Discuss why people move
ar
H • Have students complete the
Think about the last time you moved somewhere (either on your own or with your exercise. If you feel coming up with
family). Then, in pairs, take turns saying where you moved from and to. What push
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a name for these factors may be
and pull factors were reasons for the move? How long you have lived in the new
place? What factors make you want to stay in the new place? difficult for them, offer stay factors as
one possibility and have them come
c
up with other options.
i
ph
GOAL CHECK
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• You may wish to scaffold this task by

modeling it yourself first. Provide time
g
People explore Bolívar Square in Bogotá,

Colombia. Good weather makes Colombia an for students to make notes before
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attractive place to live in or visit.

they speak. Writing your response on
the board would help, too.
lG
• Have students share their

experiences with a partner. Then
call on volunteers to share their
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experiences with the class. Have

other students identify similarities
and differences with their own
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experiences (see Teaching Tip).

Where We Live 7
at
Teaching Tip: Encouraging

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Students to Speak
For Your Information: Building Test Awareness In any class, there are likely to
Throughout World English 3, there are exercises based on question types found in high- be students who rarely volunteer
stakes English tests like TOEFL and IELTS. If any of your students are planning to take these to speak. One way to encourage
tests, you may wish to point out such exercises. In this case, the two items in Exercise C are such students is to monitor them
similar to the connecting content question types on the TOEFL iBT test. during pair and group work. While
monitoring, make a mental note
if any infrequent volunteers give
good answers. Then approach
these students before asking for
volunteers. Praise their responses
and encourage them to share their
ideas when you ask for volunteers.
SAMPLE COPY, NOT FOR DISTRIBUTION Lesson B 7

LESSON
C
C GOAL Give Reasons and Explain Results
Language Expansion: Where You’re From
Language Expansion:
A Complete the information with the phrases in the box. Use one phrase twice.
Where You’re From
country name To talk about your background, you can say I’m … plus a
• As a warm-up, have students work (1) nationality adjective . For example, I’m Brazilian. Alternatively,
nationality adjective
in groups and write a list of the you can say I’m from … / I was born in … / I come from … plus a
countries they have visited. (2) country name . For example, I’m from Brazil. If your
parents or grandparents come from more than one country, you can
A • Have students complete the exercise describe your background using words like half or quarter and a
and check their answers with a (3) nationality adjective . For example, I’m half Brazilian and half Japanese.
partner.
• Do a drill for extra practice: call on
REAL LANGUAGE B 5 Listen to the conversation.
individual students to share a country The adjective diverse Tom: I’m doing some research about family histories. Could you tell me
they have visited and say what describes things or
about your background?
people that are very
people with that nationality are called. Julia: Sure! I have a diverse background. I was born here, but my mom
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different from each
For example: I’ve been to France. other. comes from Mexico, and my dad’s from Brazil, but his parents were
People from that country are French. born in Japan. So I guess I’m half Mexican, one-quarter Brazilian, and
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• There may be students in your class SPEAKING STRATEGY
one-quarter Japanese.
from countries listed in the Word Place stress on
Tom: Wow! Your family’s really multicultural. Why did your parents choose
to come here?
ar
Bank. Elicit or explain the words. phrases that begin
with so to indicate Julia: They thought that the quality of life here was so high that they should
Then discuss how these nationality that you are
immigrate.
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adjectives differ from regular ones. introducing a reason
or a result. Tom: This city does have a good quality of life, but it’s really expensive. I get
so little money from my job that it’s hard to live here.
Word Bank: Irregular Julia: You’re right. House prices are rising so quickly that I’ve been thinking
c
Nationality Adjectives about moving somewhere cheaper.
In English, many nationality
i
ph
Liberdade in São Paulo,
adjectives end with -ish, -(i)an, -ese, Brazil is home to the largest
or -er. Some nationality adjectives Japanese community
do not follow these patterns: outside of Japan.
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Afghanistan: Afghani
France: French
g
Greece: Greek
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The Netherlands: Dutch

Iceland: Icelandic
lG
Iraq: Iraqi
Pakistan: Pakistani
Philippines: Filipino
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Switzerland: Swiss
Thailand: Thai
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8 Unit 1
at
B • Have students close their books. Have

them listen once and count how many
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contracted auxiliaries they hear (eight).

• Write Tom: and Julia: three times on • If students cannot recreate the whole C • Either have students complete the
the board to form a conversation conversation yet, let them listen again exercise as written or gamify the task
outline. Beside the first Tom: also before they open their books and (see Teaching Tip). For example,
write, He asks about her family compare their ideas with the script. you could assign one point for each
history. Then have students help Finally, have students work in pairs correctly spelled country name and
you “recreate” the rest of the and take turns reading each role
nationality adjective, plus a bonus
conversation. Note that the aim here aloud.
point for items no other group listed.
is to summarize what the speaker • Have a student read the Real
does in each turn rather than elicit Language box aloud. Then ask some
his or her exact words. Recognizing concept-checking questions: What
the purpose of a speaker’s words can are two diverse foods? What cities
help students better understand how do you know that have a diverse
to communicate effectively. population?

C In small groups, spend three minutes writing a list of as many country names and
their nationality adjectives as you can. Share your list with another group. Whose
list is longest? Teaching Tip: Gamification
D MY WORLD In different groups, take turns talking about where you are from. Gamification involves using game
Who has the most diverse background? elements to make non-game
situations more fun, interesting,
and motivating. It is widely used in
Grammar e-learning, but gamification can be
effective in the classroom, too, if not
So … that used too often. A common way to
One way to give reasons and explain the result of something is to use so… (that) + a clause. The word(s) gamify a task is to assign points when
after so give the reason, and the clause after that explains the result. (Note: that is optional.) students achieve certain tasks, with
the “winners” being those with the
Several so … that patterns are possible: most points when the exercise ends.
1. so + adjective phrase (+ that) + clause 1. The movie is so good that I’ve seen it three times.
2. so + adverb phrase (+ that) + clause 2. She left so quickly that we couldn’t say goodbye.
3. so + many / few + countable noun phrase 3. There are so many good jobs in this city that D • Have students complete the
ng
(+ that) + clause thousands of people have moved here.
exercise. If any students seem
4. so + much / little + uncountable noun phrase 4. I have so little money this month that I cannot
(+ that) + clause even take the bus to work. uncomfortable discussing their
backgrounds, perhaps let them
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assume the role of writing what
E In pairs, find the examples of so … that in the conversation. Match each example • so high that … others say or judging whose
ar
to one of the patterns in the grammar chart. (pattern 1)
• so little money background is the most diverse.
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F Interview your classmates to complete these sentences. Then share your from my job that
sentences with the class. … (pattern 4) Grammar
Claudia science • so quickly that …
Example: is so good at that
(pattern 2) • With books closed, write so … that on
she won a competition
c
.
the board and elicit students’ existing
1. is so busy these days that
i knowledge of this structure. Ask

ph
.
students how it is used and why. Then
2. can so well that
have students open their books and
.
ra
read the chart. Finish by asking what

3. has so few that
new information they learned. You
.
g
may choose to direct students to the

4. has so much that grammar reference in the back of the
eo
.
student’s book for additional review
and practice.
lG
E • Have students complete the exercise.

GOAL CHECK Give Reasons and Explain Results
Then review the answers.
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Cut a piece of paper into ten equal pieces. On five of the pieces, write the so part
of a so … that sentence; on the other five pieces, write the that part of the sentence. F • Have students read the instructions
Then work in small groups. Can your partners correctly match your so phrases and ensure they understand how to
io
(reasons) and that phrases (results)? complete the exercise. Then discuss
Where We Live 9 possible questions students can ask
at
to elicit the required information.

• While students are working, either
N
monitor and facilitate, or, if you

Grammar: So … that Grammar Practice: So … that have a small class, act as an
So … that functions as a two-part Practice so … that sentences with a interviewer/-ee.
conjunction. As the student’s book notes, chain drill. Ask one student to make
that is optional, but you may want to a sentence including, for example, so GOAL CHECK
encourage students to include it since happy that. Ask another student to repeat
it can help to clarify the relationship the first sentence and add a second
between the ideas in a sentence. sentence including, for instance, so • Elicit the procedure from students.
So has many functions in English. You quickly that. Then have a third student If they have difficulty, explain that
may want to discuss structures that are repeat the first two sentences and add students will need to use language
especially similar to so … that, such as one including, for example, so many clues to match the two halves of each
so (that) to explain purpose (Call me so people that. Continue, varying the prompt
sentence.
(that) we can discuss it.) or adverbial each time, until you end up back at the
first student. • Have students complete the exercise.
so to intensify something (It was so
expensive.). Then have them say which sentences
written by other students they liked,
and why.
SAMPLE COPY, NOT FOR DISTRIBUTION Lesson C 9

LESSON
D
D GOAL Discuss Improving Communities
Reading
Reading
A Discuss the questions in small groups.
• As a warm-up, have students work in 1. What is the man in the photo doing and how does it improve his
groups and discuss factors that are community?
important for a good quality of life. 2. What other things can people do to improve their community?
working. Then have groups choose B Scan the text. In which paragraph(s) do you find the following
information?
the top three factors from those they
discussed and explain their choices 1. The names of more than one company 1
to the class. 2. The names of towns and cities 1, 3, 4
3. The names of people who started a trend 3, 4
A • Have students complete the exercise
4. A description of a new kind of exercise 3
while you monitor and facilitate.
5. Ways to measure a city’s quality of life 1
B • Begin with a quick review of scanning
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6. Some types of food that people are growing 4
(see Reading Strategy). Explain or 7. The number of groups doing something 4
elicit what it is and how to do it.
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C Read the text. Circle uses of the present perfect. Then underline
uses of so ... that in the text.
Reading Strategy: Scanning
ar
Scanning involves looking at all or D In small groups, discuss where each benefit fits best in the diagram
part of a text quickly to find specific and why.
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details. It differs from skimming, a. Lets local people spend
which involves looking for main time outdoors
ideas. An easy way to remember in the middle section
b. Might help local plogging incredible
the difference is that skimming
c
residents save money edible
includes m and i, which are the incredible edibles
first letters of the words main idea.
i
c. Makes communities more attractive
in the middle section
ph
Generally, when students are d. Could help local people become
scanning, they should be looking for healthier
in the middle section Plogging is a Scandinavian
specific ideas, words, numbers, and e. Has become popular all over lifestyle trend where
ra
other information rather than trying the world joggers pick up garbage as
in the middle section they run.
to read and understand the text as
g
a whole.
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GOAL CHECK
• If any of your students are interested Think of a community that you know well. Then complete the steps.
in taking IELTS, optionally mention
lG
1. List the community’s push and pull factors.

that this question type is common on 2. How can you strengthen one pull factor or weaken one push
the IELTS test and that the items will factor to improve the community?
not be in passage order. Unlike in
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3. Share your ideas in small groups.

IELTS, though, some of these items 4. Whose idea was the best? Share your choice with the class.
have multiple answers.
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• Find the answers for the first two

items as a class. Elicit or explain the 10 Unit 1
at
answers.
• Have students complete the
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remaining items alone and then

compare answers with a partner.
• Optionally, divide students into
four groups and secretly assign
each group one of the paragraphs.
Ask each group to come up with a
statement about their paragraph in
the style of those in Exercise B. Allow
some time for students to work while
you monitor and facilitate. Then have
groups write their statement on the
board for all students to match to a
paragraph in the text.
C • Have students complete the exercise.
Then review the answers.

Quality of Life
1 Each year, several organizations publish a list two women wanted it to be even nicer. They found
D • Elicit information about the diagram.
First ask what information would go
of world cities with the best quality of life. These some areas of land nobody was using and began in the middle section (information
organizations include the Economist Group and the growing vegetables, fruit, and herbs. Their idea was pertaining to both categories). Then
magazine Monocle. Recently, cities like Melbourne that local residents could pick and eat them. People
in Australia, Vienna in Austria, Tokyo in Japan, and from other places soon heard about this “incredible elicit the name of the diagram (Venn
Vancouver in Canada have been on these lists. edible” idea and wanted to know more. Todmorden diagram) and why it is useful. Have
The organizations look at various factors to make now has so many visitors that residents there joke students complete the exercise. Allow
their lists. For example, cities with a good quality of that they have invented a new form of tourism called some time for discussion before
life usually have a stable government, little crime, vegetable tourism. Nowadays, at least 500 groups
and good public transportation and hospitals. They in places all over the world have started doing the reviewing the answers.
are also usually close to nature, have attractive same thing to improve their communities. • Optionally, have groups come up with
buildings, access to museums, nice weather, and a one more benefit that fits in either the
edible something you can eat
clean environment. plogging or incredible edible section
2 For residents of these cities, life is generally great. of the diagram and share it with the
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However, even the best cities have some issues. In class.
addition, approximately half of the world’s population
lives in cities with a lower quality of life. These people
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may dream of migrating somewhere better, but this
may not be possible. A more practical alternative is GOAL CHECK
for these people to find a way to improve the quality
ar
of life in their own communities.
• Optionally, help students better
3 Erik Ahlström provides a good example of this understand the task by first
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kind of personal action. Several years ago, he
moved to Stockholm, the capital of Sweden. In
presenting your own idea. Begin by
general, Stockholm has an excellent quality of life. mentioning a community you know
However, Ahlström felt that there was too much well and describing some of its push
c
trash on the city streets. He decided to combine and pull factors. Then elicit or explain
picking up the trash with jogging. He called this
i a way to weaken one of the push
ph
new activity plogging, and soon other people
were helping him. Ahlström’s idea for cleaning up
factors or strengthen one of the pull
the streets and parks of his community is simple. factors.
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However, it has become so popular that people now • Have students work independently to
go plogging in communities all over the world. do the first two steps. While they are
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4 Mary Clear and Pam Warhurst are also good working, monitor and facilitate. If you
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examples. They live in Todmorden, a small town in notice any students have chosen the
northern England. It’s a nice place to live, but the
same community, suggest that they
work together in Step 3.
lG
• Have students do Step 3. Again,

monitor and facilitate as necessary.
• Have students do Step 4. When it is
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time for groups to share their ideas

with the class, make sure that every
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student in each group has a chance

Where We Live 11 to speak. One way to do this is to
at
direct follow-up questions to any

student who did not speak during the
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presentation phase.
For Your Information: Plogging and Incredible Edible
Both plogging and growing food in towns and cities—like “incredible edible”—are becoming
more popular. The official plogging website is in Swedish, but there are social media pages
and posts about plogging in many languages. There are also sites that make it easy for
people to meet and go plogging with others. There are now more than 700 incredible edible
groups around the world. The movement is even gaining support from well-known public
figures like Prince Charles.
SAMPLE COPY, NOT FOR DISTRIBUTION Lesson D 11

LESSON
E
E GOAL Describe Places to Live
Communication
• As a warm-up, say you are thinking
about a city with many canals that is
the capital of the Netherlands. Elicit
the answer: Amsterdam. Then have
students work in teams to write clues
for five cities while you monitor and
facilitate. Have teams share their
clues with the class. Then review all
the answers—assigning teams one
point for each correctly deduced
clue—and see which team won.
ng
A • Elicit some features of great places
to live, such as those in the word Communication
cloud, and write them on the board. A Think about a place you would really like to live, such as a peaceful village in the
ni
Consider engaging students in a countryside or an exciting, modern city like Bogotá. Make a list of the top five
micro-challenge (see Teaching Tip). things you would want that place to have.
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B Interview your classmates. Find someone whose list includes at least three things
Teaching Tip: Micro-challenges that are also on your list. Discuss why these things are important to you both.
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When you elicit information C Interview your classmates again. Find someone whose list includes at least three
from students and write it on things that are not on your list. Ask questions to find out why these things are
the board, think about offering
c
important to him or her.
micro-challenges. For example, you
could ask a student how to spell a
i
ph
word; ask for words that collocate Writing
with a word; ask what part of speech
a word is; etc. Micro-challenges WRITING SKILL: Describing Something
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like these can serve to reinforce One common goal for writing or speaking is to describe something to other
students’ knowledge. They also keep people. A good description will help readers or listeners get a clear picture of
g
students on their toes and, as a something in their minds. There are several good ways to include descriptive
result, keep the class engaging and language:
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focused. • use adjectives to describe nouns (e.g., a large, exciting, modern city)
• use adverbs to describe verbs or adjectives (e.g., the house is beautifully designed)
lG
• Have students work independently • use prepositional phrases to add details (e.g., a beautiful view of the river)
to complete the exercise while you • make comparisons with other things (e.g., it’s larger than a soccer field)
monitor and facilitate.
na
B • First, elicit questions that students

—
C could use to find someone whose list
io
has three matches. Write these on

the board. Next, elicit language for 12 Unit 1
at
giving reasons and write this on the

board, too. Encourage students to
N
use the phrases on the board when may need to recite your sentence
interviewing their peers. several times. Then have students
write another sentence that changes
Writing the descriptive language in your
sentence. Ask students to share their
• Read the information in the Writing
sentences and offer constructive
Skill box aloud and answer any
feedback. Repeat several more times
questions students have.
and then explain that the suggestions
• Practice writing descriptive
in the Writing Skill apply to spoken
sentences with a dictation task. Say a descriptions, too.
descriptive sentence that exemplifies
one of the methods described in
the box. Have students write down
your words as you say them.You

D
D In
In pairs,
pairs, match
match the
the underlined
underlined examples
examples in
in the
the text
text about
about Bogotá
Bogotá toto the
the different
different Other
Otherexamples:
examples:
ways
ways toto include
include descriptive
descriptive language
language mentioned
mentioned in in the
the Writing
Writing Skill
Skill box.
box. Then
Then adjective
adjective––effective
effective
find
find and
and underline
underline more
more examples
examples of
of descriptive
descriptive language.
language. bus
bussystem,
system,delicious
delicious D • As a class, match the four underlined
food,
food,interesting
interesting examples to the four descriptive
museums,
museums,many manycool
cool
Bogotá is
Bogotá is the
the largest
largest city
city in
in Colombia
Colombia and and thethe capital
capital ofof that
that country.
country. ItIt is
is
neighborhoods
neighborhoods
methods in the Writing Skill box.
adjective
adjective prepositional
prepositionalphrase
phrase
aa city
city with
with aa long
long history.
history. People
People first
first started
started living
adverb
adverb
living there
there in
in 1538.
1538. These
These days,
days,
adverb
adverb––easily
easilytravel
travel Then elicit two more examples of
itit is
is aa multicultural
multicultural city
city with
with aa population
population of of around
around eight
eight million
million people.
people. Bogotá
Bogotá is is prepositional
prepositionalphrase
phrase–– descriptive language in the text
adjective
adjective
more popular
more popular with
with tourists
tourists than
than other
other cities
cities in
in Colombia.
Colombia. Tourists
Tourists can
can easily
easily travel
travel of
ofaround
aroundeight
eightmillion
million and match them to the Writing Skill
around the
around the city
city using
using the
the effective
effective bus
bus system.
system. They
They can
can enjoy
enjoy eating
eating delicious
delicious people,
people,ininColombia,
Colombia,inin
Bogotá’
Bogotá’ssmany
manycool
cool
methods. Finally, have students work
food, visiting
food, visiting interesting
interesting museums,
museums, and
and spending
spending time
time in
in Bogotá’s
Bogotá’s many
many cool
cool
neighborhoods
neighborhoods individually to match the remaining
neighborhoods, such
neighborhoods, such as
as La
La Candelaria
Candelaria or
or Zona
Zona Rosa.
Rosa.
comparison
comparison––moremore examples.
popular
popularwith
withtourists
tourists
GOAL CHECK
than
thanother
othercities
cities
GOAL
GOAL CHECK
CHECK Describe
Describe Places
Places to
to Live
Live
Write
Write aa one-paragraph
one-paragraph description
description of
of aa place
place to
to live.
live. Complete
Complete these
these steps
steps in
in order.
order. • Optionally, have students practice
ng
Step
Step 1:
1: Choose
Choose thethe place
place you you live
live now,
now, aa place
place you
you have
have lived
lived before,
before, or
or aa place
place you
you paraphrasing the text about Bogotá
would
would like
like to
to live
live in
in the
the future.
future. by replacing or cutting at least one
ni
Step
Step 2:
2: Prepare
Prepare to
to write
write the
the description.
description. Use
Use the
the checklist.
checklist. word in each sentence. Illustrate
replacing by changing and to as
Make notes
Make notes about
about some
some ideas
ideas to
to include
include
ar
well as in the first sentence. Illustrate
Decide what
Decide what information
information from
from your
your notes
notes to
to include
include
cutting by replacing the largest city
Le
Decide the
Decide the best
best order
order in
in which
which to
to include
include this
this information
information in Colombia and the capital of that
Review the
Review the guide
guide to
to writing
writing descriptive
descriptive language
language country with (both) the largest city in
Step 3:
Step 3: Write
Write aa first
first draft
draft of
of your
your description.
description. Colombia and its capital. Then have
students complete the task with a
c
Step 4:
Step 4: In
In pairs,
pairs, read
read each
each other’s
other’s first
first draft
draft and
and give
give feedback
feedback to
to improve
improve your
your
partner. As they are working, monitor
partner’s description.
partner’s description.
i
ph
and assist. Then call on several pairs
Step 5:
Step 5: Write
Write aa final
final draft
draft and
and submit
submit your
your description.
description.
to read their revised texts aloud while
you write key parts of their revisions
ra
Street
Street performers
performers
on the board and give constructive
getting
getting ready
ready to
to feedback.
g
perform
perform inin Bogotá,
Bogotá, • Ask for a volunteer to say a mistake
Colombia
Colombia
eo
he/she often makes when writing.

Note this on the board in the form
of a reminder. For example, if the
lG
student often forgets to add plural

endings to nouns, you might write
the following: Remember to add the
na
correct endings to plural nouns. Then

ask all students to think of a mistake
io
they often make and write a similar

Where
WhereWe
We Live
Live 13
13 reminder.
at
• Mention that the text about Bogotá

is a useful model, and then have
N

Expansion Activity While they are working, monitor and
Have students use descriptive language to give short presentations about neighborhoods they assist as necessary.
know or have heard about. Students should describe some push and pull factors that make people
want to leave or live there. After each presentation, add the name of the neighborhood to a list on
the board. Optionally, ask students to research a neighborhood and share their findings. Divide
the list on the board into pairs and have students vote on the neighborhoods in which they would
prefer to live; erase the one with fewer votes. Keep on dividing the remaining neighborhoods into
pairs and having students vote on each pair until just one neighborhood remains.
SAMPLE COPY, NOT FOR DISTRIBUTION Lesson E 13

VIDEO JOURNAL
Video Journal
About the Video
This video explores the vibrant borough
of Queens, one of the five boroughs
of New York City. Queens is one of the
most multicultural places in the world. It
is an example of a place where people
from many different cultures live together
successfully. The video includes the
personal stories and opinions of some
people who call this place home.
• As a warm-up, have students discuss
ng
as a class how and why the student’s
book photo is relevant to a unit on
where people live and a video lesson
ni
about a multicultural place.
ar
A • Have students share what they
know about each city, such as
Le
which country it is in, whether it is
the capital of that country, and what
neighborhoods it has. Then have
c
students complete the exercise. You
may choose to have students share
i
The four letters
ph
their responses with their peers that make up
humanity’s genetic
and identify similarities and discuss code are projected
differences.
ra
onto a man’s face.
B • First ask whether push or pull factors

g
are likely to make people move

eo
to multicultural places. Then elicit

some pull factors and write these
on the board. Finally, have students
lG
complete the exercise.

• Optionally, have students work in
THE WORLD’S
BIGGEST MELTING POT
na
groups and discuss the top three

benefits of living in a multicultural
place. Then have them present their
io
ideas and reasons to the class.

Encourage other students to share 14
at
reasons why they agree or disagree.

N
C • Have students scan the incomplete

sentences and predict which ones
will need a word and which ones will Video Strategy: Non-verbal Focus
need a number. Then ask them to For obvious reasons, language classes tend to focus on verbal communication, even
work in pairs and predict the actual though non-verbal communication also conveys a lot of meaning. Having students
watch the video with the sound off can be an effective way to highlight non-verbal
word or number that they will hear. communication. When a speaker uses a clear example of non-verbal communication,
Next, have students watch the video such as a particular hand gesture, facial expression, or body posture or motion, pause
and review their predictions and the the video. Discuss what the speaker did and what it conveys. Then rewind and watch that
answers. part of the video again with sound. Pause again and discuss how the non-verbal element
complements the verbal aspect.

D • Call on a student to read the Real
Language box aloud. Then elicit
or give examples of metaphors
A Complete the survey of multicultural places by D Match these metaphors REAL LANGUAGE so students better understand the
checking (✓) the boxes. Then, in pairs, compare for describing immigration A metaphor suggests
concept. For example, explain the
answers and give reasons for your opinions. to the correct definition. how one thing that
may be hard to meaning and metaphorical aspect
I’ve already I’d like I don’t want a. 2 Melting pot
visited to visit to visit
understand is similar of a neighborhood being in the
to something that is
Amsterdam
b. 1 Salad bowl easier to understand. heart of the city. Elicit other examples
Dubai 1. Immigrants combine well with the main of metaphors and write them on
London culture of their new home, but also keep the board. Be aware that some
New York City many parts of their original culture.
São Paulo
metaphors, especially those related
2. Immigrants become part of and add to the
Singapore
main culture of their new home, but lose
to immigration, may have negative
Sydney
most of their original culture. connotations. If necessary, students
ng
Toronto
E Discuss these questions in pairs. can think of examples in their native
B In small groups, discuss why people from many
1. In the video, Queens is described as a
language and translate them into
cultures move to multicultural places like the English.
ni
melting pot. Do you think a salad bowl is a
ones in A. What are some benefits of living in a
better metaphor? Why? • Have students complete the exercise.
multicultural place?
Then review students’ answers.
ar
2. Does either metaphor—a melting pot or a
C Watch the video. Complete each statement with salad bowl—describe your country? Why?
one word or number that you hear. Then watch E • Have students complete the exercise.
F In new pairs, discuss and check (✓) which
Le
again to confirm your answers.
statements the residents of Queens from the Optionally, have them consider
1. According to a book of world
records, Queens is the most multicultural
video would probably agree with. the patchwork quilt metaphor (see
place in the world. 1. ✓ It is good to live in a multicultural Expansion Activity) in addition to the
c
neighborhood such as Queens.
2. Residents of Queens speak many languages melting pot and salad bowl. While
and come from about 100 2.
i
It is good for a majority of people in a city they are working, monitor each pair
ph
different countries. to come from one culture.
of students. Make a note of anybody
3. Queens is an unusual multicultural place 3. It is good for everyone in a community to
group speak the same language.
who makes an interesting point. At
because no or nationality is a
ra
majority. the end of the task, call on those

4. ✓ It is good to learn about and be proud
4. A study from the year 2001 showed of one’s family background. students to share their ideas.
g
that Queens is the most diverse place in the US. G In small groups, discuss which statements in
Expansion Activity
eo
5. Because it is so diverse, Queens is a good F you agree with most strongly.

example of a melting pot . Explain that a patchwork quilt is
another metaphor that people
lG
sometimes use to describe cultures. It

would help either to show a picture of
one or to have students find a picture
na
using their phones. As a class, work

together to write a definition for this
metaphor using the ones in Exercise D
io
as a guide.
15
at
Teaching Tip: Using Connected

Devices
N
There are many possible in-class

F • Explain that this task involves making students practice saying each one uses for devices like cell phones,
inferences, so there are no correct a few times. Then have students tablets, and laptops. Students could
answers, as long as students can complete the exercise. use them to take photos of material
on the board, research topics, find
give clear reasons for their choices examples or photos, or look up
based on what they saw or heard in definitions. Because these devices
the video. can be a distraction, however, it is
good practice to set clear guidelines
G • Elicit language for expressing for when and how they can be
strong opinions, such as I strongly used. One effective way to do this
(dis)agree with / that … or I’m is to discuss and negotiate these
guidelines as a class and then have
convinced that …. Write such
students write them up for display.
expressions on the board and have This not only generates authentic
language, but also ensures students’
preferences are taken into account.
SAMPLE COPY, NOT FOR DISTRIBUTION Video Journal 15

UNIT
2
UNI T
Unit Theme
The human mind is an amazing, complex
2 The Mind’s Eye
organ. It allows us to do many things,
including sensing the world around us,
making connections and seeing patterns,
feeling emotions, remembering what has An eastern screech
happened, and even noticing things that owl in its nest
are hidden or not obvious. The unit title
relates to all of this. It comes from the
phrase “in your mind’s eye,” meaning
to have an image in your mind either of
something that has already happened or
something you have imagined.
ng
Unit Overview
ni
aspects of the human mind. Lesson A
introduces the stages of mental
ar
development that humans go through as
they grow, and focuses on discussing
Le
likes and dislikes with infinitives and -ing
forms. Lesson B explores influences that
people may not be aware of but which
c
can affect how they react to situations.
i
ph
Lesson C examines the wide variety of
personality characteristics that humans
possess, and focuses on using modals
ra
to express uncertainty and possibility.

Lesson D focuses on techniques that
g
people can use to improve their memory.

eo
Lesson E explores emotional reactions

that people have to situations and
other people. Finally, the Video Journal
lG
presents some fascinating research

into when and why children tell lies,
and whether or not people are good at
na
recognizing when children are not telling

the truth.
io
at
16
N

• Express Degrees of Liking Infinitives and -ing Forms 1 Cognitive Milestones Listening for General
• Discuss Mental Influences He loves to eat Personality Understanding and Specific
chocolate. Characteristics Information
• Talk about Personal Characteristics
We enjoy staying here An Interview: Cognitive
• Discuss Improving Your Memory Biases
each year.
• Describe an Emotional Experience
Using Could, May, and
Might
Ed isn’t here. He might
be sick.
16 UNIT 2: The Mind’s Eye SAMPLE COPY, NOT FOR DISTRIBUTION

Look at the photo and 1 What can you see 2 Is it easy to understand
answer the questions. in the photo? the image, or did it take
you a moment?
About the Photo
This award-winning photo by wildlife
photographer Graham McGeorge is
called Master of Disguise. It was taken
in the Okefenokee Swamp in southeast
Georgia, in the US, and shows an
eastern screech owl. These birds often
make their nests in natural tree holes.
The birds are nocturnal, so they hunt for
food at night. They sleep during the day,
but their feathers make them hard to see,
which keeps them safe from predators.
• Write the following words on the board
ng
and elicit or explain their meaning:
appearance, camouflage, disguise,
feathers. Then find out how many
ni
students did not see the owl at first and
call on volunteers to say why they found
ar
it hard to interpret the photo.
Le
• Optionally, have students search for
other photos of animals with effective
camouflage. Have them share their
c
photos before having a class vote on
i the best disguise.

ph
• Have students discuss the ways in
which humans change how they look,
ra
and why. For example, people might

use makeup to feel more positive about
g
UNIT 2 GOALS themselves, wear particular clothes to

show they are part of a group, or even
eo
A. Express Degrees of Liking

get cosmetic surgery after an accident.
B. Discuss Mental Influences Write the following statement on
lG
C. Talk about Personal Characteristics the board and discuss it as a class:

Changing your appearance is like telling
D. Discuss Improving Your Memory
na
a lie. Encourage students to say whether

E. Describe an Emotional Experience they agree with the statement and to
support their views with details and
io
examples.
at
17 • Have students read the unit goals

and ask if anything is unclear. Elicit or
N
explain as necessary.

Discussing Mental Influences How Memories are Writing about Can You Really Tell If a Kid
ic Describing Emotions Made an Emotional Is Lying?
Experience In this TED Talk, Kang Lee explains
Th Sounds
the effect of telling lies in children.

LESSON
A
D
A GOAL Express Degrees of Liking
A Read the text. Then, in small groups, discuss which stage of life is most
• As a warm-up, elicit or teach the interesting for a child, and why.
Word Bank expressions. Have
students match them to the Humans go through many physical changes from childhood to adulthood.
Teenagers (ages
For example, a baby boy might weigh 6 lb. and be less than 20 in. at birth, but
childhood stages in the article. 13–19) tend to take
more risks than might grow to 265 lb. and 6.5 ft. tall by the age of 20. In addition, people go
Then have students share a positive through many mental changes. In fact, in some ways, the development of our
people of other
memory from a stage of their choice. ages. minds is greater and more important than the growth of our bodies.
Make notes while each student talks. Here are some important cognitive milestones that all children go through:
After each student has shared, ask a • Can recognize the faces of family members
series of questions to test how much 0 to 11
• Can respond to facial expressions like smiles
students have remembered from their months
• Begin to connect words to objects or pictures
peers, such as Who rode a horse
• Can follow instructions from adults or caregivers
when he was nine? Or Where did 1 to 3
• Can imagine and make up stories or play imaginary games
ng
Stefania live when she was six? years
• May begin to tell lies about things they did or did not do
A • Have students read the instructions. 4 to 8

• Can recognize basic emotions like happiness in other people
ni
Elicit whether they should discuss • May find that the actions of their friends can affect them
years
• Can use more than one method to solve problems or puzzles
opinions or facts. Then read the
ar
article aloud. Explain concepts or 9 to 12 • May like to set a physical or mental challenge for themselves
years • Can understand that their actions may have long-term effects
non-blue words students may not
Le
know. Then have students complete 13 to 17 • Can detect most emotions, such as disgust or shock, in others
years • Can understand and influence the beliefs of other people
the exercise.
• Divide the class into groups. Assign
c
each group one developmental WORD FOCUS B Complete these definitions with a blue word from the text.
stage: either 4 to 8 years, 9 to
i
ph
Cognitive milestones 1. Beliefs are opinions that people hold strongly.
are important steps
12 years, or 13 to 17 years. Give in a child’s mental 2. Development is the process of growing and changing.
groups time to discuss other development. Physical
3. means related to the body, not the mind.
ra
cognitive milestones children

4. Mental means related to the mind, not the body.
experience during their assigned
challenge
g
stage. Then have groups share their 5. A is a hard task that requires a lot of work.
ideas with the class. 6. A method is a special way of doing something.
eo
7. To affect something means to change or influence it.

B • Have students complete the exercise. imagine
8. To something means to create a picture of it in your mind.
lG
Then elicit answers as a class. detect

9. To something means to notice it or discover it.
• Ask questions that use the target
10. To connect two things means to join them or see how they are linked.
words and encourage students Noun forms: connection,
na
detection, imagination
to use the same words when they Verb forms: challenge, C In pairs, expand your vocabulary by writing the noun forms of connect, detect,
respond. Possible questions include: develop, believe and imagine; the verb forms of challenge, development, and belief; and the
Adverb forms: mentally,
What is one belief you hold that you adverb forms of mental and physical. Use a dictionary if necessary.
io
physically
imagine some people do not share?
Do you prefer physical or mental 18 Unit 2
at
challenges? How does childhood

development affect parents?
N

Then review the answers as a class. Word Bank: Children and Childhood
Then explain that learning multiple a newborn: a baby who was born very recently
parts of speech for one word helps an infant: a baby, especially a young one
build vocabulary. Have students a toddler: a child who has recently learned to walk
choose three non-blue words from a youngster: a child or young person
the article (for example, important, a preteen/a tween: a child who is 10, 11, or 12 years old
recognize, respond), learn their other a teen/a teenager: a young person aged between 13 and 19
forms, and then share what they a minor: a person who is not legally an adult
learned in groups. childhood/youth: the period when a person is young

Grammar
Infinitives and -ing Forms 1 Grammar
When
When twotwo verbs
verbs are
are used
used together,
together, the
the second
second one
one often
often is
is an
an infinitive
infinitive (e.g.,
(e.g., to
to do)
do) or
or an
an -ing
-ing
(e.g.,
(e.g., doing)
doing) form.
form.
• Have students read the chart and
ask if they have any questions. Elicit
Some
Some verbs
verbs take
take only
only infinitives.
infinitives. For
For example,
example, agree,
agree, or give required answers. You may
They
They promised
promised to buy her
to buy her aa book.
book.
decide,
decide, hope,
hope, manage,
manage, plan,
plan, promise,
promise, and
and wish
wish
choose to direct students to the
Some
Some verbs
verbs take
take only
only -ing
-ing forms.
forms. For
For example,
example, avoid,
avoid,
We
We enjoy staying here
enjoy staying here each
each year.
year. grammar reference in the back of the
delay,
delay, dislike,
dislike, discuss,
discuss, enjoy,
enjoy, finish,
finish, and
and (don’t)
(don’t) mind
mind
Some
Some verbs
verbs can
can take
take either
either infinitives
infinitives or
or -ing
-ing forms
forms and practice.
II prefer eating at
prefer eating at home,
home, but
but my
my partner
partner prefers
prefers
with
with almost
almost no
no difference
difference in
in meaning.
meaning. ForFor example,
example, • Optionally, do the Grammar Practice
going
going out.
out.
continue,
continue, hate,
hate, like,
like, love,
love, and
and prefer
prefer
exercise.
D 77 Listen to some parents talk about their children. Check (✓) whether each
Grammar Practice: Infinitives
parent uses an infinitive or an -ing form after the verb. Then listen again and
and -ing Forms 1
ng
practice saying what you hear.
Practice the grammar with a drill.
1. ✓ infinitive -ing form 4. ✓ infinitive -ing form Call on a student and say a verb.
ni
2. infinitive ✓ -ing form 5. infinitive ✓ -ing form The student must make a sentence
using that verb and an infinitive
3. infinitive ✓ -ing form 6. ✓ infinitive -ing form
or -ing form (or both, if possible)
ar
of another verb. For example, a
student prompted with like might
Le
GOAL CHECK Express Degrees of Liking make two sentences in response:
Complete the tasks. I like to go shopping; I like going
shopping.
1. In pairs, put these expressions in order from most like to most dislike: be mad
c
about, like, dislike, don’t mind, can’t stand. Then, discuss whether an infinitive,
an -ing form, or both can come after each expression.
i D • Have students complete the first part

ph
of the exercise. Then elicit answers
2. Work on your own. Use each expression in a sentence about your own likes
and dislikes.
as a class. When students listen
ra
again to say what they hear, pause

3. Interview your classmates to find someone who: Name
• can’t stand something you like.
the audio after each speaker.
g
• Optionally, have students listen a

• likes something that you dislike.
eo
• doesn’t mind something that you dislike.

third time. Pause after each speaker
• is mad about something you don’t mind.
and ask students if they believe they
are similar to the children discussed
lG
in the audio. For example, after

hearing the third speaker, a student
might say he/she hates broccoli, too.
na
GOAL CHECK
io
The Mind’s Eye 19 Have students read the instructions.

at
•
For the second task, students
can either write their sentences or
N
just think of them, but the former

Grammar: Infinitives and -ing For Your Information: Split will make the exercise easier to
Forms 1 Infinitives complete. Elicit interview questions
that students could ask for the third
Infinitives are mostly straightforward (see A split infinitive occurs when a sentence
For Your Information), but to has many has a word or phrase between the base task. Write these on the board.
functions in English, which may cause verb and to. A famous example comes from During the interview, monitor and
some confusion among students. For the TV show Star Trek: “to boldly go where facilitate to ensure students are
example, an infinitive of purpose can no one has gone before.” In traditional questioning each other rather
be used after many verbs or nouns to grammar information, split infinitives are than just looking at each other’s
say why a person did something. For seen as errors. The modern view is that sentences.
example: They finished the meal to make splitting an infinitive is not a mistake.
their mother happy. If to + base verb However, you may wish to tell students
is an infinitive of purpose, the words in that some people still feel strongly that it is
order or so as can be added before to. better not to split infinitives.

LESSON
B
B
D GOAL Discuss Mental Influences
Listening Listening
A
A Look
Look at
at the
the girls
girls in
in the
the photo.
photo. What
What similarities
similarities and
and differences
differences do
do you
you think
think they
they
• Draw students’ attention to the Word have?
have? For
For example,
example, do do you
you think
think one
one might
might bebe more
more polite
polite or
or outgoing
outgoing than
than the
the
Focus information. Then elicit that other?
other? Discuss
Discuss inin aa group.
group.
influence in the lesson goal is a noun; II think
think the
the mother
mother B
B Read
Read these
these situations
situations in
in pairs.
pairs. Discuss
Discuss what
what you
you think
think about
about each
each person’s
person’s
also elicit a definition for the noun should pay
should pay attention
attention
actions,
actions, and
and what
what you
you might
might say
say to
to him
him or
or her.
her.
to her
to her child.
child.
form of this word and write it on the
•• You
You are
are at
at aa park.
park. A
A young
young boy
boy is
is crying.
crying. A
A woman
woman sitting
sitting next
next to
to the
the boy
boy is
is
board. As a class, discuss things looking
looking at
at her
her phone
phone instead
instead of
of taking
taking care
care of
of him.
him.
that can have a mental influence on II agree!
agree! II might
might tell
tell
her
her to
to put
put down
down •• You
You are
are at
at aa drugstore.
drugstore. You
You have
have been
been waiting
waiting to
to pay
pay for
for aa long
long time.
time.
people. Then elicit other kinds of her
her phone.
phone. Suddenly,
Suddenly, aa man
man runs
runs to
to the
the front
front of
of the
the line.
line. He
He buys
buys one
one thing
thing and
and leaves
leaves
influences, such as physical, social, the
the store
store without
without saying
saying sorry
sorry to
to anyone.
anyone.
and educational, and write these on
the board. Have students work in C
C 88 Listen
Listen to
to an
an interview
interview and
and take
take notes.
notes. Then,
Then, choose
choose the
the right
right answers.
answers.
groups to come up with at least one 1. What
1. What do
do the
the speakers
speakers say
say about
about cognitive
cognitive biases?
biases?
ng
example of each kind of influence on a. They
a. They change
change how
how people
people talk
talk to
to each
each other.
other.
the board. Then have groups share b. They
b. They affect
affect how
how people
people understand
understand things.
things.
their examples while other students
ni
try to guess which kind of influence
each example illustrates.
ar
Cognitive
Cognitive bias bias can
can make
make
itit hard
hard to
to believe
believe the
the truth
truth
A • Optionally, have students read about
about LucyLucy and
and Maria
Maria
Le
the photo caption. Then share Aylmer:
Aylmer: theythey are
are twins!
twins!
the information in the For Your

Information box with students. Ask
c
them to share any memories of twins
they may have. Then have students
i
ph
ra
For Your Information: Twins

Identical twins, which are the same
g
gender, occur when a fertilized

egg splits into two parts. Each
eo
part develops into a baby with the

same DNA. Fraternal twins, which
lG
can be different genders, occur

when two eggs are fertilized at the
same time and develop into babies
with different DNA. In the United
na
States, about three percent of

natural pregnancies result in twins.
Fraternal twins are about twice as
io
common as identical twins.

20
20 Unit
Unit 22
at
B • Have students complete the exercise.

N
While pairs are talking, monitor and

make a note of any students who • Have students listen and answer
Teaching Tip: Taking Effective the questions. Then review the
have interesting perspectives. Then
call on these students to share their
Notes answers as a class. Assign students
Using symbols and abbreviations is an to groups, and have them work
ideas with the class.
important skill for taking effective notes. together to write another example
C • Write bias on the board and elicit Some useful examples include the of either the halo effect or actor-
following: & or + for and; bc for because; observer bias. Give students some
or explain its meaning and some
eg or ex for example; ➞ for leads to or
examples. Then review how to take time to work before having them
causes; for increases; for decreases.
effective notes (see Teaching Tip). Students can also abbreviate by writing share their examples with the class.
just the start of a word or by omitting As examples are elicited, ensure that
vowels: dec or decsn for decision, prob students have correctly understood
or prblm for problem, or gov or gvrnmnt both forms of cognitive bias.
for government.

2. What
2. What is
is an
an example
example of
of the
the halo
halo effect?
effect? WORD
WORD FOCUS
FOCUS
a. Believing
a. Believing that
that somebody
somebody wearing
wearing great
great clothes
clothes is
is probably
probably also
also very
very To
To influence
influence someone
someone
or
or something
something means
means D • Elicit answers to the first question.
intelligent
intelligent
to
to affect
affect the
the person
person or
or You may wish to find and show
b. Preferring
b. Preferring to
to spend
spend time
time with,
with, and
and talk
talk to,
to, people
people who
who are
are attractive
attractive thing.
thing.
and
and nice
nice additional images that illustrate the
3. What
3. What is
is an
an example
example of
of the
the actor-observer
actor-observer bias?
bias? halo effect.
• For the remaining questions, it may
a. A
a. A boy
boy who
who tells
tells some
some people
people he
he failed
failed aa test
test because
because he
he was
was sick
sick on
on the
the test
test
day,
day, but
but tells
tells other
other people
people he
he failed
failed because
because he he did
did not
not study
study enough.
enough. help students if you model possible
b. A
b. A girl
girl who
who believes
believes that
that she
she failed
failed aa test
test because
because she
she was
was sick
sick on
on the
the test
test answers (see Teaching Tip) before
day,
day, but
but believes
believes other
other people
people failed
failed because
because they
they did
did not
not study
study enough.
enough. asking them to discuss. After
you have given your thoughts,
D
D Work
Work in
in aa group.
group. Discuss
Discuss these
these questions.
questions.
ask students to share their views.
1. Do
1. Do you
you think
think the
the halo
halo effect
effect might
might have
have influenced
influenced your
your answers
answers to
to A?
A? Why?
Why? Facilitate the discussion with
2. Do
2. Do you
you think
think actor-observer
actor-observer bias
bias could
could have
have influenced
influenced your
your answers
answers to
to B?
B? Why?
Why? questions like, Why do you say
3. What
3. What are
are some
some positive
positive reasons
reasons why
why the
the people
people in
in B
B might
might have
have acted
acted in
in that? Does anybody disagree? If
those
those ways?
ways? somebody said ..., what would
ng
you do?
PRONUNCIATION:
PRONUNCIATION: th
th Sounds
Sounds
ni
The
The letters
letters th
th may
may be
be voiced
voiced (which
(which means
means your
your throat
throat vibrates)
vibrates) or
or unvoiced
unvoiced (no
(no vibration).
vibration). Teaching Tip: Facilitating
Student Discussions
ar
voiced
voiced (/ð/)
(/ð/) unvoiced
unvoiced (/U/)
(/U/)
the,
the, that,
that, breathe
breathe thin,
thin, both,
both, theater
theater Students can find discussion
questions challenging, meaning
Le
In
In names,
names, th
th is
is sometimes
sometimes pronounced
pronounced as as /t/,
/t/, such
such as
as in
in Thomas
Thomas or or River
River Thames.
Thames.
In
In some
some compound
compound words,
words, th
th is
is pronounced
pronounced separately
separately asas /t/
/t/ and
and then
then /h/,
/h/, such
such as
as in
in adulthood.
adulthood. that a lot of teacher intervention is
required. One way to change the
dynamic is for the teacher to share
c
E
E 99 Look
Look at
at the
the phrases
phrases from
from the
the interview.
interview. Say the bold
Say the bold words
words with
with voiced
voiced his or her views or thoughts at the
and
and unvoiced
unvoiced th
th sounds
sounds and
and check
check (✓)
(✓) the
the correct
correct pronunciation.
pronunciation. Then,
Then, listen
listen to
to beginning of the discussion. This
i
ph
check
check your
your answers.
answers. gives students a model of language
1. products
1. products they’re
they’re advertising
advertising ✓ voiced
voiced unvoiced
unvoiced
they can use. It also gives them one
or two ideas to agree or disagree
2. to buy
2. to buy those products
those products ✓ voiced
voiced unvoiced
unvoiced
ra
with, and this can help facilitate the

3. makes us
3. makes us think they are
think they are voiced
voiced ✓ unvoiced
unvoiced discussion.
g
4. Here’s
4. another cognitive
Here’s another cognitive ✓ voiced
voiced unvoiced
unvoiced
Pronunciation
eo
5. aa mother
5. with her
mother with her son
son voiced
voiced ✓ unvoiced
unvoiced
6. the
6. mother looks
the mother looks angry
angry ✓ voiced
voiced unvoiced
unvoiced
• Have students read the information
lG
and answer any questions they may

GOAL CHECK Discuss Mental Influences have. Then have students touch their
throats while saying the voiced and
na
In
In small
small groups,
groups, describe
describe aa time
time when
when your
your actions
actions or
or the
the actions
actions of
of somebody
somebody you
you
know
know might
might have
have been
been affected
affected by
by the
the halo
halo effect
effect or
or by
by actor-observer
actor-observer bias.
bias. unvoiced examples. This will help
with recognition of the pronunciation
io
difference. If you wish, elicit and

practice other voiced/unvoiced
The
The Mind’s
Mind’s Eye
Eye 21
21
at
consonant pairs, such as dough

(voiced d) and toe (unvoiced t) or
N
zebra (voiced z) and see (unvoiced s).

E • Have students complete the • Practice the pronunciation of th with a
For Your Information: Names of drill. Write the following on the board:
exercise. Then call on volunteers to
Rivers They threw three thin things through
read the sentences aloud to conduct
feedback as a class. In American English, the names of most three thick things. Divide the class
rivers follow the pattern Name plus River. into teams. Call on a student from
For example, the Mississippi River. In
each team in turn. If the student says
GOAL CHECK British English, however, the normal
the tongue twister correctly, their team
pattern is River plus Name. For example,
the River Thames. In both dialects, it gets a point. Vary the task by having
• If you think it is necessary, elicit
is common to talk about rivers with the students say the tongue twister
definitions of the two biases. Then but without River. For example, the quickly three times. Give students one
have students complete the exercise. Mississippi or the Thames. point each time they say the tongue
twister correctly.
working.

LESSON
C
C GOAL Talk about Personal Characteristics
Language Expansion: Language Expansion: Personality Characteristics

WORD FOCUS A Complete the definitions of these words to describe people’s personalities with the
Personality Characteristics A person’s attitude correct form of the verb in parentheses: infinitive, -ing form, or some other form.
is how he or she
• As a warm-up, teach the words in behaves or thinks.
worry
1. An anxious person may (worry) a lot about things in his life.
the Word Bank. Then write three
2. Cheerful people usually have (have) a positive attitude, not a
category headings on the board:
negative one.
Usually Positive, Usually Negative,
and Neutral. Elicit which words 3. Easygoing people usually stay calm and avoid getting (get) upset.
match each category, encouraging 4. People who are outgoing enjoy spending (spend) time with others.
discussion if there are differences of 5. Reliable people usually want to do (do) what other people expect.
opinion. Once students have reached
6. A man who is selfish thinks (think) about himself, not other people.
a consensus on each word, write it
below the correct heading(s). 7. A sensible person usually makes (make) non-emotional decisions.
to meet/meeting
ng
8. Those who are shy usually don’t like (meet) new people.
A • Have students read the instructions.
Then ask them to look at the B In small groups, make a list of other words to describe people’s personal
sentences and predict how many of
ni
characteristics. Share your list with the class.
them will take each of the following
ar
forms: infinitive only, -ing only, both C MY WORLD Work in a small group. Share some words that describe your
infinitive and -ing, or other. Then ask personality or the personality of a person you know well.
Le
students to complete the exercise Matias is my brother. Yes, he loves
with peers who made different He is really extroverted. talking to people.
predictions. Elicit answers as a class.
c
• Have students add the blue Tourists take a photo
vocabulary items to the categories in Chonqing, China.
i
ph
from the warm-up. Then write the
following on the board and have
students discuss as a class: From
ra
0% to 100%, how much can people

change the characteristics of their
g
personality?
eo

Set a time limit if you wish, and have
lG
them add any words they come up

with to the three categories from the
warm-up.
na
C • Have students complete the

exercise. Alternatively, have them
io
write their words but not their names

22 Unit 2
at
on a piece of paper. Collect the

papers and then hand them out
N
so that everybody gets somebody

else’s paper. Then have students find
the person who wrote the words on Word Bank: Personality Characteristics
their paper by asking, for example, Brave people do not feel scared easily.
Did you describe the personality of Confident people feel they are likely to succeed.
somebody who is cheerful, hopeful, Creative people can come up with new ideas easily.
sensible, and reliable? Generous people share things with other people.
Ambitious people really want to be successful.
Bossy people often tell other people what to do.
Modest people rarely say good things about themselves.
Stubborn people do not like to change their mind.
Wise people use their experience to make good decisions.
Qualities or traits are other words for characteristics.

Grammar
Using Could, May, and Might Grammar
Could, may, and might are modals. We use them before a base verb (e.g., could + be).
Use these modals to show that you are Ed isn’t here. He might be sick. and answer any questions they may
uncertain something is true. Or he could have other plans. have. You may choose to direct
Use these modals to say something is Sue may take a vacation soon. students to the grammar reference
possible now or in the future. She could go to Lima, Peru. in the back of the student’s book for
additional review and practice.
D 10 Listen to the conversation. Write the word you hear in each blank: could, SPEAKING STRATEGY
D • Have students predict which words
may, or might. Then, in pairs, practice the conversation. Finally, make five Giving reasons
changes to the conversation and practice again. For one thing,... they will hear before listening. Then
may
On top of that,... have them complete the exercise and
Ellen: I’m not getting along with my roommate. I (1) move out. You might be right,
but still... review the answers as a class.
Ali: Really? Why? Your roommate seems very nice to me.
• Assign a role and a personality
Ellen: For one thing, she’s not easygoing. My friends came over last night,
ng
and she asked us to make less noise. characteristic, such as shy or
Ali: Well, exams are coming up soon. She (2) could have wanted outgoing, to each student. Say
to study. that you want them to practice
ni
Ellen: You (3) might be right … but still, every time I invite her out, the conversation in the manner of
she says “no.” Doesn’t that seem kind of rude? someone with that characteristic (see
ar
Ali: Not really. She (4) may just be shy and introverted rather Teaching Tip). You may choose to
than outgoing like you. vary the task by assigning personality
Le
Ellen: Maybe … You know what? I (5) might talk to her this evening characteristics secretly so other
and find out more about her personality.
students must guess them based on
Ali: I think that’s a good idea.
their classmates’ demeanor.
c
The woman in the black
E Complete the tasks in small groups.
i Teaching Tip: Pragmatic
ph
blouse might be extroverted.
1. Look at the photo on the previous page. Discuss which words from Competence
A and B might describe the women in the photo. She could be
confident, too! When working with dialogs
ra
2. Share your ideas with another group. Did you use the same words to
or having students engage in
describe the people?
role plays, pronunciation and
g
intonation are important factors

in communicating a message.
eo
GOAL CHECK Talk about Personal Characteristics The way in which the message is
Make three lists of words to describe the characteristics you want in a close friend, a conveyed is also important. This
includes tone and style of delivery.
lG
teacher, and a manager. Then, complete the steps.

Pragmatic competence is a key
1. In pairs, take turns sharing the words from one of your lists, but don’t say
part of developing communicative
which list it is. Can your partner guess which person you are describing?
competence, so you may wish to
na
2. Repeat step 1 twice more, with a different partner each time, until you have have students consider pragmatic
shared all three lists.
factors before doing role plays.
io
E • Elicit some ways in which people

The Mind’s Eye 23
at
express their personality. It may help

to remind students of the earlier
N
discussion about how humans

change their appearance. Then have
Grammar: Using Could, May, Grammar Practice: Using Could,
and Might May, and Might
English has several ways to express Do a practice drill. Call on a student and
uncertainty and possibility in addition ask a question, such as What will you do GOAL CHECK
to using could, may, and might. For tomorrow? The student must then use
example: could, may, or might when responding. • Optionally, ask students to think
Adjectives: It’s possible that ... / It’s For example, a student might respond to
of a new person, such as a doctor
unlikely that ... the question by saying, I might stay home
and read tomorrow. After a few turns, or politician, and write some
Adverbs: Perhaps it will happen. / Maybe you may wish to ask the student who characteristics they would want this
it will happen. responded to nominate the next student person to have. Have students work
Nouns: There’s a chance that ... / It’s a and ask him or her the question. in pairs, taking turns to share the
possibility that ... characteristics and asking up to ten
Verbs: I doubt that ... / I suspect that ... yes or no questions to find out about
the new person.

LESSON
D
D
D GOAL
GOAL Discuss
Discuss Improving
Improving Your
Your Memory
Memory
Reading Reading
Reading How
Memories
AA Complete
Completethe
thetasks
tasksininsmall
smallgroups.
groups.
• As a warm-up, elicit games and 1. Write
1. Writetwotwotitles:
titles:Physical
PhysicalActivities
Activitiesand
andMental
Mental
activities that students think are good Activities.
Activities.
for the brain. Examples might include
jigsaw puzzles, crosswords, sudoku,
certain board games, and even some
2. Add
2.
3.
Addthese
theseactivities
climbing,
activitiesto
climbing,chess,
3. Add
Addfive
chess,video
fivemore
toone
oneor
orboth
videogames.
moreactivities
activitiesto
games.
toeach
bothlists:
eachlist.
list.
lists:swimming,
swimming,
Are Made
These
Thesedays,
days,there
therearearemany
many
video games. Write these on the 4. Join
4. Joinanother
anothergroup.
group.Read
Readyour
yourlists
listsaloud
aloudonce.
once. sports
sportscompetitions
competitionsthatthatare
areaaphysical
physical
board and discuss how and why they 5. Try
5. Tryto
towrite
writethe
theother
othergroup’s
group’slists
listsfrom
fromyour
yourmemory.
memory. challenge
challengetotothe
theathletes.
athletes.Well-known
Well-known
may be beneficial. Then ask students and
andpopular
popularexamples
examplesinclude
includethethe
BB Skim
Skimthe
thearticle.
article.Which
Whichof
ofthese
thesetitles
titlesisisthe
thebest
best soccer
soccerWorld
WorldCupCupand
andthethesummer
summer
to share which of these activities they alternative?
alternative?Why?
Why?Discuss
Discussininpairs.
pairs. and
andwinter
winterOlympic
OlympicGames.
Games.There
Thereareare
do, why, and how often. other
otherevents,
events,however,
however,thatthatare
areless
less
a. People
a. Peopleat
atthe
theWorld
WorldMemory
MemoryChampionship
Championship
well
wellknown,
known,butbutalso
alsovery
verychallenging.
challenging.
A • Have students read the tasks and b. Cicero’s
b. Cicero’sMemory
MemoryMethod
Methodfrom
fromAncient
AncientRome
Rome Examples
Examplesinclude
includethe
theMind
MindSports
Sports
ng
make sure they understand that the c. Memory
c. MemoryCompetitions
Competitionsand
andMemory
MemoryMethods
Methods Olympiad,
Olympiad,thetheMemoriad,
Memoriad,and andthe
the
World
WorldMemory
MemoryChampionships.
Championships.These These
titles in task 1 are the titles of two CC Read
Readthe
thearticle
articleand
andcorrect
correctthe
theerrors.
errors. events
eventsare
arenot
notphysical
physicalcompetitions,
competitions,
lists. Encourage students to see that but
butmental
mentalones.
ones.At
Atthe
theWorld
World
ni
1. The
1. TheMind
MindSports
SportsOlympiad
Olympiadisiswell wellknown
knownlike likethe
the
the activities could be both mental Memory
MemoryChampionships,
Championships,for forexample,
example,
Olympic
OlympicGames.
Games.
The
TheMind
MindSports
SportsOlympiad
Olympiadisisnot
notwell
wellknown
knownlike
likethe
theOlympic
OlympicGames.
Games. competitors
competitorshave
havetotomemorize
memorize
and physical by eliciting examples
ar
2. Yanjaa
2. YanjaaWintersoul
Wintersoulwaswasborn
bornininSweden
Swedenbut butgrew
grewupup people’s
people’snames
namesandandfaces,
faces,
of video games that require physical ininMongolia.
Mongolia. random
randomimages,
images,oror
Yanjaa
YanjaaWintersoul
Wintersoulwas
wasborn
bornininMongolia
Mongoliabut butgrew
grewupupininSweden.
Sweden. playing
playingcards.
cards.
exertion and by saying that climbing
Le
3. Munkhshur
3. MunkhshurNarmandakh
Narmandakhset settwo
twoworld
worldrecords.
records.
Munkhshur
MunkhshurNarmandakh
Narmandakhset setone
oneworld
worldrecord.
record.
often requires intense mental focus. 4. Cicero
4. Cicerowrote
wroteabout
aboutthe
thememory
memoryjourney
journeymethod
methodoverover
Tell students they cannot take notes Cicero
1,000
1,000years
Cicerowrote
yearsago.
wroteabout
ago.
aboutthe
thememory
memoryjourney
journeymethod
methodoverover2,000
2,000years
yearsago.
ago.
when the other groups are reading 5. The
5. Thememory
memoryjourney
journeymethod
methodlinkslinksideas
ideasto topeople.
people.
c
The
Thememory
memoryjourney
journeymethod
methodlinks
linksideas
ideastotoplaces.
places.
their lists in task 4. Then have them DD Complete
Completethe
i
thesteps
stepsininpairs.
pairs.
ph
complete the exercise. 1. Write
1. Writeaalist
listof
ofsix
sixitems
itemsyou
youwant
wantto
tobuy.
buy.Do
Donot
notshow
show
• Follow up by saying that if students the
thelist
listto
toyour
yourpartner.
partner.
had been allowed to take notes, it 2. Listen
2. Listento
toyour
yourpartner’s
partner’slist.
list.Use
Usethe
thememory
memoryjourney
journey
ra
would have helped them remember method

methodto toremember
rememberthetheitems.
items.
the lists better. Elicit other strategies 3. Share
3. Shareyour
yourpartner’s
partner’slist
listwith
withthe
theclass.
class.Your
Yourpartner
partner
g
that could have helped them will

willsay
sayififyou
youmade
madeanyanymistakes.
mistakes.Also
Alsoshare
sharethe
the
ideas
ideasyou
you“saw”
“saw”ininyour
yourmind
mindtotoremember
rememberthe theitems.
items.
eo
remember, such as assigning one Who

Whohadhadthe thefunniest
funniestideas?
ideas?Was
Wasthis
thismethod
methodbetter
better
member of the group to remember than
thanthe
theoneoneyou
youused
usedininA?A?
the first two items on the list, another
lG
person to remember the second two

GOAL
GOAL CHECK
CHECK
items, and so on.
Discuss
Discussthese
thesequestions
questionsas
asaaclass
classor
orininaagroup.
group.
na
B • Before starting, you may wish to 1.1. Do

Doyou
youthink
thinkthe
thememory
memoryjourney
journeymethod
methodisisuseful?
useful?Why?
Why?
review the Reading Strategy in Unit 1, 2. What
2. Whatother
othermethods
methodsforforimproving
improvingyour
yourmemory
memorydo
doyou
you
which gives an overview of scanning
io
know?
know?How
Howuseful
usefulare
arethey?
they?
and briefly mentions skimming. When 24
24 Unit
Unit22
at
eliciting responses, have students

explain why the wrong answers are
N
incorrect.
Expansion Activity
Draw quotation marks on the board. Elicit and write their name and main purpose. Then
have students scan the text for quotation marks and elicit explanations about how they are
used. You may end up with something like the following:
• Quotation marks can be used to introduce the title of something, or a new expression. In the
article, “memory journey” is an example of this usage.
• Quotation marks can also be used to show that a word is not used with its usual meaning. In
the article, words like “sleeping” and “walk” are examples of this usage.

The
Thepeople
peoplewho
whowinwingold
goldat
atthese
theseevents
eventsare
are connect
connecteach
eachitem
itemininyour
yourmind
mindto toone
oneroom
roomininthe
the
very
verygood
goodat atusing
usingtheir
theirminds
mindsand andtheir
theirmemory.
memory. place,
place,ororone
onelocation
locationon onthe
thejourney.
journey.Funny,
Funny,crazy,
crazy,
Yanjaa
YanjaaWintersoul
Wintersoulisisaamemory
memoryathlete
athletewho
whowas
was ororinteresting
interestingconnections
connectionsare arebest
bestbecause
becausethey
theyare
are C • Go over the Reading Strategy with
born
bornininMongolia
Mongoliabutbutgrew
grewupupininSweden.
Sweden.At Atan
an easier
easiertotoremember.
remember.Finally,
Finally,to
toremember
rememberthe theitems,
items,
international
internationalmemory
memorycompetition
competitionininIndonesia
Indonesiainin “walk”
“walk”the
thejourney
journeyininyour
yourmind
mindandand“see”
“see”the
theitems
items students. Then correct the errors in
2017,
2017,Yanjaa
Yanjaaachieved
achievedtwotwoworld
worldrecords.
records.OneOnefor
for inineach
eachlocation.
location. one or two of the sentences together
remembering
remembering212 212names
namesandandfaces
facesinin1515minutes,
minutes, as a class so that students know
Imagine
Imagineyouyouneed
needto toremember
rememberaashopping
shoppinglist.
list.
and
andoneonefor
forremembering
remembering354 354images
imagesininfive
fiveminutes.
minutes.
At
Ataadifferent
differentevent
eventinin2017,
2017,Munkhshur
MunkhshurNarmandakh,
Narmandakh,
You
Youmight
mightconnect
connecteach
eachitem
itemtotothe
therooms
roomsininyour
your what to do. Have them complete
home.
home.ForForexample,
example,youyoumight
mightimagine
imagineseeing
seeingsome
some
another
anotherwoman
womanfrom
fromMongolia,
Mongolia,not notonly
onlybecame
becamethe the
bananas
bananas“sleeping”
“sleeping”ininyour
yourbed.bed.You
Youcould
couldalso
also
the exercise and elicit answers as
memory
memoryworldworldchampion,
champion,butbutalso
alsosetsetaaworld
worldrecord
record a class.
imagine
imagineopening
openingaabedroom
bedroomdoor doormade
madeof ofbread
breadand and
by
byremembering
remembering1,9241,924playing
playingcards
cardsininone
onehour.
hour.
watching
watchingsome
someeggs
eggsrolling
rollingdown
downyour
yourstairs.
stairs.Finally,
Finally,
Yanjaa
YanjaaandandMunkhshur
Munkhshurdefinitely
definitelyhave
haveamazing
amazing you
youmight
mightimagine
imagineswimming
swimmingacrossacrossaariver
riverof
oforange
orange
mental
mentalabilities,
abilities,but
butanybody
anybodycan canimprove
improvetheir
their juice
juiceoutside
outsideyour
yourfront
frontdoor.
door.Then,
Then,when
whenyouyougogo Reading Strategy: Scanning
memory.
memory.OneOnemethod
methodforfordeveloping
developingaabetter
better shopping,
shopping,youyou“walk”
“walk”from
fromyouryourbedroom
bedroomto toyour
yourfront
front Scanning is a vital reading skill.
memory
memoryhas hasbeen
beenknown
knownforforaalong
longtime:
time:AAfamous
famous door
doorininyour
yourmind
mindand
and“see”
“see”what
whatyou
youneed
needto tobuy:
buy:
Here is a simple step-by-step
Roman
Romannamed
namedCicero
Cicerowrote
wroteabout
aboutititmore
morethan
than bananas,
bananas,bread,
bread,eggs,
eggs,and andorange
orangejuice.
juice.
2,000
2,000years
yearsago.
ago.This
Thismethod
methodhas hasmany
manynames,
names, approach to scanning that may
memorizetotolearn
memorize learnsomething
somethingso soyou
youremember
rememberititperfectly
perfectly
including
includingthe
the“memory
“memoryjourney.” Theprocess
journey.”The processisis random
randomhappening
happeningwithout
withoutanyanyregular
regularpattern
patternand
andwithout
without
help students answer reading
ng
simple.
simple.First,
First,think
thinkabout
aboutaafamiliar
familiarplace
placeor orjourney,
journey, anybody
anybodychoosing
choosingor ordeciding
decidingitit comprehension questions:
such
suchasasthe
therooms
roomsininyour
yourhome
homeor oryour
yourdaily
dailywalk
walk playing
playingcards
cardsused
usedforforplaying
playinggames;
games;they
theyhave
havenumbers,
numbers,
pictures,
pictures,and
andsymbols
symbolson onthem
them
Step 1: Look for key words in the
to
towork.
work.Next,
Next,think
thinkof
ofsome
someitems
itemstotoremember
rememberand and comprehension questions. Key
process
processaaseries
seriesofofsteps
stepsororevents
eventsfor
fordoing
doingsomething
somethingthat
that
ni
happens
happensininaaspecific
specificorder
order words are usually specific, not
general. Names, numbers, and
ar
other words without synonyms are
also key words.
Le
Step 2: Let your eyes glide over
the text to find the key words (or
synonyms) you identified in Step 1.
Step 3: Carefully read the
c
sentence(s) in which you found key
i words. Answer the comprehension

ph
questions by comparing them with
what you read.
ra
• Optionally, elicit some words to

g
describe the kind of people who take

part in memory events or other
eo
mind-sports events and write them

on the board. Then find a picture of
lG
Yanjaa Wintersoul online and show

it to students. Have them discuss
which of the words on the board
na
they think are a good match and

why. If you wish, elicit the meaning
of stereotype and have a class
io
discussion about the term (See

TheMind’s
The Mind’sEye
Eye 25
25
Teaching Tip).
at
N
Teaching Tip: Discussing

D • Have students complete the exercise. Potentially Controversial Topics
• As an extension, call on each student
GOAL CHECK Some topics have the potential
to share his/her five favorite things to raise uncomfortable issues.
• Have students complete the Stereotypes is a good example in
while other students use the memory
exercise. Summarize other memory that people from a certain group or
journey method to remember them.
methods and strategies on the board. place may dislike the stereotypes
After every student has shared their
If you have time and your classroom others have about them. You can
favorite things, have students write avoid discussing such topics, of
setup allows, you may wish to
down as many of their classmates’ course, but a better option may be
have students research memory
favorites as they can. to teach students expressions and
techniques that are particularly useful strategies for talking about such
for learning languages. You can issues respectfully.
either do this in class or assign it as
homework.

LESSON
E
E GOAL Describe an Emotional Experience
Communication
Communication anger disgust
A In small groups, match these emotions to the correct
fear happiness
• As a warm-up, share the new pictures. Then, discuss some situations in which
sadness surprise
people might experience each emotion.
research into facial expressions (see
For Your Information). Then elicit
and write at least three examples of
compound emotions on the board.
For Your Information: Human

Emotions
The traditional view among scientists
is that human faces can convey six
basic emotions: anger, disgust, fear,
happiness, sadness, and surprise.
ng
However, research conducted by
happiness surprise sadness
a team at Ohio State University
in Columbus, US, suggests that
ni
our faces can actually show 22
emotions. These include the basic
ar
six, plus 16 expressions that convey
compound emotions like happily
surprised, sadly fearful, or angrily
Le
disgusted. Students may also be
interested in Rana el Kaliouby’s TED
Talk on a related issue.
i c
ph
A • Have students match the emotions
fear disgust anger
to the photos. Then, as a class,
discuss if any of the photos look B Interview some of your classmates to complete the table.
ra
like the compound emotions on the

1. How many people have been angry
board and/or how these compound
g
more often than you this week?

emotions would look on a person’s
eo
2. Who cannot remember the last time

face. Finish by having students he or she was disgusted?
discuss situations in which people
3. Who has recently seen something
lG
might experience each emotion, that made him or her feel fear?
including the compound emotions.
Optionally, search online to find 4. How many people have felt both
na
happiness and sadness this week?

photos that represent the compound
emotions on the board. 5. Who really loves being surprised by
something? Who really hates it?
io
B • Have students read the instructions

and look at the table. Then ask 26 Unit 2
at
concept-checking questions about

each row in the table. This will ensure
N
students know that they have to

think about their own answers to the
Writing problem—and elicit the reason
why: it requires making different
questions in addition to interviewing • Have students read the information points and thus encourages a variety
others. For example, for the first in the Writing Skill box. Answer any of language (see Teaching Tip).
question, ask: Do you need to think questions they have. Then mention
about how many times you have that the strategy is related to the
been angry first? How many people classic five Ws of journalism, which is
will you interview? Will you write a the idea that a good article answers
name in the space? five questions: what happened, when
• Then have students interview their and where, to whom, and why.
classmates. To ensure the exercise • Explain that answering unasked
does not take too long, you may want questions can reduce repetition—a
to specify that students interview common writing and speaking
no more than four classmates
per question.

Writing
Writing
WRITING
WRITING SKILL:
SKILL: Answering
Answering Unasked
Unasked Questions
Questions
Teaching Tip: Discussing
Good
Good communicators
communicators thinkthink about
about questions
questions their
their readers
readers or
or listeners
listeners might
might have
have
about
about the
the topic
topic and
and then
then answer
answer those
those questions
questions when
when they
they speak
speak oror write.
write.
Benefits Explicitly
Some
Some examples
examples of of unasked
unasked questions
questions that
that you
you could
could answer
answer include:
include: It is often an effective teaching
Why?
Why? Who?
Who? Where?
Where? When?
When? What?
What? How?
How? How
How much?
much? How
How many?
many? strategy to spend some time
How
How long?
long? How
How often?
often? explicitly discussing how information
or an exercise can benefit students.
You can either explain this before
C
C Read
Read this
this paragraph
paragraph about
about anan emotional
emotional experience.
experience. Then
Then work
work in
in pairs
pairs to
to match
match
each
each underlined
underlined phrase
phrase to
to the
the unasked
unasked question
question that
that itit answers.
answers.
students do an exercise or explain
or elicit it from them afterwards.
On
On my
my birthday
birthday two
two years
years ago,
ago, my
my family
family and
and friends
friends did
did not
not give
give me
me any
any gifts
gifts If students know how and why an
When
When exercise is useful, it can increase
or
or even
even say
say “Happy
“Happy birthday!”
birthday!” This
This made
made me
me feel
feel very
very sad,
sad, of
of course.
course. In
In the
the
Who
Who their motivation and help them see
evening,
evening, II texted
texted some
some friends
friends to
to see
see ifif they
they wanted
wanted to
to go
go out,
out, but
but they
they all
all said
said how their hard work might pay off.
How (you
How (you felt)
felt)
they
they were
were too
too busy.
busy. This
This made
made me
me kind
kind of
of angry.
angry. Then
Then somebody
somebody knocked
knocked on
on my
my
When (it
When (it happened)
happened)
ng
door.
door. When
When II opened
opened it,
it, my
my family
family and
and all
all of
of my
my friends
friends were
were standing
standing there!
there! They
They C • Go over the examples and discuss
Why (you
Why (you texted
texted them)
them)
had
had come
come to
to have
have aa party
party at
at my
my home.
home. II was
was very
very surprised,
surprised, but
but also
also really
really happy
happy
How (it
How (it made
made you
you feel)
feel)
one more underlined phrase as a
ni
that
that people
people had
had not
not forgotten
forgotten my
my birthday.
birthday. Who
Who (knocked
(knocked on on your
your door)
door) class. Then have students complete
Why
Why (they
(they came
came toto the exercise and review the answers
ar
D Complete
D Complete the
the steps.
steps. your
your home)
home)
Where
Where (they
(they planned
planned to
to as a class.
1. Work on
1. Work on your
your own.
own. Plan
Plan and
and then
then write
write one
one paragraph
paragraph about
about aa time
time when
when have
have aa party)
party)
you experienced
you experienced one
one or
or more
more emotions.
emotions. Make
Make sure
sure you
you answer
answer some
some D • You may choose to write a model
Le
How
How (you
(you felt)
felt)
unasked questions
unasked questions your
your readers
readers might
might have.
have. Use
Use the
the paragraph
paragraph in in C as
C as
aa guide.
guide. answer on the board to help students
2. Share your
2. Share your first
first draft
draft with
with aa partner.
partner. Take
Take turns
turns giving
giving each
each other
other feedback.
feedback.
(see Teaching Tip). If so, pose micro-
c
challenges throughout the process,
3. Work on
3. Work on your
your own.
own. Use
Use your
your partner’s
partner’s feedback
feedback to
to write
write aa better
better second
second draft.
draft.
such as How do you spell ____? Can
Then submit
Then submit itit to
to your
your teacher.
teacher.
i
ph
anybody think of a two-word synonym
for “usually”? Do I need a present or
GOAL CHECK Describe an Emotional Experience past verb here?
ra
Talk about
Talk about aa positive
positive emotional
emotional experience
experience you
you had
had recently.
recently. Say:
Say:
Teaching Tip: Good Model
g
•• What
What the
the experience
experience was
was
•• Where
Where and
and when
when you
you had
had itit Responses
eo
•• Who
Who was
was with
with you
you when
when you
you had
had itit When providing model responses
•• And
And how
how itit made
made you
you feel
feel for speaking or writing activities,
lG
it is good practice to grade your

Take one
Take one minute
minute to
to prepare,
prepare, and
and then
then speak
speak for
for 1–2
1–2 minutes.
minutes. language so your response is at or
just above the top end of what your
students could produce. In this way,
na
your response will serve to provide a

model of language that students can
aspire to. In contrast, responses that
io
are more advanced than students

The Mind’s
The Mind’s Eye
Eye 27
27 can produce can be demotivating.
at
N
• Elicit polite language for giving

feedback and write it on the board.
Teaching Tip: Handling Time GOAL CHECK Then have students complete the
Management exercise while you monitor and
When students are working on lengthy • If any students are taking IELTS, facilitate (see Teaching Tip).
tasks, some will finish earlier than others. explain that this task is similar to the
One way to handle such students is to second part of the speaking test.
provide individual feedback, but this Optionally, provide a model response
can take time. An alternative approach
by answering the question yourself.
involves thinking of simple extension
tasks that you can easily assign to such • Write the following phrases on the
students. For a writing exercise, you board: good pronunciation, clear
could ask a student to add one or more delivery, accurate language. Before
relative clauses, use more (or different) each student speaks, ask him or her
transitions, or increase or decrease the to choose one of the three to focus on.
word count.
While each student is speaking, pay
attention to the chosen focus point and
comment on it when you give feedback.

VIDEO JOURNAL
Video Journal
About the Video

In this TED Talk, Kang Lee discusses
his research into when, why, and how CAN YOU REALLY TELL
children lie. He explains that lying is IF A KID IS LYING?
a positive sign of typical cognitive
development rather than a negative
indicator. He also discusses how well
people can recognize when children lie
and introduces some new technology
ng
that can recognize people’s physical or
emotional states—and whether they are
ni
lying—from the flow of blood under
their skin.
ar
• As a warm-up, have students discuss
the title of the TED Talk as a class.
Le
Then have students vote on whether
they think the answer to the question
is yes or no.
c
A • Have students read the Idea Worth
i
ph
Spreading. Answer any questions.
Then have them complete the KANG LEE
exercise. Developmental Researcher
ra

g
Remind them that there are many

eo
more non-native speakers of English

than native speakers. As a result, it is
likely that students will use English to
lG
communicate with other non-native

speakers in the future. Kang Lee’s idea worth spreading is that we
should celebrate when kids start to lie at an
na
C • Have students predict the answers early age as these children tend to be more
advanced cognitively. Watch Lee’s full TED
before watching. Then review the TALK on TED.com.
io
answers as a class.
D • Pause the video when Lee asks the 28
at
audience which child they believe

to be lying. As a class, discuss
N
which child might be lying and why

students think so. Then watch the Video Strategy: Grammar Focus
rest of the second part of the video to Remind students of a target grammar structure they have learned
confirm. (for example, infinitives and -ing forms). Have students watch or listen
to all or part of a video and count each instance of the target structure
that they hear. Compare students’ answers and reach a consensus.
Then have them watch or listen again and say “pause” each time they
hear the structure. Discuss the exact words the speaker used and
how they match, exemplify, or add to what students have learned
about this structure.

A Read the idea worth spreading from Kang F In pairs, discuss whether Lee would probably
Lee’s talk. In small groups, discuss what you agree (A) or disagree (D) with each statement,
think it means. and why. E • Have students predict the answers
B Work in a different group. Discuss the before watching. When reviewing the
• Telling lies is a natural part
advantages of watching TED Talks by people of development for all children. A D answers, ask students to say which
like Kang Lee. were surprising, and why. Then elicit
• Some groups of people are good
C Watch the first part of the talk. As you watch, at recognizing children’s lies. A D how to make the false statements
underline the correct answer in each statement. true. If there are different ideas,
• In general, children are not very
1. People generally believe two / three discuss their relative merits. Finish by
good at telling believable lies. A D
common things about children and lying.
comparing students’ ideas from the
2. One common belief is that children start • The discovery of transdermal
optical imaging will benefit society. A D warm-up to what Lee actually says
lying before / after they start elementary
school. G Lee explains how transdermal optical imaging
about recognizing when children are
3. Some / All of the common beliefs people technology might be good for teachers. In small lying.
have about children and lying are wrong. groups, discuss how it might be good or bad for
these people. F • Explain that this exercise involves
4. About 13 / 30 percent of children who are
making inferences, so there are
ng
two years old will tell lies.
5. Among children who are four years old, more
parents no “correct” answers as long as
than 80 percent tell the truth / lies. police officers students can give clear reasons for
ni
D Watch the second part of the talk. Discuss politicians their choices based on what they
which child told a lie, and why. students saw or heard in the video. Encourage
ar
E Watch the final part of the talk. CIrcle T for true discussion by asking students to
or F for false. In pairs, discuss how to change H MY WORLD Discuss these questions in a support their views or to express
Le
the false statements to make them true. small group. Be honest! agreement and disagreement.
1. Judges are good at knowing 1. When and why did you or your siblings tell
when children tell lies, but police lies when you were a child? G • Ask concept-checking questions
c
officers are not. T F to ensure students understand
2. Were your parents or other adults good at
2. Most parents are good at
i
knowing when you were lying? transdermal optical imaging
ph
recognizing when their own
children tell lies. T F technology. You may choose to have
I Work in a different small group. Discuss these
3. When children lie, they usually questions. students watch that part of the video
again to confirm.
ra
have a neutral expression on 1. Every human tells lies sometimes. Why do

their faces. T F you think this is true? • As a class, discuss how the
technology might be good and
g
4. The blood under the skin on 2. Because of Lee’s discovery of transdermal

people’s faces can show their optical imaging, it may be impossible in the bad for parents. Taking part in the
eo
emotions and lies. T F future for people to tell lies that other people discussion yourself will provide a
5. In the future, Kang Lee’s believe. Do you think this is a good thing?
Why? useful model of what to do and what
discovery might be helpful
lG
for teachers or doctors. T F language to use.

• Have students complete the exercise
while you monitor and assist as
na
needed.
H • Elicit or explain the meaning of
io
sibling. Then have students complete

29 the exercise. If you have more time,
at
and if you and your students are

comfortable with this, secretly direct
N
one student in each group to lie

Expansion Activity 1 Expansion Activity 2 during the discussion. Then, after
On the board, draw a table with three On the board, write some quotations or the discussion, say that one person
columns headed as follows: Lies that are sayings about lying. For example: Honesty lied and have students vote on who
Good for the Teller, Lies that are Good is the best policy (English saying); With it was. (The liar should continue to
for the Listener, and Lies that are Good lies you can go ahead in the world, but lie, of course.) Finally, ask the liar to
for Everyone. As a class, try to come up you can never go back (Russian proverb);
with examples of lies that match each A lie never lives long enough to grow
stand up and then discuss how well
category. Encourage discussion by asking old (Sophocles). Have students discuss students were able to detect his or
students to support their views or express what each one means and whether they her falsehoods.
agreement or disagreement. agree with it. Then have students share
similar sayings from their native countries I • Have students complete the exercise
(or ones they have heard) and repeat the and discuss the answers as a class.
discussion.

UNIT
3
UNI T
Unit Theme
Our world is changing. Often this
3 Changing Planet
change is natural: volcanic eruptions,
earthquakes, and even the weather
have big effects on the planet. Human
actions also have an impact. In the
last 100 years, human impact on the
global environment has increased in
unprecedented ways. Now, human
actions are causing massive changes to
the climate, to whole ecosystems, and to
the entire planet.
Unit Overview
ng
This unit aims to provide a fresh
perspective on climate change by
ni
These days, animals must deal with the
focusing on unusual aspects of this effects of humans on the environment.
topic and helping students develop an
ar
This hermit crab, for example, is using
understanding of how environmental a piece of trash as a shell.
changes occur, how these changes affect
Le
the planet, and what students can do to
become responsible global citizens.
c
Lesson A illustrates how human activity
can affect the weather and introduces the
i
ph
passive voice. Lesson B focuses on the
impact of individual weather events on
humans, covering both specific historical
ra
events and general ones. Lesson C, in

contrast, explores the effects of climate
g
change on various animal species and

eo
focuses on using the past perfect to

describe events. Lessons D and E also
focus on the impact of climate change
lG
but return to its impact on humans with a

discussion of how the changing climate
could affect something as simple and
na
common as drinking a cup of coffee.

Finally, the Video Journal lesson returns
io
to the idea that climate change can affect

animals with a personal and moving story
at
30
from biologist and National Geographic
photographer Paul Nicklen.
N

• Discuss Pollution The Passive 1 Pollution General and Focused
• Discuss Causes and Effects Pollution is caused by Large Numbers Listening
• Discuss Animal Populations vehicles. An Interview: Extreme
The Past Perfect Weather Events
• Consider the Effects of Climate
Change By the time sea levels
had risen ten feet …
• Summarize Your Ideas
30 UNIT 3: Changing Planet SAMPLE COPY, NOT FOR DISTRIBUTION

Look at the photo and 1 What do you see in the 2 In what other ways have
answer the questions: photo? animals had to change
because of humans?
About the Photo
This photo, taken by photographer
Shawn M. Miller, shows a blueberry
hermit crab on a beach on the Japanese
island of Okinawa. Normally, hermit crabs
use a seashell to protect their bodies.
However, since 2010, Miller has noticed
more and more crabs using trash for this
purpose. He feels this shows two things:
first, how animals can adapt to the
effects that humans have on the planet,
and second, how much pollution humans
have produced.
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• Discuss the questions as a class.
Accept all students’ responses at this
stage. Then draw a half-full glass on
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the board and have students vote on
whether it is half full or half empty.
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Elicit or explain the words optimistic
and pessimistic and how they relate
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to your drawing on the board. Then
ask students to share thoughts about
the photo that are either optimistic
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(how adaptable some animals are) or
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ph
pessimistic (the negative impact of
humans).
Have students share other examples
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of animals adapting to human changes

that they have seen or know about.
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UNIT 3 GOALS Optionally, have students research

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examples before sharing.

A. Discuss Pollution
• Call on students to read the unit goals
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B. Discuss Causes and Effects aloud. Ask if anything is unclear and

C. Discuss Animal Populations elicit or explain as necessary.
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D. Consider the Effects of Climate

Change
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E. Summarize Your Ideas

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31
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Discussing Cause and Effect Is Coffee in Danger? Writing a Tales of Ice-bound Wonderlands
Talking about Slogans Summary of Your In this TED Talk, Paul Nicklen
Ideas explains how a changing ecosystem
Linking Words Together
can hurt the animals that live there.

LESSON
A
A GOAL Discuss Pollution
A Read the text. Does your town or city have a pollution problem?
• Elicit or teach the meaning of the Discuss in pairs.
expressions in the Word Bank and
write them on the board. Then have In early December 1952, the weather in London was very
students share English translations cold. In their houses, people lit fires to stay warm. On the streets,
of some food-related expressions in they took cars, buses, or trains to work. There was little wind,
their native languages. Optionally, so the cold air stayed over the city. Pollution from the fires and
vehicles also stayed in the air. When people woke up on the
finish by discussing and/or
morning of December 5th, they saw thick fog.
researching the possible origin of Londoners had experienced thick fogs for hundreds of years.
some of these expressions. For These thick fogs were called pea-soupers because their color
example, cherry-pick comes from the was like soup made from yellow peas. But the Great Smog of
practice of farmers picking only the 1952 was the worst one ever. It was so thick and so dark that
best cherries to send to market. drivers could not see the lights of other cars, people walked into
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each other on the streets, and nobody could see the sun.
A • Have students complete the exercise. By Tuesday, December 9th, the fog was gone, but its
Monitor and facilitate while they are effects continued. The air quality had been so bad that thousands
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discussing. Optionally, make a note of people died and about 100,000 became sick. Luckily, not
of students who made interesting all of the effects were negative. Soon after the Great Smog, the
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government created the Clean Air Act. This law helped people
comments during the discussion and
breathe easier by reducing the level of pollution across the
ask them to share their observations
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country.
with the class.
• Elicit students’ emotional reaction Tower Bridge, a
famous landmark B Complete each definition with a blue word.
to the article (see Teaching Tip).
c
in London, UK,
1. Quality describes how good or bad something is.
Ask questions like How did the is barely visible
article make you feel? What most through the fog on
i law
ph
2. A is a rule that people in a country must follow.
the River Thames.
surprised you about the article? What 3. A negative situation is one that is bad or that has a bad effect.
would you ask somebody who has 4. A person who created something made it happen or exist.
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experienced a pea-souper? How 5. If a person experienced something, it happened to him or her.

would you feel if you couldn’t see thick
6. If dust, smoke, or fog is , it is hard to see through it.
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anything because the fog was so

7. People use vehicles to travel from one place to another.
thick?
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WORD FOCUS pollution

8. Something that makes air or water dirty is called .
Words that are
9. The effects of an action are what happens as a result of it.
Teaching Tip: The Importance commonly used
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together are called level

of Affect 10. The of something like pollution is how much of it there is.
collocations.
Studies suggest that students are C Complete each collocation below with a blue word from the article.
more likely to learn and to enjoy
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1. water or air pollution 3. a negative effect

learning when their feelings are
engaged. As a result, it is good 2. pollution level 4. thick fog or clouds
practice to look for opportunities
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to discuss or ask about students’

affective, or emotional, responses to 32 Unit 3
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the content they are studying.

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B • Have students complete the

Word Bank: Food Idioms and Sayings
exercise. Then review the answers as
to be a piece of cake: to be easy to do or to have a lot on your plate: to be extremely
a class. If there are any differences achieve busy
of opinion, encourage students to to bite off more than you can chew: to to not be somebody’s cup of tea: to be
explain their reasons before giving accept a project that might be too hard something a person dislikes
the correct answer(s). to butter somebody up: to be nice to to take something with a grain of salt: to
somebody because you want something doubt some information
C • Have students complete the exercise
to cherry-pick something: to pick only the to wake up and smell the coffee: to realize
and discuss their answers with a
best parts of something the truth about a situation
partner. If necessary, elicit or explain
what collocations are and why they
are useful. Then elicit collocations
about the weather, such as a hot
spell or bitterly cold.

Grammar
The Passive 1 Grammar

The passive (or passive voice) is formed using Pollution is caused by vehicles. • Call on students to read the
be + past participle of the main verb. People are affected by pollution.
information aloud. Encourage good
To turn an active sentence into a passive one, the direct object Pollution causes many problems. delivery. Give or elicit answers to any
of the active verb becomes the subject of the passive verb. subject active verb direct object
questions students may have. Then
(For this reason, verbs that do not take a direct object usually
cannot be passive.) You can add the subject of the active verb Many problems are caused by pollution.
ensure students’ understanding of
to the passive sentence after by as the agent. subject passive verb agent the structure by having them find
passive sentences in the chart and
The passive is more common in formal, written English than in informal, spoken English. The passive is used:
1. to emphasize the object of a verb by making it the subject of the passive sentence. rewrite them as active sentences. You
2. when the agent (the person or thing doing the action) is unknown, unimportant, or obvious. may also choose to direct students
to the grammar reference in the back
D Read the beginning of a conversation. Which speaker uses a passive? Sofia of the student’s book for additional
Carlos: I didn’t know that London used to have bad pollution. Did you? review and practice.
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Sofia: Actually, yes. I was told about the Great Smog by a friend.
D • Have students complete the exercise
Carlos: Was he living there when it happened?
Sofia: No way! He’s the same age as us! and discuss the answer as a class.
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Elicit how to make Sofia’s sentence
E 12 Read the rest of the conversation. Circle the correct answers. Then listen active.
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to check your answers.
Carlos: Have you ever experienced bad pollution? E • Have students complete the
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Sofia: There was a lot of pollution in my city last year. A law exercise. Then review the answers as
(1) passed / was passed by the government, and people (2) told / a class. If any students’ predictions
were told not to drive their cars for a week.
are wrong, elicit or explain why.
Carlos: Wow. What (3) happened / was happened?
c
• Have students work in pairs to
Sofia: The law (4) worked / was worked. The level of pollution
(5) reduced / was reduced a lot.
i practice reading the conversation
ph
Carlos: Good. I bet many people were unhappy about not driving, though. aloud. After a few minutes, ask for
volunteers to perform it in front of the
F Complete each definition with a word from the box. One word is extra.
class. Praise natural intonation and
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clean
1. Water pollution means the water in an area is not clean . dark clear pronunciation.
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2. If a place has smog or the air is dusty , it has air pollution. dusty
F • Have students complete the
loud loud
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3. A place with a noise pollution problem can be very .

strong
exercise and review the answers as
4. Places that are never dark have a light pollution problem. a class. Make sure all students fully
understand the concepts of noise
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pollution and light pollution. Optionally,

GOAL CHECK Discuss Pollution elicit example sentences related to
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Tell your classmates which kind of pollution is the biggest problem where you live: water, pollution that use the extra word.
air, noise, or light. Say what the pollution is caused by and explain why it is a problem.
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GOAL CHECK
Changing Planet 33
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• After students have selected one

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kind of pollution, have them work

with other classmates who made the
Grammar: The Passive 1 Grammar Practice: The Passive 1 same selection. Monitor and facilitiate
Passives are a common feature of As a class, go through the text in while they discuss the topic. Then call
written language, especially in formal Exercise A, eliciting whether each on students to present a summary of
and academic English. They are also sentence is passive or active. For passive their discussions to the class.
relatively common in spoken English, at sentences, ask students how to make • Optionally, write digital pollution on
least in some situations. It may be helpful them active. For active sentences, ask
to encourage students to use both active whether they can be made passive and, the board and elicit what it might
and passive sentences, but to avoid if so, how. For all sentences, discuss be. Then have students research
overusing the latter when speaking, whether they sound better as active or the topic in groups and share what
especially in informal situations. passive, and why. they learned. Finally, have students
discuss whether digital pollution is
a bigger threat than other kinds of
pollution.

LESSON
B
B GOAL Discuss Causes and Effects
Listening
Listening
A You will hear an interview with a scientist discussing “extreme weather events.” In
• As a warm-up, write the following pairs, discuss what you think this expression means.
headings on the board: It was … and B 13 Listen to the first part of the interview. Check your ideas from A. Then
There was …. Elicit weather-related number the types of extreme weather discussed in the order you hear them.
words to complete the sentences,
and write these under the correct 3 4 1 2
heading. For example, It was raining.
Or There was a flood. Then extend
one sentence with a so clause, such
as It was raining, so I stayed home.
Finally, elicit different so clauses
for each sentence on the board
and have students vote on the best Flood Heatwave Snowstorm Tornado
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one(s).
C 14 Listen to the second part of the interview. Complete each statement with
A • Have students complete the exercise two words that the scientist says.
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and elicit their ideas as a class. Ask 1. A few extreme weather events happen every year .
what clues, such as the photos on 2. Extreme weather events are becoming more common .
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the page or the meaning of extreme, 3. News stories often discuss big floods or strong storms .
helped them with their ideas. 4. Extreme weather is probably happening more because of climate change .
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5. To fix the problem, humans need to produce clean energy .
B • Have students look at the photos
and call on volunteers to describe
A levee is a natural or man-made wall which holds back flood water.
c
personal experiences with each This man-made levee protects a home in Vicksburg, Mississippi.
type of extreme weather. Ask them
i
ph
to explain what the weather was
like and how they felt when they
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experienced it. Then have students

complete the exercise and review the
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answers as a class.
• Optionally, have students complete
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the Expansion Activity.

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Expansion Activity
Have students discuss how the
people who live in the Vicksburg
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home might have felt on the day the

photo was taken and what equipment
they probably have in their home that
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helps them when it floods. Then have

a class discussion about why some 34 Unit 3
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people choose to live in areas that are

prone to flooding, such as near rivers,
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lakes, or oceans.

and review the answers as a class. If
you have any students taking IELTS,
optionally explain that this question
type is common on that test.

PRONUNCIATION: Linking Words Together
Whether two words are linked together in speech depends on the sound at the end of the first word and
Pronunciation
the beginning of the second.
• Read the pronunciation information
consonant sound ➝ same sound link heavier rain ➝ heavie rain and examples aloud. Then have
students look at the description in
consonant sound ➝ a/e/i/o/u sound link the reason is ➝ the reaso nis
the top row of the chart and find the
a/e/i sound ➝ a/e/i/o/u sound link with y sound agree on ➝ agree yon pairs of words that would be linked
o/u sound ➝ a/e/i/o/u sound link with w sound and so on ➝ and so won together when spoken: word_sare,
linke_together, togethe_rin, depend_
D 15 Read the extract from the interview. Underline the words that should be son, soun_dat, the_yend, en_dof,
linked together. Then listen to check your answers. wor_dand, and beginnin_gof. For
each link, have students match it to
Why are extreme weather events happening more? The most likely reason is
a linking pattern in the chart. Then
climate change. A hotter climate leads to warmer summers, but also heavier rain, model the linking clearly and have
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colder winters, more storms, and so on. How can we fix it? One way would be students practice saying each one.
to produce clean energy.
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E In pairs, take turns reading the extract in D aloud. Make sure you link the words without reading the extract aloud. If
together. you wish, have them work in pairs
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before listening (see Teaching Tip).
Communication Then review the answers as a class.
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F Answer the questions in your notebook. Then interview two students and write
down their answers. Finally, work in pairs and share what you learned. SPEAKING STRATEGY
Explaining cause Teaching Tip: Pairs and
1. What is one thing that causes 3. What is one cause of climate and effect Groups for Pronunciation
c
pollution? change? One cause of this is …
If you are teaching a multilingual
2. What is one effect of pollution? 4. What is one negative effect of
i This was caused by …
ph
extreme weather events? As a result, … group, you can choose to group
This led to … students with others who speak
G Complete the chart with a global situation, or a personal situation. Add causes the same native language or
and effects.
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with those who speak a different

language. There are advantages and
Situation: Cause(s): Effect(s):
disadvantages to both approaches,
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but be careful if you are covering a

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pronunciation point that students from

certain countries will find easy. Some
students may become uncomfortable
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if they feel they are being asked to

GOAL CHECK This situation is making me really tired
learn from or teach other students.
and stressed. I’m studying until late
Discuss Causes and Effects every day and not seeing my friends.
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In small groups, take turns sharing the cause(s) and

effect(s) of your situation, but don’t say what your situation is. E • Have students complete the
Are you preparing for an exam?
The other group members will listen and try to guess the situation. exercise. While they are reading
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aloud, monitor and assist as needed.

Changing Planet 35 Also encourage students to monitor
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and give feedback to their partners.

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Communication
G • It may help students if you write an Exercise G to provide new examples
example situation, plus cause(s) and of a situation, cause, and effect. Then F • Have students complete the first part
effect(s), on the board as a model. have students complete the exercise. of the exercise. Monitor and assist
Monitor and assist as needed while While they are working, monitor and while they are writing.
students are working. assist as needed. Make a note of • Before the interview stage, tell
students with interesting situations, students to ask the actual questions
causes, and effects. At the end of in the book, rather than just referring
the exercise, ask them to share their
GOAL CHECK ideas with the whole class.
to a question number or pointing, and
encourage them to pay attention to
• Again, it may help students if you linking when they are interviewing.
• In the final stage, ensure students
first demonstrate a model answer.
If you do this, your model answer work with a partner they did not
should be different from the one in interview. Monitor and assist while
they share information.

LESSON
C
C GOAL Discuss Animal Populations
Language Expansion: Saying large numbers
Language Expansion:
Saying Large Numbers hundreds (100s) 524 ➝ five hundred (and) twenty-four
thousands (1,000s) 1,250 ➝ one thousand, two hundred (and) fifty
• As a warm-up, have each student ten thousands (10,000s) 17,400 ➝ seventeen thousand, (and) four hundred
think of a personally relevant large hundred thousands (100,000s) 432,060 ➝ four hundred thirty-two thousand, (and) sixty
millions (1,000,000s) 2,400,900 ➝ two million, four hundred thousand, (and)
number and write it down. It may help
nine hundred
students to elicit some examples
of possible numbers, such as the A Complete the article on climate change with the numbers from the box.
population of their native countries Then compare answers in pairs.
or how many followers they have on When we talk about climate change, we often focus on how it affects humans.
400
a social media platform. Then assign However, it affects every species on the planet. Saiga antelope, an endangered
45,000
students to groups and have them species, were affected by the effects of climate change in 2015. Around
200,000 (1) 200,000 of the animals died over a period of two weeks. This was
show their numbers and ask each 350,000 about 60 percent of a population of roughly (2) 350,000 saiga. Scientists
other yes/no questions to find out
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127,000,000 believed the deaths had been caused by bacteria. These bacteria, normally not
what each number represents. dangerous to saiga, can poison the animals when the weather becomes hotter and
• Have students read the information in more humid.
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the chart and answer any questions Another example happened in Australia in the summer of 2014. The temperature
they may have. It may help students had climbed to 105 degrees Fahrenheit. It was so hot that thousands of flying foxes,
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to know that large numbers are a kind of bat, died. It is estimated that at least (3) 45,000 of these bats
typically said in groups: eighteen were killed by the heat in a single day. Events like this continue to happen. Early in
400
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2018, a smaller number of flying foxes—about (4) —were found
million, nine hundred thousand, (and)
dead near Sydney.
ninety-seven for 18,900,097. Elicit or
The effects of climate change are not always bad for animals. For example,
teach the expressions in the Word the population of Japan is about (5) 127,000,000 , but people are moving
c
Bank. Then have students practice away from the countryside and small villages to big cities. This means there are
saying the examples from the chart
ifewer people to control wild pigs called boars. In addition, warmer weather means
ph
with a drill. Make new examples with farmers can grow more food. Boars are visiting their farms to eat the food, which is
simple math. Write the following on creating big problems for farmers.
the board and elicit the answers:
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524 + 2,000; 1,250 – 500. Finally,

have students hold up their
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personally relevant numbers and

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read them aloud. Critically endangered Saiga

antelope in a nature reserve in
A • Have students complete the exercise. Kalmykia, Russia
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While they are comparing answers

with a partner, monitor and make a
note of one person who answered
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each question correctly. Then

have each of those students read
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sentences from the article aloud with

the correct number included. Remind 36 Unit 3
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students to link words naturally when

speaking.
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• Ask students questions that require

them to summarize information from
Word Bank: More Large Numbers For Your Information: Referring
the article and/or elicit their emotional
In many countries, a billion is a thousand to Numbers
reaction to it. Ask: What happened
million, a trillion is a thousand billion, Different countries have different ways
to Saiga antelopes in 2015? How and a quadrillion is a thousand trillion. of saying or writing large numbers.
does this make you feel? Or Why did In the UK and some other countries,
Informally, K and grand can mean one
thousands of bats die? Do you think thousand, especially when referring to and is generally added after the word
people would have reacted differently money. hundred. So, for example, 12,345 would
if thousands of cats had died? Umpteen, zillion, and gazillion are be twelve thousand three hundred and
informal ways to refer to a very large forty-five rather than twelve thousand
number, especially one that is imaginary three hundred forty-five. Further, some
or exaggerated. countries use periods or spaces as
separators instead of commas, so
A googol is the number 1 followed by one 6.000.000, 6 000 000, or 6,000,000
hundred zeroes; Google took its name could all mean six million.
from googol.

Grammar
The Past Perfect Grammar
Use the past perfect to talk about something that • Have students close their books.
happened before another event in the past. Local people discovered that hundreds of fruit bats
had died because of the heat. Draw a timeline on the board with
subject + had + (not) + past participle
three labeled points: Event 1, Event 2,
If the order in which things happened is clear or not The bacteria had not been dangerous before the heat and Now. Then ask: When did the
important, either the past perfect or simple past can and humidity got worse.
be used. Often, a word like before or after is added
events happen? (in the past) Which
The bacteria were not dangerous before the heat and
so the order is clear. humidity got worse.
event happened first? (Event 1).
Then elicit the grammar used in order
to say which event happened first.
B In pairs, underline examples of the past perfect in the text on the previous page.
Finish by having students read the
C Read each sentence and underline the event that happened first. Then rewrite information. You may choose to direct
the sentences in your notebook so the event is in the past perfect. students to the grammar reference
1. The Great Smog of 1952 made about 100,000 people sick before it ended. in the back of the student’s book for
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2. After the smog ended, the government passed a law to clean up the air.
3. Approximately 200,000 antelope died because the weather became hotter. B • Have students complete the
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4. Human populations decreased, so wild boars became a problem. exercise. Optionally, have them find
the two uses of the past perfect in the
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Conversation
text in Lesson A, too. Then review the
D 16 Close your book and listen to the conversation. Who saw a wild boar? SPEAKING STRATEGY answers as a class.
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Kenzo’s mother’s friend
Kenzo: Look at this photo, Paula. It was taken by my grandma. Expressing Surprise
Paula: That’s not a pig, is it, Kenzo? Wow! C • Rewrite the first sentence on the
Kenzo: No, it’s a wild boar. It was standing outside her front door one day. That’s not a pig, is it?
I can’t believe it! board as an example. Then have
Paula: Wow! What did she do?
c
students complete the exercise and
Kenzo: She called the police, but by the time they arrived, the boar had gone.
Paula: That sounds so scary. I’m glad it didn’t happen to me!
i review the answers.
ph
E Practice the conversation in pairs. Then add some details and events to make it D • Have students complete the exercises.
more funny or interesting. Share it with the class. —
E Monitor and facilitate while they are
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F Talk about a funny or interesting event that happened to you recently. Use the practicing their revised conversations
past perfect. and praise examples of good delivery
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and linking. Have students vote on the

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funniest or most interesting additions

GOAL CHECK Discuss Animal Populations to the conversation.
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Choose one of the endangered species below or find one of your own. Research the
F • If students experienced a shared
answers to the questions. Then share what you learned in groups.
Animals Questions
event, have them complete the
exercise in groups.
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California condors • What was the animal’s population in the past?

Bengal tigers • What is its current population?
Galápagos penguin • How has it been affected by climate change or human activities?
GOAL CHECK
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• What could humans do to keep it safe in the future?
If you plan to do the exercise as

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Changing Planet 37 •
written, ensure students know they
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can choose any animal species,

not just the ones listed. Then have
Grammar: The Past Perfect Grammar Practice: The Past Perfect them conduct their research. While
A common student mistake is to use the Practice the grammar with a drill. Say students are sharing their findings,
past perfect to refer to an event in the two verbs and a time marker that shows monitor and make a note of common
distant past rather than an event that the order of events (for example, leave, language-related issues. Finish by
occurred before another event. Another before, and arrive). Have a student make giving constructive feedback on how
common mistake is overusing the past a past perfect sentence using those to avoid them in the future.
perfect. In general, the past perfect is words (I had left the park before my
• If having students do research
used rarely, especially in spoken English. friends arrived.). Correct any errors. Then
As a result, students need to be able to have a different student say the previous is impossible, elicit examples of
recognize the form and meaning of past sentence using the simple past (I left the endangered species and list these on
perfect verbs, but often using the simple park before my friends arrived.). Have the board. Then have students group
past with a time marker that makes students discuss if any sentences sound them into two categories: species
the order of events clear is a natural more natural in the past perfect. Then we care about and species we don’t
alternative. repeat until every student has spoken at
care about. Finish by discussing why
least twice.
humans care about some species
more than others.

LESSON
D
D GOAL Consider the Effects of Climate Change
Reading
• As a warm-up, have students work
A In pairs, read the title of the text. How do you feel about the idea that
coffee might be in danger? Why? I
B In new pairs, discuss which numbers about coffee are correct and circle
in groups to predict the answers to them. Then scan the first paragraph of the text to confirm your answers.
these questions: How many people
1. The amount of land on which coffee is grown (in acres):
in the class drink coffee at least once 270,000 / 27 million
a day? How many people think they 2. The amount spent on coffee by US businesses (in dollars):
spend too much money on coffee? 5.5 million / 5.5 billion
Give students time to discuss before 3. The money made by US businesses from coffee (in dollars):
having them share their predictions. 12 billion / 12 trillion
Then poll the class to find out the 4. The number of cups of coffee drunk by people each year:
actual answers. 500 million / 500 billion
5. The number of people who work on farms growing coffee:
A • Have students complete the 25 million / 250 million
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exercise. While they are discussing, 6. The weight of coffee grown each year (in school buses):
monitor and make a note of students 380,000 / 830,000
with interesting opinions. Then call on
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C Read the text and look at these statements. Write T for true, F for false,
these students to share their thoughts or NG if there is no information about it in the text.
with the class.
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NG 1. Coffee is grown in one quarter of the world’s countries.
B • Have students cover the text and T 2. No other country grows more coffee each year than Brazil.
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discuss their ideas. Then give them T 3. Coffee plants can die if they get too much rain.
some extra practice saying large NG 4. Farmers in Brazil plan to grow new plants before 2050.
numbers by having them read F 5. Coffee berry borer beetles make coffee plants sick.
c
their predictions aloud. Optionally, T 6. Coffee berry borer beetles cause millions in damage yearly.
encourage them to give reasons
i
ph
for their opinions. Have students
uncover the text and complete the GOAL CHECK
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exercise. Review answers as a class. Work in pairs. Which of these statements are supported by the text? Then
discuss how climate change is affecting your life as well.
C • If you have any students taking
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a. Climate change could soon affect a huge, global industry. supported

IELTS, explain that this question
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b. Climate change could affect everything from bugs to plants, to

type is common on that test. Then people, to society. supported
summarize the Reading Strategy for c. Climate change must be combatted by people working together.
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students and illustrate it by doing one supported

d. Climate change may help people living in some regions or doing
or two questions as a class. Then some jobs. not supported
have students complete the exercise
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and review the answers. Discuss

how well the provided information
explains each answer. Optionally,
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finish by having students do the

38 Unit 3
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Expansion Activity.
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Reading Strategy: Recognizing Answers and Distractors

In addition to a correct answer, reading comprehension questions have distractors, which
are choices that are wrong, but attractive enough to be chosen by some students. Correct
answers typically paraphrase the information in the text so that they mean the same thing
but look different. Broadly speaking, there are two types of distractors. One type includes
contradictory information. For example, if a text says, “the price is $1,000,” a distractor
might say “the price is thousands of dollars.” Another type of distractor adds something
that is not mentioned in the text. For example, a distractor might say, “the discounted
price is $1,000.” Note that in both cases, a distractor is likely to use some of the same
vocabulary as in the text so that it looks similar. If students practice analyzing answer
choices to see whether they contradict the text or add to the text, they will improve their
ability to answer reading comprehension questions.

Is Coffee
Around the world, coffee is grown in dozens
of countries by 25 million farmworkers on about
27 million acres of land. That’s more than seven
GOAL CHECK
in Danger?
percent of the Earth’s surface! Just in Brazil, the
world’s largest coffee grower, almost 6.2 billion
pounds of coffee are grown each year. That’s • Have students read the statements,
the same weight as about 380,000 school
and ask if there are any words that
buses. The world needs this much coffee
because every year, people drink more than are unfamiliar. Then, as a class,
500 billion cups. Businesses in the United discuss whether or not the first
States spend about $5.5 billion to bring coffee statement is supported by the
into the country, and make more than $12 billion text, and why. Then have students
by selling it. In other words, coffee is big business.
complete the exercise while you
Unfortunately, climate change could be a monitor and assist. Review the
big threat to this business and the people who
answers as a class. Finally, have
depend on it. To grow good coffee, the weather
must be just right. If it is too hot or too cold, or
students discuss the effects of
if there is too much or too little rain, the plants climate change in pairs, larger
ng
might die or the coffee beans might be poor groups, or as a class. Encourage
quality. Climate change is making the world them to give specific examples rather
hotter and changing where and how much than general statements. Optionally,
ni
rain falls. This means many regions that have
perfect weather for growing coffee now will not
discuss what people can do to
prevent or minimize climate change.
ar
be good places to grow coffee in the future.
In Brazil, for example, scientists say that more • Explain that climate change might
than half of good coffee land will not be usable affect other common foods, too,
Le
by the year 2050.
such as avocados, chocolate, honey,
Even worse for coffee, an insect called the peanuts, and seafood. Write these
coffee berry borer beetle that likes to eat coffee
on the board, if you wish, and have
c
beans also loves hotter weather. This means that
students discuss how worried they
i
as the climate changes, there will be more of
ph
these insects living in more places. And if there are about the loss of each of
are more coffee berry borers, more coffee plants these foods.
will be attacked. They already cause $500 • Optionally, do a quick grammar
ra
million in damage each year; how much will

review by having students rewrite the
they cause in the future? In addition, diseases
such as coffee rust (a disease that causes the three active statements in the passive
g
tree to lose its ability to produce berries/beans) voice and the passive statement in
eo
become more common when the weather is the active voice.

hotter and wetter. In Central America in 2011,
this disease began to spread from coffee farm
lG
to coffee farm. In total, it affected more than half

of the land that was used for growing coffee,
and 350,000 people lost their jobs.
na
Coffee is the favorite drink of people all over

the world. But unless humans work together to
stop climate change and protect coffee, it could
io
become part of our history, not our future.
Changing Planet 39
at
N
Expansion Activity
Divide students into three or four groups. Have them work together to
write a new statement about the text in the style of those in Exercise C.
While the groups are working, monitor and assist as necessary. In
particular, make sure students keep the Reading Strategy in mind. Then
have a student dictate his or her group’s statement while a student
from a different group writes it on the board. Repeat until all the new
statements are on the board. Then have students decide if each one
is true, false, or no information is given in the text. Finally, review the
answers and give constructive feedback.

LESSON
E
E GOAL Summarize Your Ideas
Writing Writing
WRITING SKILL: Writing a Summary
• As a warm-up, have students close
Writing a summary of information you have read or heard is a valuable skill. In
their books and call on a volunteer
general, a good summary should:
willing to talk about experiencing an
• be shorter than the original and include only main points and details, not minor
extreme weather event. Make notes ideas or examples. Note that the points and details you include do not have to be
as the student speaks. Then use your in the same order as in the original.
notes to summarize his or her talk on • mostly be written in your own words, paraphrasing the original rather than
the board, asking questions about copying or quoting it.
grammar and vocabulary as you • be accurate; don’t change or add information that was not in the original.
write, such as Do I need a noun
or a verb next? How do you A Compare this summary of the Great Smog of London with the text on page 32.
spell ? Several problem areas are underlined. Work with a partner to decide what each
• Have students open their books and problem is and then rewrite the underlined parts.
ng
read the Writing Skill box. Elicit or In December, 1952, the air in London was polluted by fires and traffic. There
give answers to any questions they
was no wind, so the pollution caused a thick fog called a pea-souper. People in
have. Then elicit examples of the
ni
three aspects of a good summary London had experienced thick fogs like this for centuries. The fog was so thick
that students see when looking
ar
that people could not see the lights of cars or even the sun. The fog probably
at your summary on the board. smelled bad, too. After a few days, the fog went away, but its effects continued.
End by eliciting that although this
Le
Many people became sick, and thousands died. As a result of this bad fog, the
is explained as a writing skill, the
British government passed a law that reduced the level of pollution across the
information is equally relevant for oral
country.
summaries.
c
B Choose a source from this unit. Then write a summary of it in your notebook.
A • First, compare the summary with
i
ph
Follow these steps when you write your summary.
the original text. Have students
Step 1: Choose your source: the interview about extreme weather events, the
match details from the summary to
reading about how climate change affects animals, or the reading about
ra
the points in the Writing Skill box. the effects of climate change on coffee.
Then discuss the problem with the Step 2: Read or listen to your source again and take notes.
g
first underlined portion and elicit

Step 3: Write an outline of your summary using your notes to help you.
how best to rewrite it. Finally, have
eo
Step 4: Write a draft summary.

students complete the remainder of
the exercise. Review and discuss the Step 5: Review and revise your draft. Make sure your summary includes only
lG
major ideas, uses your own words, and does not change anything or
answers.
add any new information.
B • Have students complete the steps.
na
Monitor and facilitate as necessary.

You may wish to group students
according to which source they
io
chose to summarize. Optionally,

40 Unit 3
at
collect students’ written summaries

and return them with constructive,
N
personalized feedback.
Teaching Tip: Previewing Skills and Language

Before starting any exercise, it is good practice to think what skills and language students
are likely to need in order to complete the exercise effectively. If you feel your students may
need help with these skills or this language, you can help the exercise run more smoothly
by eliciting what students already know and teaching or reviewing anything needed to fill
gaps in their knowledge. For example, before a dictation exercise, it might help to review
expressions like: Could you repeat the last word, please? How do you spell that? Did you
say ?

Communication
C
C Slogans
Slogans are
are short,
short, powerful
powerful phrases
phrases that
that are
are easy
easy to
to remember
remember andand that
that help
help Communication
people
people understand
understand and
and spread
spread anan important
important message.
message. In
In small
small groups,
groups, discuss
discuss
what
what these
these climate
climate change-related
change-related slogans
slogans mean.
mean. Then
Then rank
rank them
them in
in order
order from
from C • Have students read the definition
the
the most
most powerful
powerful message
message to
to the
the least
least powerful.
powerful. of slogans. Elicit the idea that many
Climate
Climate change:
change: It’s
It’s really
really not
not cool.
cool. slogans are part of advertisements.
Climate
Climate change:
change: There
There is
is no
no planet
planet B.
B.
Then call on students to come to the
board and write any English slogans
Climate
Climate change:
change: You
You can’t
can’t just
just open
open aa window.
window.
they know. As a class, discuss these
Climate
Climate change:
change: It’s
It’s not
not the
the end
end of
of the
the world.
world. Probably.
Probably.
slogans, asking questions like What
company or product is this slogan
associated with? What message
GOAL CHECK does this slogan suggest? How
You must be the powerful is this slogan?
Summarize Your Ideas
change you wish
ng
• Have students complete the exercise.
Gandhi
Gandhi believed
believed that
that people
people need
need to
to
make
make changes
changes in
in their
their own
own lives
lives in
in to see in the Then review their ideas about the
order
order to
to change
change the
the world.
world. In
In pairs,
pairs, world. meaning of each slogan and have
ni
complete
complete these
these steps.
steps. each group explain how they ranked
Step
Step 1:
1: Decide
Decide on on aa change
change you
you will
will them.
ar
easily
easily make
make in in your
your own
own lives
lives • Optionally, give groups time to
that
that will
will help
help the
the environment.
environment.
come up with their own slogan
Le
IfIf possible,
possible, decide
decide onon aa
change
change that that other
other people
people about climate change. Have groups
could
could also
also make.
make. share their slogan and its meaning.
Step
Step 2:
2: Prepare
Prepare aa 60-second
60-second talktalk Then, as a class, vote on which
c
about
about the
the change
change youyou will
will of the slogans is the most likely
make.
make. Your
Your talk
talk should
should
i to get people to act to protect the
ph
mention
mention the
the change
change you
you will
will environment. Encourage students to
make,
make, how
how itit will
will benefit
benefit the
the
environment,
give reasons for their choice.
environment, andand how
how people
people
ra
can
can do
do it.
it.
Step
Step 3:
3: Come
Come up up with
with aa slogan
slogan you
you GOAL CHECK
g
can
can mention
mention during
during oror at
at the
the
end
end of
of your
your talk
talk to
to help
help people
people
eo
• Optionally, begin by eliciting or

understand
understand andand remember
remember
your
sharing some details about Gandhi
your idea.
idea.
(see For Your Information).
lG
Step
Step 4:
4: Practice
Practice giving
giving your
your talk.
talk. Make
Make
• Have students complete Step 1.
sure
sure you
you both
both speak.
speak.
Before Step 2, explain that it will be
Step
Step 5:
5: Join
Join another
another pair
pair of
of students.
students.
very hard to share all of their views
na
Take
Take turns
turns delivering
delivering your
your
talks.
talks. in just 60 seconds, so they will need
to summarize their main points and
io
ideas. Then have them complete

Changing
steps 2 to 4. As students are working,
Changing Planet
Planet 41
41
at
monitor and assist as needed. Finally,

have students complete Step 5 as
N
directed or in front of the whole class.

For Your Information: Gandhi If applicable, provide constructive
feedback about the talks that
Mohandas Gandhi was born in India in 1869 and died there in 1948. As a student, Gandhi
went to the UK to study law. In his early 20s, he got a job working as a lawyer in South
you heard.
Africa. During his time in the UK and South Africa, Gandhi developed strong political views.
He felt that all people should be treated equally. He also felt that India, which was governed
by the UK, should become an independent country. Starting in 1915, Gandhi tried to help
India achieve this goal. He is most famous for getting people in India to disobey British laws
in a non-violent way. This eventually led to India’s independence in 1947. Because Gandhi
played such an important part in this, people began calling him Mahatma, a title that shows
great respect.

VIDEO JOURNAL
Video Journal
About the Video

In his talk, Paul Nicklen shares memories
TALES OF ICE-BOUND WONDERLANDS
of his upbringing, his thoughts about the
importance of protecting nature, and an
exciting, amusing, and thrilling anecdote
about his encounter with one particular
leopard seal. Nicklen’s passion for “ice-
bound wonderlands” is obvious, and
many students may find his talk inspiring.
ng
• As a warm-up, have students
look at the photo and discuss
ni
possible locations. Then elicit some
advantages and disadvantages of
ar
going to a place like this. Finish by
having students explain how long
Le
they would be willing to stay if they
visited a place like this, and why.
PAUL NICKLEN
c
A • Have students complete the exercise.
National Geographic
Then review the answer. This
i
Photographer; Biologist
ph
exercise recycles the Writing Skill A Check (✓) the statement that is closest
from Lesson E, so elicit from students in meaning to Paul Nicklen’s idea worth
the three aspects of a good summary spreading. (If necessary, use a dictionary to
ra
and have them analyze the answer to check any words you don’t know in Nicklen’s
Idea.)
see how well it summarizes Nicklen’s
g
✓ a. If ice in the Arctic and Antarctic melts,

Idea Worth Spreading.
eo
many species could be badly affected.

B • Elicit or explain the meaning of b. Many kinds of animals can live in cold
areas that have a lot of ice and snow.
deserve. Then have students answer
lG
questions 1 and 2 as a class. c. When there is not enough polar ice,

it can have a big effect on climate
Encourage discussion and prompt Paul Nicklen’s idea worth spreading is
change.
that the loss of polar ice could devastate
students to support their opinions.
na
entire ecosystems, including the remarkable

• For question 3, one option is to have animals that inhabit them. Watch Nicklen’s
students say which animal they have full TED Talk on TED.com.
io
in mind and to discuss as a class. A

more interesting alternative, and one 42
at
that practices the key 21st-century

skill of making inferences, would be
N
to have students work in groups.

Each group should choose an Teaching Tip: Commonly-Confused Words
animal secretly and then discuss
Look for opportunities to help students understand the difference(s) between commonly-
the question while you monitor and confused words. In the case of imply and infer, for example, elicit or explain that imply
assist. Then ask each group to share means to express an idea indirectly (in speech or writing). Synonyms include suggest
what their animal might say about or hint (at/that). In contrast, infer means to understand something that was expressed
the reputation of humans without indirectly. In other words, before one can infer something, someone or something must first
saying which animal they chose. imply it. Synonyms include deduce, conclude, or reach/draw/come to a conclusion.
Other groups should listen and try to
infer which animal was chosen (see
Teaching Tip).

B In his TED Talk, Nicklen says that leopard seals
have “a bad reputation,” which means that
people have a negative opinion about them. C • As a class, have students discuss
Discuss these questions in a small group. and predict which adjectives will
1. Look at the picture. Why do you describe the video. Encourage
think leopard seals might have a bad students to give reasons for their
reputation?
opinions. You can help them with
2. What other animals have a bad this by giving one or more answers
reputation? Do they deserve this
reputation? Why? yourself. For example, you could say
3. Think of an animal. If the animal could
the talk is likely to be educational
talk, what reputation would it say humans because TED stands for Technology,
have? Why? Education, and Design.
• Have students watch the video
C In small groups, predict which of these
adjectives will describe Nicklen’s once. Then discuss which adjectives
TED Talk about his adventures in Antarctica. best describe the talk. Encourage
ng
Then watch the TED Talk and confirm your students to give reasons for their
predictions.
views based on what they saw
educational exciting funny or heard.
ni
negative serious worrying
D • Begin by asking students the
ar
D In pairs, discuss whether Nicklen would difference in meaning between
probably agree (A) or disagree (D) with objective and subjective. Elicit or
Le
each idea. If you think he would disagree,
how could you change the idea so he explain the answers. Then elicit or
would agree? explain that to respond to subjective
D 1. It is more important for children to use situations like this one, students will
c
technology than to play outside. need to make inferences based on
i
A 2. If Arctic summer ice is lost, humans what they saw and heard.
ph
will have lost something important. • Let students watch the video
A 3. The female leopard seal tried to help again, up to the part where Nicklen
him in several different ways.
ra
discusses the possible extinction

A 4. In general, leopard seals do not of polar bears. As a class, discuss
deserve to have a bad reputation.
g
Nicklen’s likely opinions about ideas

A 5. The things that humans do are a
1 and 2, and why. Then let students
eo
danger to animals like leopard seals.

watch the rest of the video and
E Work with a different partner. Take turns complete the exercise.
lG
sharing the adjectives you predicted would

describe Nicklen’s talk. Then discuss E • Have students complete the
the three best adjectives that actually do exercise. Monitor and facilitate as
describe his talk.
na
needed. Then have pairs share their

ideas with the class. End by eliciting
or explaining that reducing a talk to
io
just three adjectives is also a form of

43 summarizing because students must
at
focus on its main ideas to come up

with the three words.
N
Expansion Activity
Tell students that you are going to watch the video again, but this time
with them in control: any student at any time can ask you to pause (to ask
a question, for example), rewind (to see something again or check their
understanding, for instance), or even fast forward (to skip a boring part,
say). Giving students autonomy over their learning is empowering, and often
unexpected questions will come up that lead to interesting discussions.
Because these are student-directed questions rather than teacher-led,
students are often highly motivated to share their views.

UNIT
4
UNI T
Unit Theme
In general, people want to be happy
4 The Good Life
and have a good life, but can “the good
life” be defined? After all, different things
are important to different people. Most
introverts, for example, would not enjoy Teenage workers playing
many of the things that are important to in a textile factory in
a typical extrovert. And people in Chile, Rajasthan, India
for example, may not value the same
things as people in China. Moreover,
people’s idea of the good life can change
as they get older. The things that make a
teenage girl happy, for example, may no
longer seem important when she grows
ng
up and starts a business. Still, wherever
we live and whoever we are, we are all
ni
humans, and so perhaps there are things
that all of us think are good.
ar
Unit Overview
Le
In this unit, students discuss various
ideas about what it means to be happy
and have a good life, including what
c
things bring satisfaction, the importance
i
ph
of money, what kind of employment
one should seek, and whether helping
others is a way to help oneself. Lesson A
ra
focuses on general things that people

value, such as housing and education,
g
and covers the use of infinitives and

eo
-ing forms. Lesson B introduces the

idea that other people can have a big
impact on one’s life. Lesson C explores
lG
the importance of money and having

good financial habits, and covers some
aspects of the passive. Lesson D looks at
na
what makes a company a great place to

work. Lesson E focuses on folk wisdom
io
in the form of sayings about happiness.

Finally, with a funny but powerful talk,
at
the Video Journal returns to the idea that 44

others can affect one’s life positively.
N

• Talk about the Things You Value Infinitives and -ing Forms 2 Things You Value General and Focused
• Discuss Important People or Events Finding out / To find Expressions Related to Listening
• Discuss Good Financial Habits out the information is Money A Conversation:
important. Life-Changing Moments
• Talk about Great Jobs
The Passive 2
• Express Agreement or Disagreement
He’s given money every
week.
He was being given the
money yesterday.
44 UNIT 4: The Good Life SAMPLE COPY, NOT FOR DISTRIBUTION

Look at the photo and 1 What do you see 2 Why do you think these
answer the questions: in the photo? teenagers are doing this?
About the Photo
Xavier Zimbardo is a former teacher who
taught himself how to take great photos.
In 1989, he chose to give up teaching
in order to work as a photographer.
Zimbardo took this shot inside a textile
factory in Rajasthan, India. The photo
captures some teenage workers playing
among colorful rolls of fabric during a
break. This fabric is used for making
items of traditional clothing, such as saris
and turbans.
• Elicit the meaning of the unit title. Then,
ng
as a class, have students discuss what
is meant by “ the good life.” Sum up the
discussion and write the most commonly
ni
expressed ideas on the board. Then
have students work in groups. Assign
ar
each group one of the following
categories: Children in Kindergarten;
Le
College Students; Couples with
Children; People in their 50s; and
Retired People. Groups should discuss
c
what the people in their assigned
i
ph
category would consider “the good life”
and then summarize their discussion for
UNIT 4 GOALS the class.
ra
• Have students look at the photo and

A. Talk about the Things You Value
discuss the two questions. Then have a
g
B. Discuss Important People class discussion about how the photo

eo
or Events relates to the unit title.

C. Discuss Good Financial Habits • Share the information about Xavier
lG
D. Talk about Great Jobs Zimbardo’s background with students.

Have them discuss if teaching yourself
E. Express Agreement or how to do something and/or giving up
na
Disagreement
one job to do something you love are
part of “the good life.”
io

aloud. Ask if anything is unclear and
at
45
elicit or explain answers as necessary.
N

Discussing Important People or Want a Better Job? Writing an Opinion A Life Lesson from a Volunteer
Events Work for a Better Paragraph Firefighter
Expressing Agreement and Company In this TED Talk, Mark Bezos
Disagreement describes how every act of
Saying To generosity matters.

LESSON
A
D
A GOAL Talk about the Things You Value
A Read the text. In pairs, discuss its main idea.
• Being able to understand and
interpret graphs and charts is an To find out about the things
What People in Japan Value Most in Life that people value most in life,
important 21st century skill, so as
a warm-up, begin by eliciting what the Organisation for Economic
Co-operation and Development
students know about spider charts.
(OECD) asked people in
Add any details that you think are many countries. The OECD’s
necessary (see For Your Information). questions asked people to give
Then have students discuss other a score for several criteria, or
situations in which they have seen or topics, based on how good
might use spider charts. Also, have they felt about these parts of
students discuss how easy spider their lives. The average score
charts are to understand compared for all topics is the overall
ng
level of life satisfaction in that
with other charts.
country. The criteria were:
having access to high-quality
For Your Information: Spider
ni
education; being able to find
Charts a balance between work and
ar
Spider charts are also known as other parts of life; having good
web or radar charts. These charts opportunities for a successful
career; making a good income
Le
show different values related to a
single topic. In sports or education, and having enough wealth;
spider charts can be used to show being able to afford a nice
people’s strengths and weaknesses home; feeling safe; having
c
in certain categories. In business or good health and access to
medicine, a single spider chart can
i high-quality medical care; and
ph
be used to show both predicted living in a clean environment.
and actual values, or values for
two products. The differences
ra
between the two shapes make it B Complete each definition with a word in blue from the text.
easy to judge which predictions 1. Opportunities are situations that give you the possibility to do something.
were correct or to recognize which
g
2. Criteria are the things you think about when you judge something.
product is better.
eo
3. Wealth is how much money or valuable goods a person has.

4. A career is your job or the work you do during your working life.
A • Have students complete the afford
lG
5. To something means having enough money to buy it.

exercise. Optionally, after they have 6. To value something means to think that it is very important.
discussed the main idea, have them 7. Having access to a thing means you have the right to use or see it.
WORD FOCUS
come up with a title for the article and
na
Investing is the 8. Two things that are in balance have the same weight or importance.
share it with the class. Write the titles process of using
9. Your income is the money that you get from working or investing.
on the board and have students vote money to try to make
io
more money. 10. Your satisfaction with a thing is how happy and good you feel about it.
on which is the best, and why.
46 Unit 4
at
B • For additional grammar focus before

students complete the exercise, you
N
may choose to ask, Which definitions

need a countable noun? Which Word Bank: Work-Life Balance
exercise. Then review the answers as
definitions need an uncountable disposable income earn
a class. If there are any differences
noun? Which definitions need a
of opinion, encourage students to flextime job sharing
verb? Have students discuss the explain their reasons before you give personal time off remote working
questions with a partner. Then review the correct answers. Then elicit or salary standard of living
the answers: countable nouns: explain what the phrases in the Word vacation time wages
definitions 1, 2, and 4; uncountable Bank mean and how they are used.
nouns: definitions 3, 7, 8, 9, and
10; and verbs: definitions 5 and 6.
Optionally, explain that focusing on
parts of speech can help students
improve their ability to use new words
accurately.

C Expand your vocabulary. Complete this table in pairs. Use a dictionary if necessary.
Noun Verb Adjective

C • Dictionaries are optional, but have
students attempt the exercise without
balance (1) balance balanced
them first. Review the answers as a
access (2) access (3) accessible class.
satisfaction (4) satisfy satisfied • Students may have learned that some
affordability affordable two-syllable words, such as record

(5) afford (6)
or produce, are spelled the same
(7) value value (8) valuable as nouns and verbs but spoken with
different stress. Use the examples of
D MY WORLD In small groups, discuss these questions. Explain your answers. balance, access, and value to elicit
1. What is more important: access to good education or to high-quality healthcare? that some words do not follow this
2. Some people say satisfaction comes from having wealth. Do you agree? pattern. Then elicit more two-syllable
words that match each pattern.
ng
Grammar D • Have students complete the exercise
Infinitives and -ing Forms 2 while you monitor and facilitate. Then
call on volunteers to share their ideas
ni
Both infinitives and -ing forms can be the subject of a Finding out / To find out the information is
sentence. important. with the class. Optionally, ask how
students’ ideas might change if they
ar
Infinitives can give more information about some She doesn’t have enough time to do it.
nouns and adjectives. It is important to finish it soon. were ten years younger or older.
Le
-ing forms can be the object of a preposition. He is good at doing that.
Grammar
E In pairs, find and underline examples of infinitives and -ing forms in A. Then in B, 5. Affording • Optionally, have students share what
c
rewrite definitions 5 and 6 to start with an -ing form and definition 7 to start with an something means they remember about infinitives and
infinitive.
i having enough money

-ing forms from Unit 2. Then have
ph
to buy it.
F Complete each sentence with the correct form of the word in parentheses. 6. Valuing something students read the information and
1. I need to save (save) money to afford a home. means thinking answer any questions they may have.
ra
2. Staying (stay) healthy is important.

(parallel struc.) that You may choose to direct students to
it is very important. the grammar reference in the back
3. She is interested in changing (change) her career. 7. To have access to
g
a thing means you

of the student’s book for additional
4. I need more opportunities to learn (learn).
review and practice.
eo
have the right to use

or see it. E • Have students complete the exercise.
GOAL CHECK Talk about the Things You Value You may choose to have them work
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1. Decide how much you value each of the eight criteria in the chart in A. Assign with a different partner for the second
a score, from 8 points for the most important thing to 1 point for the least part. Monitor and assist students as
important one. needed. Then review the answers.
na
2. In a small group, calculate the average score for each criterion. Use the
average score to create a chart like the one in A. F • Have students complete the exercise
and review the answers as a class.
io
3. Compare your chart with other groups. How are they similar and different?
Optionally, extend the exercise with
The Good Life 47
at
additional practice (see the Grammar

Practice exercise.).
N
Grammar Practice:
GOAL CHECK Grammar: Infinitives and -ing
Infinitives and -ing Forms 2
Forms 2
Have students work in groups
• Ensure students understand all eight The subject of a sentence should be a of three to five to practice the
criteria in Exercise A. Have them noun or a pronoun, but because infinitives grammar with a drill. One student
complete the first two steps. Monitor and -ing forms are verbal nouns, they begins the drill by saying a
can also act as the subject of a sentence. sentence that includes either an
and facilitate as necessary. Preparing
Both infinitives and -ing forms can also be infinitive or an -ing form that follows
some blank spider charts for step 2 the direct object of certain verbs. Some the patterns of use in the chart.
would save time. Then do step 3 as a verbs, such as choose or want, take an Subsequent students should repeat
class discussion. infinitive only. Other verbs, such as enjoy all previous sentences and then
or imagine, take an -ing form only. And say a new sentence. Have students
some verbs, such as forget or stop, can keep doing this until every member
take both but have a different meaning of the group has had an opportunity
depending on whether an infinitive or an to speak.
-ing form is the object.

LESSON
B
D
B GOAL Discuss Important People or Events
Listening Listening
A Add
A Add an
an -ing
-ing phrase
phrase to
to complete
complete this
this sentence
sentence about
about your
your life.
life.
• As a warm-up, elicit several important For example,
For example, you
you might
might write
write Coming
Coming toto this
this country...
country... or
or
Going to
Going to school...
school...
life events from students, such as
graduating or getting a promotion. changed my
changed my life.
life.
Write these on the board. Then ask
B In
B In groups,
groups, share
share and
and discuss
discuss your
your sentences
sentences from A. Then,
from A. Then,
for volunteers who have experienced discuss these
discuss these questions.
questions.
each event to talk about one or two What is
1. What is more
more likely
likely to
to change
change people’s
people’s lives:
lives: aa person
person or
or aa
1.
people who helped make it happen. thing? Why?
thing? Why?
Encourage students to be specific What is
2. What
2. is more
more likely
likely to
to improve
improve people’s
people’s lives:
lives: aa small
small
when they share: instead of just change or
change or aa big
big one?
one? Why?Why?
saying my friend, a student might talk
C
C Listen to
18 Listen
18 to aa conversation
conversation between
between two
two friends
friends and
and take
take
about my best friend Laura whom I
notes. Then
notes. Then put
put the
the events
events in
in the
the order
order they
they happened.
happened.
met in elementary school.
ng
Josh tells
1. Josh
1. tells aa story
story about
about aa Ian tells
2. Ian
2. tells aa story
story about
about
A • Have students complete Exercise A man named
man named Drew.
Drew. something his
something his teacher
teacher
B on their own. During the discussion did.
did.
Josh’s story
Josh’s story
ni
Ian’s story
Ian’s story
in Exercise B, monitor and make a 4 a. Drew Dudley’s
a. Drew Dudley’s
actions and
actions and 3 a.
3 Ian’s teacher
a. Ian’s teacher
note of any interesting ideas, and call
ar
words changed
words changed wrote the
wrote the
on students who expressed them to the woman’s
the woman’s life.
life. message on
message on the
the
share their thoughts with the class. board.
board.
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2 b. The woman
b. The woman
thought about
thought about 2 b.
2 Other students
b. Other students
C • Elicit strategies for note-taking during leaving school
leaving school were not
were not nice
nice to
to
conversations and interviews. If none and going
and going home.
home. the new
the new boy.
boy.
c
of the information in the Note-Taking A lollipop is a type 3 c. The woman
c. The woman met
met
4 c.
Strategy is elicited, explain it. You may of candy.
i Drew Dudley
Drew Dudley 4 The message
c. The message
ph
when he
when he was
was made Ian
made Ian change
change
choose to draw a simple diagram giving out
giving out how he
how he acted.
acted.
on the board to show how students’ lollipops.
lollipops.
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finished notes might look. 1 d. The woman

d. The woman was
was 1 d.
1 The new
d. The new boy
boy
worried about
worried about became aa
became
starting college.
starting college. student at
student at Ian’s
Ian’s
g
Note-Taking Strategy: Taking school.

school.
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Notes on Conversations
D Discuss
D Discuss these
these questions
questions in
in small
small groups.
groups.
A good note-taking strategy for
conversations and interviews is to How could
1. How
1. could you
you explain
explain the
the idea
idea of
of aa “lollipop
“lollipop moment”
moment” to
to
lG
fold the note paper to create the someone who

someone who has
has never
never heard
heard of
of it?
it?
same number of vertical columns Is itit always
2. Is
2. always aa good
good idea
idea to
to thank
thank people
people who
who did
did or
or said
said
as there are speakers. Students can something that
something that changed
changed your
your life?
life? Why?
Why?
na
then use a different column for each

speaker’s utterances. This strategy
can also help students show the
io
flow and order of the conversation.

For example, if the first speaker’s
48 Unit 4
at
utterance requires three lines of

notes in one column, notes about
the next speaker’s words should
N
start one line below those notes in

the next column. Teaching Tip: Utilizing Online Videos
Online videos can be a great source of material for the language classroom. However,
• Have students listen and answer. If they are rarely produced specifically for the purpose of language learning, so they may be
you have students taking TOEFL, challenging. The speaker might speak quickly or use high-level language that students do
not know. Fortunately, some major video sites, including TED and YouTube, offer a speed
tell them this exercise is similar to
setting: students can select a slower play-back speed, allowing them to watch content that
a question type found on that test. would otherwise be too difficult to understand.
Review the answers as a class.
• Optionally, have students watch Drew
Dudley telling his story. Several clips
of him can easily be found online,
including his funny 2010 TEDx talk
(see Teaching Tip).

Pronunciation: Saying
Pronunciation: Saying To
To
In most
In most cases,
cases, to
to has
has aa short
short vowel
vowel sound
sound She decided
She decidedto leavecollege.
toleave college. D • Elicit a definition of lollipop moment
(/t /).
(/t /). /t/t // and write it on the board. Then elicit
In some
In some common
common expressions,
expressions, to to links
links to
to
She’s going
goingto staywith
tostay withfriends.
friends.
or explain what an aha moment is
She’s
the previous
previous word
word and
and the
the /t/
/t/ sound
sound isis not
not
the
/g nn //
/g (see For Your Information) and have
pronounced.
pronounced.
a class discussion about how lollipop
When to
When to begins
begins or
or ends
ends aa sentence,
sentence, or
or moments and aha moments differ.
She said
She saidshe
shedoesn’t
doesn’tknow
knowhow
howto.
to.
when the
when the speaker
speaker wants
wants to
to emphasize
emphasize it,
it,
/tu/
/tu/
to has
to has aa long
long vowel
vowel sound
sound (/tu/).
(/tu/).
For Your Information: Aha
E
E In pairs,
19 In
19 pairs, take
take turns
turns saying
saying to
to with
with either
either aa short
short or
or long
long vowel
vowel sound
soundin
in Moments
these parts
these parts of
of the
the conversation
conversation from C. Check
from C. Check (✓)
(✓) which
which pronunciation
pronunciation sounds
sounds
An aha moment happens when a
best. Then
best. Then listen
listen and
and check
check your
your answers.
answers.
person suddenly realizes something
short ((/t/t //))
short long (/tu/)
long (/tu/)
that was previously unclear, or
1. aa woman
1. woman spoke
spoke to
to him
him one
one day
day ✓
✓ comes up with an idea that solves
a difficult problem. An aha moment
ng
she wanted
2. she
2. wanted to
to go
go home,
home, in
in fact
fact ✓
✓
wanted people
3. wanted people to
to donate
donate money
money ✓
✓ may change how a person feels
3.
about the past and/or change his
4. itit was
4. was dangerous
dangerous to
to take
take candy
candy ✓
✓ or her plans for (and actions in)
ni
staying at
5. staying
5. at college
college and
and decided
decided to.
to. ✓
✓ the future. An example of an aha
moment would be somebody
ar
suddenly thinking of an invention
Communication
Communication that would benefit many people.
Le
FF In
In pairs,
pairs, take
take turns
turns asking
asking and
and answering
answering these
these questions.
questions.
What do
1. What
1. do you
you want
want to
to do
do over
over the
the weekend?
weekend? • Have students complete the
What is
2. What
2. is one
one thing
thing you
you used
used to
to do
do aa lot?
lot? exercise while you monitor and
c
What is
3. What
3. is something
something you
you are
are going
going to
to do
do later?
later? facilitate. Optionally, finish by asking
Who is
4. Who
4. is the
the last
last person
person you
you gave
gave aa gift
gift to?
to?
i for volunteers willing to share a
ph
lollipop or aha moment they have
experienced.
GOAL CHECK
GOAL CHECK Discuss
Discuss Important
Important People
People or
or Events
Events
ra
Complete the
1. Complete
1. the notes
notes about
about an
an important
important person
person or
or event
event from
from your
your life.
life. Pronunciation
g
Person // Event:
Person Event:
• Read the information and examples
eo
When itit happened:

When happened: aloud. Elicit or explain that the
What happened:
What happened: pronunciation of to does not
How itit changed
How changed you:
you: depend on whether it is an adverb,
lG
What you
What you said
said to
to this
this person
person // what
what you
you would
would like
like to
to say
say // what
what you
you said
said
preposition, or infinitive marker. Then
to others
to others about
about the
the event:
event:
have students say the examples, at
first as a group, and then individually.
na
In small
2. In
2. small groups,
groups, take take turns
turns talking
talking about
about the
the important
important person
person oror event.
event.When
When
itit is
is your
your turn
turn to
to listen,
listen, take
take notes.
notes. Then
Then use
use your
your notes
notes toto ask
ask questions
questionsafter
after • Optionally, explain that when the
the speaker
the speaker has
has finished.
finished. word after to starts with a vowel,
io
to generally has a medium-length

TheGood
The GoodLife
Life 49
49 u sound and is linked to the next
at
word with a w sound. Before having

students come up with and practice
N
similar examples, review vowel-vowel

• Optionally, extend the exercise important person or event in your life
linking (see Pronunciation in Unit 3).
by having students interview their that covers each topic in the notes in
classmates to find somebody with a the same order. Then encourage and E • Have students complete the exercise.
similar answer to each question. answer students’ questions. Review the answers and practice
• Give students time to write their notes saying them as a class.
GOAL CHECK while you monitor and assist. Then
have them complete the second part Communication
of the exercise. While they are giving
• Have students make their notes in
their talks, go from group to group F • Have students complete the exercise.
their notebooks or on a separate
giving support and feedback. While they are working, monitor
piece of paper.
• A good way to ensure students
and help students pronounce to as
described in the chart.
fully understand the procedure is
to model it: give a talk about an

LESSON
C
C GOAL Discuss Good Financial Habits
Money Earned and Spent
Language Expansion:
Expressions Related to $100 $200
Money
$30
• Many English expressions equate
money and time. Examples include
time is money, to spend time or
waste time, to be on borrowed
time, and to be worth one’s time/ $600
while. Write examples on the board
and discuss their meaning and, if
applicable, how true they are. Then
have students share translations of
$850
ng
money expressions in their native
languages.
ni
A • Help students understand what to
do by eliciting why $30 from Box A
ar
and give from Box B match Donate
to charity in the pie chart. Then have
Le
them complete the exercise. Review Language Expansion: Expressions Related to Money
A
the answers as a class. Finish by $30 A Together, David and Alessandra earn $2,000 each month. The pie chart shows
discussing if any of the monthly $100 what they do with their money. In pairs, complete the chart using the numbers in
c
expenses are surprising. $200 box A. Then match each word or phrase in box B to its synonym on the chart.
• Elicit or teach the meaning of the $600
i
ph
$850
Word Bank expressions. Practice Conversation
the expressions from the pie chart B 20 In pairs, complete the conversation using words from box B. Then listen to
and the Word Bank with a drill: Say B
ra
check your answers. simple past

buy
two expressions and have a student give
Alessandra: David! I have great news! I was given a promotion today at work.
make sentences with them. Repeat David: That’s fantastic! Congratulations! You really deserve it.
g
make
until every student has spoken at pay back Alessandra: Starting next month, I’m going to (1) make $500 more per
eo
least once. set aside month.

David: Wow! That’s going to make a big difference in our lives.
Alessandra: I know. Should we invest it or (2) pay back our bank loan more
lG
Word Bank: Methods of quickly?

Payment SPEAKING STRATEGY
David: Let’s repay our loan. And I think we should (3) set aside more money
Showing excitement
a check each month. I want us to (4) buy a house so that we don’t have
na
That’s fantastic!
a contactless card That’s wonderful! to pay rent every month. The rent was raised a lot this year!
Congratulations!
present perfect
Alessandra: I agree. And if anything is left after our bills have all been paid, we
a credit card Wow! give a little more money to charity, too.
could (5)
io
a debit card
a digital wallet 50 Unit 4
at
a prepaid card
N
cash
mobile payment • Tell students to replace I was given
to autoload/load money (on a a promotion with I lost my job in
phone or prepaid card) Alessandra’s first line. With new
to tap to pay partners, have students change the
rest of the conversation and discuss
the tone of voice each speaker
B • Complete the first item as a class would use. Then have pairs practice
and then have students complete the their changed conversation before
remaining ones. Listen to check the presenting it to the class. Provide
answers. constructive feedback about each
• As a class, go through the pair’s conversation and delivery.
conversation line by line and discuss
what tone of voice the speaker
used, and why. Then have students
practice the conversation in pairs.

C MY WORLD In small groups, take turns answering these questions: WORD FOCUS
The pros and cons
1. Do you do the same things with your money as David and Alessandra? C • Have groups discuss the questions
of something are
2. How often do you do these things? its advantages and while you monitor and facilitate.
disadvantages.
D In groups, imagine you will get an extra $500 each month. Discuss different things Optionally, ask students who made
you could do with the money. What are the pros and cons of each idea? interesting comments to share them
with the class.
Grammar
The Passive 2 while you monitor and facilitate. Then
The passive is often used with simple verb He is / ’s given the money every week. (simple present) have groups share their two best
forms. He was given the money last week. (simple past) ideas. Ask other groups to discuss
He will / ’ll be given the money next week. (future)
He has / ’s been given the money this week. (present perfect) the pros and cons of them. Then
have the original group share other
The passive can also be used with continuous He is / ’s being given the money right now. (present continuous)
forms to talk about things that were, are, or will He was being given the money yesterday at 11 a.m. (past
pros and cons they discussed.
ng
be in progress at a certain time. continuous)
Grammar
E In pairs, find and underline two examples of the passive in the conversation in B.
Optionally, elicit what students can
ni
•
Is each example present, past, present perfect, or future?
remember about passives from Unit 3.
ar
F Work with a different partner. Use the cues to write passive sentences. Use the Then call on individuals to read the
information in the chart to help you. information in the chart aloud. Ask for
1. the bills / pay (present perfect) The bills have been paid.
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questions and elicit or give answers.
2. the money / donate to / charity (simple past) The money was donated to charity. You may choose to direct students to
3. the items / purchase / next week (future) The items will be purchased next week. the grammar reference in the back
c
4. the bank loan / repay (past continuous) The bank loan was being repaid.
5. the rent / pay / every month (simple present) The rent is paid every month.
i
ph
6. the food / buy / now (present continuous) The food is being bought now. E • Have students complete the exercise.
Review the answers as a class. Then
ra
have students look for passives in

GOAL CHECK Discuss Good Financial Habits their rewritten conversations (about
g
1. Write a list of three financial habits that can help you live a better life. Alessandra’s lost job) and name
each form. If students did not include
eo
2. Share your list with a partner. Discuss the pros and cons of each habit and
choose the best four. passives in their new conversations,
3. Join another pair of students. Share your lists. Discuss the pros and cons of have them discuss which of their
lG
each habit and choose the best five. active sentences could be made
4. Share your group’s list with the class. After every group has shared their list, passive.
vote on the six best financial habits.
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5. In your group, discuss which of the six habits you will start doing and why.
F • Complete the first item as a class.
Then have students complete the
exercise and review the answers.
io
Optionally, do the Grammar

The Good Life 51
at
Practice exercise.
N
Grammar Practice: The

GOAL CHECK Grammar: The Passive 2 Passive 2
It is explained in the grammar chart that Have students use the cues in
the passive can be used with a variety Exercise F to write sentences
• Ask concept-checking questions
of simple and continuous forms. The in the active voice. As a class,
so that students know what to do at compare the passive and active
passive can be used with any verb form,
each stage. For instance: Is a habit though some forms are not as common sentence pairs and discuss which,
something you do occasionally or as others. The passive can also be if any, sound more natural. Finish
regularly? In task 1, should you work used after modals. These points will be with a reminder to students that
with a partner or on your own? covered in more detail in Unit 7. the passive voice is common in
certain situations, such as formal
or semi-formal writing, or when the
exercise while you monitor and speaker chooses not to emphasize
facilitate. Optionally, have students the subject of a sentence, but that
say which of the six best habits they the active voice is more common in
already do and/or are most likely to general.
adopt, and why.

LESSON
D
D GOAL Talk about Great Jobs
Reading
Want a better job?
Reading
• As a warm-up, divide students into
A In pairs, match the words to their definitions.
d
Work for a better
company
1. busy a. causing a lot of worry
three groups: Group 1: students 2. challenging c b. extremely tiring
who have had more than one job; 3. depressing e c. hard or difficult
Group 2: students who have had one
4. exhausting b d. having a lot to do
job; Group 3: students who have not
5. low-paid f e. making one feel sad
had a job. Have Group 1 discuss
which was the best company they 6. stressful a f. providing little money
worked for, and why. Have Group 2 B Read the text. Write T for true F for false or NG if the
discuss what was good and bad information is not given in the text.
about their company, and why. NG 1. People who do not feel life satisfaction may
Have Group 3 discuss what kind of not take on challenges at work.
company they would like to work for F 2. Dan Price raised his staff’s salary to
ng
in the future, and why. Monitor and $75,000 a year.
facilitate while students discuss. T 3. Perpetual Guardian’s plan was good for
Then have groups share their workers as well as for the company.
ni
discussions with the class. T 4. People who work at Airbnb can travel to
another country for work or fun.
ar
Then review answers as a class. C In groups, discuss who you would most like to work
Le
for: Dan Price, Perpetual Guardian, or Airbnb? Why?
Optionally, elicit synonyms and
antonyms of the words.
GOAL CHECK
c
B • Summarize the Reading Strategy for
In pairs, imagine that you run a company and want to
students. Elicit and discuss which
i
ph
make a change to improve workers’ lives.
type(s) of reading they need to do in
order to complete exercises B and C. 1. Discuss the benefits of each option and choose
one from each category.
ra
2. Share your options and reasons with the class.

Reading Strategy: Types of Whose company offers the best benefits?
g
Reading
Pay benefits
eo
Reading involves several different

skills. Skimming, or gist reading, get a salary of $75,000 a year / get a bonus when
involves looking over a text quickly the company does well
lG
in order to recognize its main Time benefits

ideas. Scanning involves looking work just four days a week / get eight weeks off a
over a text quickly in order to find year / work from home once a week
specific details. Intensive reading
na
Other perks
involves reading a text thoroughly spend one morning a week on personal projects / get
so as to understand it fully. And free gym membership / get free lunch at the office
extensive reading involves reading
io
for pleasure and to understand the

overall meaning of a text. When 52 Unit 4
at
students are directed to read

something, many read intensively
N
by default. In many cases, however,

skimming and/or scanning the text • If any students are taking IELTS,
would be enough. One way to help explain that the items in Exercise B
students become more effective are similar to a question type that
readers is to have them look at a is common on that test. Then have
reading exercise before doing it
and discuss which reading skills will
help them most during the exercise, Review the answers as a class and
and why. then discuss how to rewrite the false
statement so it is true.

Some people love working so much that it
doesn’t feel like work. They wake up every day C • Have students discuss the question
feeling excited about their careers. But most people
are not so lucky. They need money to live, so they
while you monitor and facilitate. Then
need a job. However, they don’t love their work, and ask students who made interesting
this can create problems. Because these workers comments to share their thoughts
are not satisfied with their jobs, they feel unhappy. with the class.
And because they are unhappy, they may not work
hard. Luckily, some people and companies are
trying to improve things. GOAL CHECK
Dan Price is the CEO of a company based in
Seattle. In 2015, he decided to pay the workers at • Optionally, expand this task by
his company more money. He raised the salaries getting students to answer the
of all of his workers to $70,000 a year, which is
much higher than the US average income. To pay
following questions before they
for this, he cut his own salary to the same amount. complete the two steps: What is your
Interestingly, a study was published by Princeton company’s name? What does your
ng
University in 2010 about salaries. According to this company do? How many employees
research, people who make around $75,000 each does your company have? Students
year are happier and feel more satisfaction than
can then include their answers to
ni
those who make less or more money. Since Price
made his decision, his workers have been happier these questions when sharing as part
of the second step.
ar
and his company has been more successful.
Money is one reason why some workers are • Assign students a partner (see
Teaching Tip) and have them
Le
unhappy with their jobs. Another reason is working
too many hours. Perpetual Guardian, a company complete the steps while you monitor
based in New Zealand, wanted staff to have a better and facilitate. After students have
work-life balance. The company came up with a
shared their ideas and discussed
c
plan. Its staff were paid for five days, but they only
had to work four days each week. Not surprisingly, whose company offered the best
i benefits, ask them to think back to

ph
workers were happier and more satisfied with their
lives. They also worked harder, so the company was Lesson A and then discuss how
very pleased with the success of its plan. the different benefits could improve
ra
Many studies about life satisfaction usually people’s overall life satisfaction in
show that people who do things are happier than different ways.
g
people who buy things. So, for example, going on a

road trip or learning to play the guitar is better than
eo
buying a car or guitar. The famous company Airbnb Teaching Tip: Being Flexible
wants its staff to have great experiences. Workers with Grouping
get $2,000 each year to stay at Airbnb properties
Being flexible in how you group
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anywhere in the world. In addition, workers have

the opportunity to visit or work at offices in other students can help with time
countries. As a result, many people who work at management. In general, having
Airbnb love their jobs. students work in pairs means
na
discussions will be quick because

students only have to discuss two
points of view, but sharing ideas
io
with the class will be slow because

The Good Life 53 there will be many pairs. In contrast,
at
discussions will take longer with

larger groups, but idea-sharing
N
will be quicker. Depending on how

much time you have, you may wish
Teaching Tip: Giving Constructive Feedback to vary how you group students.
Look for opportunities to give constructive feedback to students. This could be feedback
about a class presentation, a piece of writing, participation during a discussion, even
performance on a comprehension exercise. Constructive feedback does not always have
to focus on what a student did well. It can also be effective to discuss something that could
have been done better, provided that the feedback describes the issue clearly and gives
guidance and strategies for improvement.

LESSON
E
E GOAL Express Agreement or Disagreement
Communication
Communication
Communication Skill: Agreeing and Disagreeing
their books. Then write about, at, When speaking and writing, it is common to agree or disagree with a person or idea.
for, on, that, to, upon, and with on I agree with (something)
Expressing agreement I think / believe it’s true that...
the board. Ask students to discuss I agree that (idea)
which of these words can be used I disagree with (something) I think / believe that... is
Expressing disagreement
after agree and disagree. Then elicit I don’t agree that (idea) wrong (about)...
students’ thoughts before explaining
Expressing degrees I completely agree that... I think you’re partially right
that you will clarify shortly. of agreement I mostly disagree with... about...
• Give students time to read the
information in the box. Then review WORD FOCUS A In small groups, discuss what each saying means. Then use expressions from the
which words on the board can be A saying is a well- box above to say how much you agree or disagree with each saying. Explain why.
used after agree and disagree. Elicit known phrase about
1. The best things in life are free. 4. You have to spend money to make
ng
life that many people
or give examples of the six correct agree with. 2. Laughter is the best medicine.
money.
answers: about, on, that, to, upon, Laughter is the thing 5. Good work isn’t cheap; cheap work
you do and the sound 3. Good things come to those who wait.
and with. Optionally, explain that isn’t good.
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you make when you
even at and for could be correct in laugh.
B Work in a different group. Complete these tasks.
some contexts. For example, They
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1. Come up with a saying that you all agree with. Your saying could be one that
agreed at once / at the hotel. Or Let’s is common in your country or one that you make up.
agree for now / for her sake.
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2. Share your saying with the class. Explain what it means and why you all agree
• Practice the target language with a with it.
drill. Make a statement, such as All 3. How many other people in the class agree completely with your saying?
companies should have four-day
c
Which group’s saying was the most popular?
weeks. Or $1,000 is not very much
i
ph
money. Then prompt a student to
express agreement or disagreement
with what you have just said.
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Optionally, ask a second student to

express agreement or disagreement
g
with the view of the student who has

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just spoken. Repeat until everyone

has spoken at least once.
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A • Draw students’ attention to the Word

Focus definitions. Then have them
na
monitor and facilitate. Optionally, Students are studying at the

ask students to share translations University of Bahrain.
io
of similar sayings in their native

languages and discuss their
54 Unit 4
at
meaning and how much they agree

or disagree with each one.
N
B • Have students complete the tasks.

(If you did the optional extension in
Exercise A, tell students to come
up with a saying that has not been
discussed.) Monitor and facilitate
while students work. Optionally,
extend the exercise by having
students discuss why certain ideas
become sayings.

Writing
C In pairs, read the paragraph. Then answer the questions by writing sentence
numbers in the spaces.
Writing
(1) A common saying is that “education can unlock any door.” (2) In my C • Choose an object in the classroom,
opinion, this saying means that having a good education can help people
such as a chair, and elicit its main
do new things. (3) I mostly agree with this idea. (4) The reason is that I think
education does give people more opportunities in life. (5) For example, my use. Then explain that it could
sister went to college for four years. Because of her good education, she was have different purposes in different
able to get a great job with a high salary. She also enjoys a good work-life situations. For example, a chair could
balance. (6) However, my brother did not finish high school. Because he did not
be used for raising things, storing
complete his education, he cannot find a good job. (7) So this is why I mostly
agree that “education can unlock any door.” things, dividing things, and playing
7 1. Which sentence adds a concluding sentence?
games. Optionally, group students
2 and have them choose another
2. Which sentence explains the meaning of the saying?
object in the room and come up with
4 3. Which sentence gives a reason for a point of view?
interesting uses for it (see For Your
5 4. Which sentence gives an example to support an opinion?
Information). Then have them share
ng
6 5. Which sentence includes a second, contrasting, example? their ideas, but not the object they
1 6. Which sentence introduces the saying to be discussed? chose, while other groups listen and
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3 7. Which sentence states the degree of agreement? infer the object.
ar
D Choose a saying from A and complete the paragraph in your own words.
For Your Information: The
A common saying is that
Brick Test
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In my opinion, this saying means that
Creativity is widely regarded as a
I with this idea. key 21st century skill, and in some
The reason is that industries, companies spend a
c
lot of time and money finding
For example,
i and training the most creative

ph
staff. One commonly used test of
However, a person’s creativity level is the
so-called “brick test.” In this test,
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which requires divergent thinking,

So, this is why participants see a common object,
g
such as a brick, and must come

up with as many ways to use it as
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GOAL CHECK Express Agreement or Disagreement possible in a limited time. In simple

terms, the more ideas a person
Choose one of the other sayings in A and write a paragraph to say how much you generates and the more unusual
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agree or disagree with it. 1. Use the paragraph on this page as a guide. 2. Share those ideas are, the more creative
your writing with a partner. 3. Take turns helping each other find and fix mistakes.
that person is.
4. Then, write and submit a second draft.
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• Explain that the previous exercise

focused on the function of objects,
io
but words, phrases, and sentences

The Good Life 55
have functions, too, and just like
at
objects, these vary depending on

the situation. Explain that one way to
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write more effectively is to think about

D • Optionally, work as a class to write the function of what they are writing
a model paragraph on the board.
GOAL CHECK (at the word, phrase, and sentence
Elicit different ways to complete each level). By doing this, students will
• Have students complete the exercise. produce writing that is easy for
sentence and discuss the pros and
Again, you may wish to let them readers to follow.
cons of each.
choose a saying from Exercise A or • Match the first two sentences to
B. Monitor and provide assistance their functions as a class. Then have
(optionally, choosing a saying from
while they are working. students complete the exercise and
Exercise A or B) while you monitor,
assist, and make a note of common review their answers.
issues. Then provide feedback as
necessary.

VIDEO JOURNAL
Video Journal
About the Video A LIFE LESSON FROM A VOLUNTEER

In this talk, Mark Bezos tells a funny
story about his experience as a volunteer
FIREFIGHTER
firefighter. The story he tells illustrates
an important point that is similar to the
idea of a “lollipop moment” that students
MARK BEZOS
learned about in Lesson B: sometimes,
Head of Development, Robin Hood;
things that seem like a small thing to
Volunteer Firefighter
one person can be a very big deal to
ng
someone else. In addition to enjoying his
story, students may learn a lot about the
ni
art of giving a good presentation from
Bezos’s excellent delivery.
ar
• As a warm-up, have students make
a list of three dangerous jobs.
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Then have them work in groups to
discuss and vote on the three most
dangerous. Have groups share their
c
lists with the class and again get Mark Bezos’s idea worth spreading is that
students to vote on the three most
i
every act of generosity matters—even the
ph
small ones. Watch Bezos’s full TED Talk on
dangerous. Finally, have students TED.com
discuss why people choose to do
dangerous jobs like these. Optionally,
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do Expansion Activity 1.
g
Expansion Activity 1
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The photo for the Video Journal

is obviously related to being a
firefighter. In their groups from the
lG
warm-up, have students pick one

of their three jobs and discuss what
kinds of photos could represent its
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dangers. Then have them search

online for a photo that is close to
the ones they discussed. As a class,
io
have groups share the photos they

found and say what dangerous jobs 56
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they feel they represent, and why.

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• Have students read Mark Bezos’

Idea Worth Spreading and, as to predict how many times Mark • Optionally, do Expansion Activity 2,
a class, discuss what it means. mentions his brother in his talk, and which focuses on helping students
Optionally, ask for volunteers to share why. Come back to this after students recognize the quality of Mark’s
stories about small but important have watched the talk and discuss delivery.
acts of generosity that they have whether their predictions were right
experienced. or wrong, and why.
A • Have students complete the
exercise. Then review students’ For Your Information: Jeff Bezos
answers as a class. Optionally, have Mark Bezos is the younger brother
students share what they know about of Jeff Bezos, the founder of
Amazon.com, one of the world’s
Mark’s older brother (see For Your largest online stores.
Information). Then ask students

A You will watch a TED Talk by Mark Bezos. Read D Complete the chart by listing some things
the information. Then discuss the questions in that you could do to improve your life and / or
pairs. somebody else’s life. Expansion Activity 2
Mark Bezos is a busy man. He works in New Tell students they will watch the
York City at Robin Hood, a charity that helps video without sound and that their
Improve Your Life
people who do not have enough money to live. task is to say Now! when they think
When he’s not working, Mark spends time with the audience is laughing. Elicit some
his wife and four children. He also volunteers cues and clues that might help them
as a firefighter in New York state and works Improve Someone
recognize laughter despite not being
Else’s Life
as a director at the Bezos Family Foundation. able to hear it, such as Mark’s body
Mark’s older brother, Jeff Bezos, is another of language or facial expressions.
the directors. Improve Your Life
and Someone
Then start the video. When students
1. Do you agree that Bezos probably cares Else’s Life say Now!, pause and rewind a few
about helping other people? Why? seconds, then turn the sound up and
2. What do you think Bezos’s best memory of E Ask your classmates what ideas they wrote. play the video so that students can
volunteering as a firefighter is? Why? Make a note of the names of people who wrote hear if there is laughter. Discuss what
at least one idea that is the same or similar to cues helped students judge and why
ng
B Watch Mark Bezos’s TED Talk once and check one of your ideas. the audience was laughing (or not).
your answers to the questions in A. In pairs, Finish by eliciting or summarizing
discuss whether your ideas were right or wrong, F Complete the steps. some of the ways Mark delivered his
ni
and why. talk so well. Ask students which of
1. Work with one of the people whose name
you noted in exercise E. these methods they plan to adopt,
C Watch the talk again. Circle the correct words
ar
and why.
in each sentence. Then, check your answers 2. Imagine you are really going to do one of
in pairs. the things on your list. Discuss and make
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notes about how you would do it, where and
1. When he went to his first / second fire, Mark B • Have students complete the exercise.
when you would do it, and why you would
was the first / second volunteer.
do it. During the discussion, encourage
2. The man / woman whose house was on fire
3. Put your notes in order to make a short talk. students to support their opinions by
c
did not have an umbrella / any shoes.
Then practice your talk, making sure you referring to information from the talk.
3. Another volunteer was told to go inside / both speak.
i
ph
outside and find the homeowner’s cat / dog. C • Have students complete the exercise.
4. Give your talk in front of the class. When it
4. A few weeks / months after the fire, the is your turn to listen to other students, take Then review the answers as a class.
homeowner sent the firefighters an email / notes.
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a letter. D • Have students complete the exercise

5. Join a different pair of students. Take turns
5. Mark suggests the audience could serve using your notes to ask questions or give in their notebooks or on a separate
g
drinks / food or help clean up a park / yard. feedback to the other pair.
piece of paper. This exercise draws
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on the ideas that Mark suggested at

the end of his talk. Begin by having
students add Mark’s ideas to the
lG
correct rows in the chart. Then have

students work in pairs or groups to
na
add more ideas to the chart while you

monitor and facilitate.
io
E • Make sure students know that the

57 word ideas in the direction line refers
at
to students’ ideas from Exercise D.

N
exercise. This can be carried out

F • Summarize the steps and write
• Have students complete the exercise. as a mingle task in which students
the following on the board: clear Monitor and facilitate during the first walk around and talk to each other.
three steps. Before the fourth step, Alternatively, you could structure it as
pronunciation, accurate language,
ask each student to say which thing an interview or as a “find someone
and effective delivery. Ask each
on the board they chose to focus who …” exercise. Finish by calling on
student to choose one of these
on. Make notes related to this while
things to focus on when he or she is students to name one classmate who
the student is speaking and give
practicing and giving their talk. wrote ideas that were similar to or the
feedback about it after each pair has
same as theirs.
delivered their talk. During the final
step, monitor and facilitate again.

UNIT
5
UNI T
Unit Theme
Survival is the goal of every living thing.
5 Survival
By most measures, the current period
of history is the safest. In spite of this,
many people are concerned about
their safety and survival. In part, this
may be caused by the fact that stories
about natural disasters, climate change,
and species extinction are so common
nowadays. Humans have had an impact
on the environment and animal species,
and the changing climate is affecting
people’s daily lives. Evidence shows
that half the number of weather disasters
ng
and their increasing intensity can be
linked to environmental changes caused
ni
by humans.
ar
Unit Overview
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ideas related to the survival of wild
animals and human beings. Lesson A
discusses extinction and introduces
c
conditionals to focus on what might have
i
ph
been. Lesson B introduces the concept
of “living fossils”—species that were
thought to have died out but actually
ra
survived. Lesson C explores the topic of

natural disasters and asks whether more
g
common dangers are a bigger threat to

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survival. Lesson D covers the dramatic

rescue of 13 people from a cave in
Thailand. Lesson E focuses on ways
lG
to stay safe in two distinct but difficult

situations. Finally, the Video Journal
explores the idea that we can learn
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important things when dangerous events An endangered tree pangolin, with her
take place. baby, at Pangolin Conservation in
io
St. Augustine, Florida

58
at
N

• Say How Things Could Be Different Unreal Conditionals Conditions of Species General and Focused
• Discuss the Survival of Species Dinosaurs are extinct, but Natural Disasters Listening
• Talk about Threats to Survival if the comet had missed, A Talk: Types of Fossils
they might have survived.
• Discuss Rescues
Using Wish and Hope
• Give Advice about Difficult
I wish (that) earthquakes
Situations
didn’t happen.
I hope (that) we get no
more earthquakes this year.
58 UNIT 5: Survival SAMPLE COPY, NOT FOR DISTRIBUTION

Look at the photo and 1 Why might these animals 2 Are zoos and conservation
answer the questions: be endangered? centers the best way to save
endangered species? About the Photo
Joel Sartore is an American
photographer who has worked with The
National Geographic Society for over
25 years. In 2005, he started a project
called The Photo Ark. The aim of this
project is to take photographs of all
12,000 animal species that humans are
caring for in zoos and wildlife sanctuaries
around the world. Since the project
started, Sartore has taken pictures of
thousands of species, including tree
pangolins, which are also called white-
bellied pangolins. The hope is that the
ng
photos in The Photo Ark will encourage
humans to save these animals.
ni
• Elicit the meaning of the unit title. Have
students look at the photo and read the
ar
UNIT 5 GOALS caption. Then discuss as a class how
the photo relates to the unit title.
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A. Say How Things Could Be Different
B. Discuss the Survival of Species

• Have students discuss the two
questions. If students are unsure about
C. Talk about Threats to Survival
c
why these animals are endangered,
elicit likely reasons, such as climate
D. Discuss Rescues
i
ph
change or human activity.
E. Give Advice about Difficult Situations
• Write mammal, reptile, and amphibian
ra
on the board. Elicit the meanings and

examples of each. Then have students
g
discuss which word they think describes

pangolins, and why. Optionally, have
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students research pangolins in groups

and report back on anything surprising
lG
they learned.
• Share the information about Joel Sartore.
Have students discuss what they think
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of The Photo Ark project, and why.

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59 elicit or explain as necessary.
at
N

Talking about Survival of Species A Birthday to Writing a Three Things I Learned While My
Giving Advice about Difficult Remember Paragraph Giving Plane Crashed
Situations Advice In this TED Talk, Ric Elias explains
Emphasis to Express Meaning how your life can be changed by an
event.

LESSON
A
D
A GOAL Say How Things Could Be Different
A Read the text. Then, discuss the meaning of the blue words with a partner.
• Many children are passionate about
dinosaurs. As a warm-up, ask for One scientific study suggests that up to two billion different
volunteers who felt this way to share species may be alive now. That’s a big number. However, since
their reasons for liking dinosaurs life began on Earth, scientists think at least five billion kinds of
plants and animals have gone extinct. They know this from the
so much. Write these on the board.
discovery of many unknown kinds of fossils: dead plants or
Next, as a class, elicit examples of animals that have turned to stone.
dinosaurs in entertainment media, Why did so many species not survive? Some species died out
such as movies (the Jurassic Park slowly because conditions changed. Others were killed in a huge
franchise), video games, and TV natural disaster that happened about 66 million years ago. A big
shows. Then have students discuss rock from space, called a comet, hit Earth. It killed the dinosaurs
why dinosaurs are a popular subject and caused terrible conditions. If humans had been alive at that
for entertainment, using either the time, they would have felt terror.
ng
Many species are dying out these days, so some scientists think
reasons on the board or new ideas.
another mass extinction is happening now. They see a relationship
• Optionally, finish by asking students
between human activity and these deaths. For example, they think
whether they think there will ever be
ni
the problem is happening because humans are causing climate
a real Jurassic Park and whether change. Is there any way to rescue species that are in danger?
they would visit it. Students may
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Maybe. If a scientist found a way to stop climate change, he or she
naturally use conditionals during would be a hero to people who care about the planet.
the discussion. Make a note of any
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A young girl looks
that you hear and revisit them when in amazement at a B In pairs, complete these definitions with a blue word from the text.
students start working with the fossil dinosaur.
1. To rescue somebody is to save him or her from danger.
grammar for this lesson.
c
2. A hero is a person who saves others or has a big effect on them.
i 3. Extinct describes a plant or animal that died out, often a long time ago.
ph
Optionally, ask a series of students 4. A discovery happens when somebody finds something that was lost.
to read two or three sentences of 5. A person who has experienced terror has felt very strong fear.
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the text aloud until the whole text 6. A relationship is a link, or connection, between two people or events.
has been read. Give constructive 7. To survive means to not die during a serious event.
g
feedback as necessary to help with 8. A disaster is an event that creates terrible conditions and may cause
pronunciation or intonation issues.
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many deaths.
Noun forms: Alive
9. describes a plant or animal that is living, not dead.
B • To maximize communication, have extinction, survival
10. Species are groups of plants or animals that are similar in some ways.
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students complete the exercise with Verb forms:

discover, rescue
a different person than their partner in Adjective forms: C Expand your vocabulary by writing sentences using the noun forms of extinct
Exercise A. Then review the answers. disastrous, and survive, the verb forms of discovery and rescue, and the adjective forms of
na
Optionally, do the Expansion Activity. terrifying disaster and terror. Work with a partner and use a dictionary if necessary.
io
Expansion Activity
Write risk, impact, many years, 60 Unit 5
at
occurs, faced, incidents, major,

awful, alive, and alike on the board.
N
Have students work in pairs to match

these words to a word or phrase monitor and assist while students
in the definitions in Exercise B. work in pairs to write the remaining Word Bank: Protecting Species
Review the answers: risk (danger);
sentences. concerned
impact (effect); many years (a long
time); occurs (happens); faced • Elicit other words and phrases conservation
(experienced); incidents (events); related to the protection of species. critically
major (serious); awful (terrible); alive Teach the words in the Word Bank. endangered
(living); alike (similar). Then have students find other forms preservation
of these words. Optionally, have them
protection
C • First, as a class, elicit the listed forms write sentences using the words.
threatened
of the words. Then elicit sentences
vulnerable
using extinction and discover and
write them on the board. Finally,

Grammar
Unreal Conditionals Grammar
Use unreal conditionals to talk about a situation that is
not true, but that could be (or could have been) true if
Dinosaurs are extinct, but if the comet had missed, • Have students read the chart and
they might be alive.
something were different. then close their books. Ask some
If an earthquake happened, some buildings might
concept-checking questions to test
Unreal conditionals have two parts: a condition part and their understanding of when and
fall down.
a result part. The order of the parts does not matter, but
when the condition part is first, you need a comma.
Some buildings might fall down if an earthquake how to use unreal conditionals. For
happened. example, In what kinds of situations
There are two kinds of unreal conditionals: do we use unreal conditionals? How
• To discuss events that you think are unlikely (second Many plants would not grow if bees died out. many parts do unreal conditionals
conditonal).
have? You may choose to direct
• To talk about events that are impossible (third If dinosaurs had survived, they would have eaten all
conditional). the humans. students to the grammar reference
in the back of the student’s book for
D Underline the examples of unreal conditionals in the text in A. Then, rewrite the additional review and practice.
ng
examples with the parts in the opposite order. Humans would have felt terror if they had been alive at that time. • If students used conditionals during
A scientist would be a hero to people who care about the planet if he or she found a way to stop climate change. the optional discussion in the
E In groups, fix the underlined mistakes in these unreal conditional sentences.
warm-up, repeat some of their
ni
Then discuss the sentences. How true do you think they are? Why?
sentences and discuss which kind of
1. We might learn more about the past if scientists had discovered more fossils.
conditional they are.
ar
had
2. If the big rock missed Earth 66 million years ago, dinosaurs might have
survived. ^ D • Have students complete the exercise
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were
3. Humans would be an endangered species if dinosaurs are still alive. (optionally, in pairs) while you monitor
live
4. If climate change stopped getting worse, more species might have lived. and assist.
would
5. If a scientist stopped climate change, she will become rich and famous.
c
E • As a class, discuss the first two
i sentences and write the corrections

ph
on the board. Then monitor and
GOAL CHECK Say How Things Could Be Different
assist while students complete the
Complete these sentences in your own words.
exercise in groups. Review the
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1. I would be happier if . answers. Optionally, have students

2. If I won a lot of money, I . say or rewrite the sentences with
g
3. I could have if I had . the clauses in the opposite order.

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4. If ,I . For extra practice, do the Grammar

Then, interview your classmates and write the name of someone who wrote Practice exercise.
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What
What did
did you
you write
write
something that...
for
for the
the first
first sentence?
sentence?
• is funny: .
GOAL CHECK
• is unusual: .
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II would
would be
be happier
happier ifif
• you wish you had written: . II had
had more
more free
free time.
time. • Have students read the directions.
• you hope comes true: . Then ask concept-checking
io
questions to confirm their

Survival 61 understanding of the exercise.
at
• Monitor and assist while students

complete the sentences. Then either
N
monitor again while students are

Grammar: Unreal Conditionals Grammar Practice: Unreal interviewing one another, or act as
An alternative way to make some Conditionals a participant. The latter can be an
conditional sentences negative is to Divide the class into teams and have effective teaching technique because
replace if with unless. For example, Some them work together to write four unreal it temporarily blurs the teacher-
species would not have survived unless conditional sentences on the board. Mark student divide. Finally, have students
dinosaurs had died out. Note that it is the correct sentences and give teams share the names they wrote for the
not correct to use unless for impossible two points for each one. Then give teams second part of the task.
conditions. a bonus point for each mistake they • Optionally, have students complete
correct in the remaining sentences—their
own or those of another team. Finally, one more sentence: If I survived
offer additional bonus points if a team a plane crash, I would .... Then,
member can correctly use unless instead as a class, have them share their
of if in a sentence or reverse the order of sentences and discuss interesting
the clauses. viewpoints.

LESSON
B
D
B GOAL Discuss the Survival of Species
Listening
Listening
A Answer the questions in small groups.
• As a warm-up, write the International 1. What are fossils and how are they created? Share your knowledge.
Union for Conservation of Nature 2. When you were a child, how interested were you in fossils? Why?
Red List categories on the board 3. You are going to listen to a talk about “living fossils.” What do you think
think
in alphabetical order: Critically they are?
Endangered, Endangered, Extinct,
Least Concern, Near Threatened, B 22 Listen to the first part of the talk and take notes. Then, in pairs, use
use your
your
notes to confirm the answers to questions 1 and 3 in A.
Vulnerable. Elicit the meaning of
each term. Then have students work C 23 Listen to the whole talk and complete the summaries with a number
number or
or
in groups to rank them from most to word that the speaker says.
least threatened while you monitor
and facilitate. Discuss students’ lists Horseshoe crabs are living fossils. They have been alive for (1) hundreds
of millions of years. They live off the (2) Atlantic Coast of the United
United
and give the correct order: extinct, India
ng
States. They also live around China, (3) , Japan, Korea, and
and
critically endangered, endangered, other parts of Southeast Asia. They look just like fossil horseshoe crabs.
crabs.
vulnerable, not threatened, least
concern. Like horseshoe crabs, coelacanths are living fossils. They are a kind
kind of
of
ni
(4) fish . Scientists believed they were extinct. Then, Marjorie
Marjorie
• Optionally, elicit some animals that 1938 . She was working
Courtenay-Latimer discovered one in (5) working for
for
are symbols of conservation. For
ar
a (6) museum in South Africa at the time.
example, giant pandas are the
symbol for the World Wildlife Fund.
Le
Have students discuss whether these
animals were chosen as symbols
mainly because they are endangered
c
or because humans find them
i
ph
attractive (see For Your Information).
For Your Information: The

ra
Ugly Animal Preservation

Society
g
In 2012, British biologist Simon

eo
Watt founded the Ugly Animal

Preservation Society. The goal of this
organization is to use humor to save
lG
unattractive animals, such as the

blob fish and the bald uakari, that are Fossilized horseshoe crabs
endangered. His website and social can be found in rocks on the
east coast of the US.
na
media pages have photos, videos,

and other information that students
might find interesting and amusing.
io
62 Unit 5
at
A • Discuss the first question as a class

to avoid a situation in which one
N
group’s members know nothing about

fossils. Then have students discuss C • Review the Listening Strategy with
Listening Strategy: Focusing on
the remaining questions in groups students. Then have them listen
Names and Numbers
while you monitor and facilitate. Call and complete the exercise. If any
In general, names and numbers are
on volunteers to share their ideas of your students are interested in important, so students should listen
about living fossils and write these on taking IELTS, tell them this exercise for them and make a note. For names,
the board. is similar to a question type found on students should note full names the first
that test. Review the answers as a time they hear them, but just a person’s
B • Elicit or share some note-taking class. initials after that. For numbers, using
strategies. Then have students abbreviations, such as 5K for 5,000 or
• Optionally, give students some
5M for five million, saves time. If students
complete the exercise and review the practice making inferences and are unsure they heard a name or number
answers. asking questions by doing the correctly, they can circle it in their notes
Expansion Activity. and add a question mark as a reminder
to confirm it later.

D
D Discuss
Discuss these
these questions
questions in
in aa group.
group.
1. How
1. How interesting
interesting did
did you
you find
find the
the talk
talk about
about living
living fossils?
fossils? Why?
Why?
D • You may allow students to search
2. Which
2. Which of
of these
these living
living fossils
fossils would
would you
you most
most like
like to
to know
know more
more about:
about: the
the for pictures of the three living
volcano
volcano rabbit,
rabbit, vampire
vampire squid,
squid, or
or dinosaur
dinosaur ant?
ant? Why?
Why?
fossils before they discuss them in
3. The
3. The speaker
speaker describes
describes Marjorie
Marjorie Courtenay-Latimer
Courtenay-Latimer as as “a
“a hero”
hero” because
because
she was
she was aa woman
woman doingdoing science
science in
in the
the 1930s.
1930s. Do
Do you
you think
think “hero”
“hero” is
is the
the the second question. For the third
right word
right word in
in this
this case?
case? Why?
Why? question, either have groups share
their ideas with the class or make it a
PRONUNCIATION:
PRONUNCIATION: Emphasis
Emphasis to
to Express
Express Meaning
Meaning class discussion.
Speakers
Speakers often
often emphasize
emphasize aa word
word to
to express
express aa certain
certain emotion
emotion or or meaning.
meaning. The
The exact
exact emotion
emotion
or
or meaning
meaning will
will depend
depend on
on the
the emphasized
emphasized word
word and
and on
on the
the situation.
situation. Pronunciation
•• II don’t
don’t like
like it.
it. Please
Please stop!
stop! (The
(The emphasis
emphasis probably
probably shows
shows anger.)
anger.)
•• You
You don’t
don’t like
like it? Really? (The
it? Really? (The emphasis
emphasis probably
probably expresses
expresses surprise.)
surprise.) • Read the information and examples
•• Actually,
Actually, no,
no, II don’t
don’t like
like it.
it. (The
(The emphasis
emphasis corrects
corrects aa misunderstanding.)
misunderstanding.) aloud. Then have students repeat
•• Jonah
Jonah likes
likes it,
it, but
but II don’t.
don’t. (The
(The emphasis
emphasis makes
makes the
the different
different opinions
opinions clear.)
clear.) the examples, at first as a class, and
then individually.
ng
E
E 24 Listen
24 Listen and
and underline
underline the
the words
words that
that the
the speaker
speaker emphasizes.
emphasizes. Then,
Then, in
in pairs,
pairs, • As a class, discuss each example
match
match each
each example
example of
of emphasis
emphasis toto one
one of
of the
the three
three reasons
reasons (a–c)
(a–c) below.
below. sentence. Ask which other words
ni
1. “Fossils
1. “Fossils are
are interesting,
interesting, but
but today
today II want
want to
to focus
focus on
on living fossils.” bb
living fossils.” in each sentence, if any, could
2. “In
2. “In simple
simple terms,
terms, these
these are
are species
species with
with three
three key...
key... sorry,
sorry, with
with two
two key
key be emphasized without changing
ar
characteristics.” aa
characteristics.” the meaning of the emphasis. For
3. “First,
3. “First, they’re
they’re still
still alive
alive now.
now. And
And second,
second, they
they look
look almost
almost the
the same
same example, in the first sentence, like,
Le
as
as actual
actual fossils
fossils from
from long
long ago.
ago. They
They aren’t
aren’t the
the same,
same, of course.” cc
of course.” please, and stop could all take the
4. “Every
4. “Every species
species changes
changes over time.” cc
over time.” emphasis and the sentence could still
5. “However,
5. “However, living
living fossils
fossils look
look similar
similar to
to their
their actual
actual fossils
fossils because
because they
they have
have express anger. In the last sentence,
c
changed
changed less
less than
than other species.” c,
other species.” c, bb Jonah could be emphasized instead
of I.
a. The
a. The emphasis
emphasis corrects
corrects aa mistake
mistake the
the speaker
speaker has
has made.
made.
i
ph
b. The
b. The emphasis
emphasis contrasts
contrasts one
one idea
idea or
or thing
thing with
with another
another one.
one.
E • Have students complete the
c. The
c. The emphasis
emphasis makes
makes sure
sure listeners
listeners understand
understand aa key
key point.
point.
exercise. Review the answers. Then
ra
have students practice saying each

sentence with the same emphasis as
g
GOAL CHECK
CHECK Discuss
Discuss the
the Survival
Survival of
of Species
Species the speaker.
eo
Complete
Complete these
these tasks.
tasks. Use
Use emphasis
emphasis to
to express
express meaning
meaning during
during your
your discussions.
discussions. • Optionally, have students work
in pairs to come up with a short
1. In
1. In groups,
groups, make
make aa list
list of
of some
some important
important species
species that
that still
still exist.
exist. Discuss
Discuss how
how
conversation in which they each
lG
your
your life
life might
might change
change ifif these
these species
species went
went extinct.
extinct.
use emphasis at least once (see
2. In
2. In different
different groups,
groups, make
make aa list
list of
of species
species youyou know
know that
that have
have gone
gone extinct.
extinct.
Discuss
Discuss how
how the
the world
world would
would bebe different
different ifif these
these species
species were
were still
still alive.
alive. Teaching Tip). Monitor and facilitate
while they are working. Then have
na
pairs share their conversations

with the class. Give constructive
io
feedback.
Survival
Survival 63
63
at
Teaching Tip: Exaggerated

Pronunciation
N
It can be helpful to encourage

GOAL CHECK Expansion Activity students to strongly exaggerate
In pairs, have students think of a person pronunciation points during drills
and discuss how that person might react and exercises in class. For exercises
• Monitor and facilitate as students if he or she encountered a horseshoe crab about emphasis, have students
complete the first task. Have groups on a beach. For example, a child might emphasize words to the point where
share their discussions with the class. be scared and run away or be interested they and their peers are almost
Optionally, have a class discussion and pick it up, and a jogger might simply laughing about it. They will not
ignore it and keep running. Have students continue to do this outside of class
about what humans could do to help
share only the reaction of the person they (due to shyness or embarrassment),
the species they discussed survive. but practicing emphasis in this
chose while other students ask yes or no
• Before starting the second task, you way in class may help them
questions to discover who the person is.
may want to elicit examples of extinct communicate more effectively
species, such as dinosaurs or dodos. because some of the exaggeration
Then have students complete the may carry over, meaning that
students enunciate a particular
task and share their ideas with the
pronunciation point more clearly.
class.

LESSON
C
C GOAL Talk about Threats to Survival
Language Expansion:
Natural Disasters
• As a warm-up, divide students into
three groups and draw their attention
to the Word Focus feature. Have one
group come up with a list of threats
to humans in the past. Have another
group list threats to humans now.
Have the third group list possible
threats to humans in the future.
Monitor and facilitate during the
discussions. Then have groups share
their lists with the class. Finally, have
ng
students discuss which things from
their lists count as threats in the past,
ni
present, and future.
ar
exercise. Review the answers by Has a natural
disaster ever
having individual students read Language Expansion: Natural Disasters
Le
affected your
each description aloud. Encourage country? A Look at the infographic. Then, complete these descriptions of natural disasters.
discussion if there are differences of 1. A hurricane is a large storm that begins over the northern Atlantic Ocean.
opinion.
c
2. A drought is when little rain falls and there is not enough water.
• Elicit other words and phrases
i 3. A fire in the countryside that burns without stopping is a wildfire .

ph
related to natural disasters (see 4. An explosion of rock, dust, and gas from a volcano is an eruption .
Teaching Tip). Teach or elicit the
5. When an earthquake happens, the ground shakes and moves.
words in the Word Bank and write
ra
6. When mud, rock, and stones slide down a hill, it is called alandslide .
them on the board. Then have
students work in pairs to match each 7. When there is an avalanche , a lot of snow slides down a mountain.
g
word to one of the natural disasters 8. When there is too much rain, a river or lake can cause a flood .
eo
in the student’s book. Review the

B Discuss this question in a small group.
answers.
WORD FOCUS Some people think natural disasters are becoming more common. Other people
lG
A threat is a think the number of natural disasters is the same, but the media reports them
Word Bank: Words Related to dangerous thing that more. Which way of thinking is more likely to be correct? Why?
Natural Disasters might happen.
C MY WORLD Write a list of things that you feel are a threat to your survival.
na
A firebreak is something that stops Order the list from most to least dangerous. When you have finished, share your
a fire from spreading. list with a partner. Which threats are on both of your lists?
The eye of a storm is the calm area
io
of low pressure in its center.

It is untrue that a loud noise can 64 Unit 5
at
make snow slide down a mountain.

Trees can prevent rocks and mud
N
from sliding down a slope.

• Elicit examples of movies about
When waters recede, they go back Teaching Tip: When to Elicit
natural disasters that students have
to their previous level.
seen. Have them describe each In some cases, eliciting may seem like a
A famine may happen if crops have waste of time because students have not
movie and give their opinion of it.
too little water to grow. learned a particular grammar structure
Then, as a class, have students
When a tremor happens, the or word yet. Keep in mind, though, that
discuss why such movies are popular
ground shakes slightly. students may know something as a result
and whether or not they should be of self-study or because words in English
Lava is hot, liquid rock that comes
entertainment. This discussion will be and other languages are cognates. As
from a volcano.
helpful for students later in the unit. such, it is good practice to elicit before
you explain. You may find that students
C • Have students complete the exercise know something and are happy to
B • Have students read the question
while you monitor and facilitate. share. If so, you maximize opportunities
and confirm that they must express for students to speak and avoid the
opinions rather than facts. Monitor potential for students to feel they are
and facilitate students’ discussions. being “taught” things they know.

Grammar
Using wish and hope Grammar
Use wish (+ that) + subject + simple past verb to say that we I wish (that) earthquakes didn’t happen.
want a present situation to be different. • Have students cover the left side of
Using wish (+ that) + subject + past perfect suggests you I wish (that) last year’s earthquake hadn’t the grammar box. Alternatively, keep
are sorry about a specific situation. happened.
books closed and write the examples
Use hope (+ that) + subject + simple present verb to say
I hope (that) we get no more earthquakes
from the box on the board. Then have
that we want a situation to be different in the future, or to say
this year. students read the examples and, in
what we want to happen.
pairs, discuss the meaning and use
of each pattern. Elicit students’ ideas
D In your notebook, complete these sentences in your own words. Then interview
and write them on the board. Then
your classmates to find out their ideas. Which classmate’s answers are most
similar to yours?
have students read the grammar
information and compare their ideas.
I hope that... I wish that... My family hopes... My friends wish... You may choose to direct students to
the grammar reference in the back
ng
Conversation of the student’s book for additional
E 25 In pairs, decide if you need wish or hope in each blank. Then, listen to
• Write example sentences using if only
ni
check your answers.
(see Grammar: Using Wish and Hope)
Eric: Did you feel that earthquake last night? I thought I was going to get
on the board. Elicit the structures and
ar
shaken out of bed! I (1) hope that we don’t get any more
quakes. I hate them!
verb forms used and which wish or
SPEAKING SRATEGY
hope forms they resemble.
Le
Tom: Me, too. Actually, I kind of (2) wish we lived in a place that Speakers often use
didn’t have any natural disasters. well when they start
Mel: Well, I (3) wish that you both knew more about safety. speaking. We can use Grammar: Using Wish
well to indicate:
c
Tom: What do you mean? • a thought about and Hope
Mel: First of all, natural disasters can happen anywhere, so the danger is
i
a question or We can use if only to express
ph
about the same wherever you live. And second, they’re rare. You’re statement.
• a change in topic.
similar ideas to wish and hope. Use
much more likely to get hurt in a traffic accident. if only + subject + simple past to
• to rephrase
Eric: Really? Well, I (4) hope nothing bad happens to any of something we have express a wish for the present (If
ra
us—accident or natural disaster. already said. only hurricanes weren’t common

here.). Use if only + subject + past
F Practice the conversation in groups of three. Then, talk about disasters you have perfect to express regret about
g
heard about. something that happened (If only

eo
the hurricane hadn’t damaged our

house.). Use if only + subject +
GOAL CHECK Talk about Threats to Survival would + infinitive without to in order
lG
to express a wish for the future

In groups, complete the tasks and discuss the questions.
(If only the hurricane would stay out
1. Share your lists of threats from C. How many natural disasters are on your lists? at sea.).
na
2. In the conversation, Mel says traffic accidents are more dangerous than
natural disasters. Based on this information, come up with a new list of
everyday threats. Share your list with the class. D • Monitor and assist while students are
io
writing. Then elicit interview questions

Survival 65
that students could ask. Finally, either
at
monitor and facilitate as students

interview each other, or participate
N
mentions a different common threat yourself.

in her last utterance. Have students Grammar Practice: Using Wish and • Optionally, have students complete
practice their new conversation a few Hope the Grammar Practice exercise.
times before role-playing it in front of Practice the grammar with a chain drill.
the class. The first student must say a sentence Conversation
using wish (that) + subject + simple
past verb. (The sentence can be one E • Have students complete the exercise.
GOAL CHECK from Exercise D.) The next student Then review the answers.
must repeat the first student’s sentence
and add one more. Repeat until five F • Have students complete the exercise
• Have students complete the tasks.
students have spoken. Then start again, while you monitor and provide
Optionally, end by linking back to but this time target hope (that). Repeat
the warm-up exercise: ask students once more, this time targeting wish with feedback. Then have groups discuss
which of the new everyday threats past perfect. Optionally, repeat three how to change the conversation so
were also threats in the past and additional times with the if only patterns. that Eric mentions a different natural
could be threats in the future. disaster in his first utterance and Mel

LESSON
D
D GOAL Discuss Rescues
Reading Reading A Birthday to

Remember
A Complete the tasks in small groups.
• As a warm-up, elicit or explain that 1. Share what you know about these events:
a ____ to remember means that • The rescue in 2018 of 12 boys and their coach
something, such as a day, an event, after 17 days trapped in a cave in Thailand.
or a trip, was especially memorable, • The rescue in 2010 of 33 men after 33 days When he woke up on the morning of
in either a positive or negative way. trapped deep under the ground in Chile. June 23rd , 2018, Peerapat Sompiangjai,
Share a story from your life as a whose nickname is “night,” was excited.
2. Discuss why you think these events became
It was his seventeenth birthday, and his
model. Then ask for volunteers big news.
plans were to practice soccer and then
to share a birthday to remember. have fun with friends from his team, the
B Read the text. Complete each statement with one
After everyone has shared, vote word from the text. Wild Boars. When they fell asleep that
on the best and worst birthdays to night, however, Night and eleven of his
1. Night got trapped in a cave with friends from his friends felt hunger, thirst, and terror.
remember. soccer team on his birthday .
June What happened? To celebrate Night’s
ng
A • Have students complete the exercise 2. Usually it is safe to enter the cave in ,
birthday, the Wild Boars explored the
but the rains came early in 2018.
while you monitor and facilitate. You Tham Luang cave in northern Thailand.
3. The boys’ coach gave them his food . Their coach, Ekkapol Chantawong, went
may want to have students do the
ni
4. The team was discovered by three divers . with them to keep them safe. Usually it is
second task as a class. If students OK to explore the cave in June, but heavy
do not remember either or both 5. Over 100 helpers worked to get the boys out.
ar
summer rains suddenly started. The cave
events, have them discuss possible C Discuss these questions in groups. began filling with water and the Wild Boars
reasons why these events were not had to go deeper into the cave to survive.
Le
1. The boys were all members of the same soccer They were trapped!
memorable. team. Do you think this helped them survive?
When the boys did not come home that
2. This story became news around the world. Do
B • If any of your students are interested evening, their parents became worried.
you think this helped the team survive?
c
in taking IELTS, explain that this They found the boys’ bicycles, bags, and
3. Do you think Saman Kunan was a hero? How shoes outside the cave and raised the
question type is common on that
i
about Coach Chantawong?
ph
alarm. Soon, the story became big news
test. As a class, discuss what part of around the world. Volunteers from many
speech is needed for all sentences, GOAL CHECK countries traveled to Thailand to help.
ra
and why (see For Your Information). Inside the cave, the situation was not
Work in a different group. If you were in these situations,
Then discuss which answers must be what would you do? Explain and support your views.
good. They had a little water, but almost no
g
plural, a person, or a time, and why. food. They did not know that people were
• An earthquake traps 17 children in a building. Do looking for them. They did not even know
Have students complete the exercise
eo
you help dig them out? what day it was or how long they had been
and review the answers. • You see a whale on the beach. It’s dying because trapped. Coach Chantawong tried to help
it’s too hot. Do you help keep the whale cool? the boys. He let them eat his share of the
lG
food, and he taught them how to meditate

For Your Information: IELTS • You see a man in a fast-flowing river. He cannot
so they would feel less worried. He also told
Questions swim. Do you try to help?
them to lie still in order to use less oxygen.
Completion questions like those • A house is on fire. A person screams, “Save my
na
At last, there was good news on July

in Exercise B are common in the dog!” Do you go into the house?
2nd, when three divers found the team alive.
reading and listening sections of Around the world, people were happy to
io
IELTS. To answer, students must learn of their discovery. Now that divers
complete sentences with one to
three words and/or a number from 66 Unit 5
at
the passage or script. Although this

may not be obvious at first, these
N
questions typically target a single

part of speech, usually nouns or that express a mood. In contrast,
verbs. The reason is that otherwise, newspaper articles start with a Reading Strategy: Genre Analysis
grammar clues might help students, sentence that summarizes the Genre analysis involves recognizing
making the exercise a test of situation, focus on facts rather the genre of a text. This may help
grammatical awareness rather than students understand its purpose. For
than thoughts or feelings, and use
reading or listening comprehension. example, stories are for entertainment,
adjectives that describe things, but advertisements aim to persuade
not moods. Elicit one or two other people to buy things. Genre analysis
• Optionally, have students do the common features of stories and also involves understanding the typical
Expansion Activity. articles. Then, as a class, discuss the language and features of a genre. For
• Summarize the Reading Strategy. text’s genre. Encourage students to example, newspaper articles tend to
Explain that stories often start with find examples in the text that support answer questions about who, what, and
a sentence about a main character, why, but avoid colloquial language.
their view. Knowing these things may help students
describe people’s feelings and write more effectively by adopting the
thoughts, and use adjectives language and features of the genre of the
piece they are writing.

C • Have students discuss the first two
questions while you monitor and
facilitate. Call on students to share
what their groups discussed. Then,
as a class, elicit and discuss other
factors that might have contributed to
the boys’ survival, such as their youth
and fitness.
• Have students discuss the third
question while you monitor and
facilitate. Note that this is the second
of three questions in the unit about
what constitutes a hero. As such,
ng
encourage students to draw on their
earlier ideas during this discussion.
• Optionally, as a class, discuss
ni
how Night’s seventeenth birthday
compares to students’ birthdays
ar
discussed in the warm-up exercise.
Le
GOAL CHECK
Optionally, begin by having students
c
•
read the exercise. Then elicit some
i
ph
language functions and expressions
that might be useful during the
exercise (see Teaching Tip). Write
ra
these on the board as a reference.

g
knew the boys’ location, they could bring food, air, The plan was very dangerous, and sadly, Teaching Tip: Language
eo
and medicine to them. However, the situation was diver Saman Kunan died while rescuing the boys.
not safe: the cave was full of water, the boys could However, despite the danger, all of the Wild Boars,
Functions
not swim, and they were far from the cave entrance. including Coach Chantawong, were out of the cave In different situations, some language
functions are more likely than others.
lG
and being checked by doctors by July 10th. At last,

More heavy rains were expected, and the
after 17 days in the cave, they were all safe. For the Goal Check exercise, for
rescuers came up with a dangerous, desperate
example, students are likely to
plan. First, they put diving equipment on the boys. trapped in a situation or place with no way to get out
describe actions (I might …); give
na
Some divers then tied themselves to the boys and raise the alarm tell people about a dangerous situation
helped them swim to a dry part of the cave. Finally, volunteers people who work or help without getting paid reasons (because …); indicate
more than 100 helpers took turns carrying the boys
meditate think and breathe in a calm, relaxing way surprise (Really?); or express
similar or different views (so would I
io
to the cave’s entrance.

or I wouldn’t). Before starting an
Survival 67 exercise, it is good practice to
at
elicit relevant functions, as well

as expressions that match those
N
functions. This can give students

• Optionally, divide students into an confidence that they are using
Expansion Activity
even number of new groups and correct, natural language during the
have each group come up with a Have students work in groups to complete task.
these questions with two or three
new situation similar to those in the
consecutive words from the passage:
exercise. Then have each group join (1) Tham Luang cave is in ________.
another group to share their ideas • Have students complete the exercise.
(2) The boys’ ________ were found outside
with each other and discuss what the cave. (3) The boys had ________ or
While they are discussing, monitor
they would do in the new scenarios, food. (4) During the rescue, the boys and facilitate. Also make a note of
and why. Monitor and facilitate during wore ________. (5) In total, the boys any students who express interesting
the discussion. were trapped for ________. Then review ideas. At the end of the discussion,
the answers: (1) northern Thailand; suggest that these students share
(2) bicycles, bags, and shoes; (3) little their views with the class.
water; (4) diving equipment; (5) 17 days.
Optionally, have groups collaborate to
produce one more question in the same
style for other groups to answer.

LESSON
E
E GOAL Give Advice about Difficult Situations
Communication
Communication
A Complete this information with prepositions from the box. Then, compare answers
• As a warm-up, draw students’ in pairs and discuss what natural disaster the advice is for.
attention to the photo and write the
after during
following on the board: If somebody Before the Event
for from to
you know uploaded this photo to • Fix heavy furniture like bookcases or TVs (1) walls or floors.
inside on
social media, what comment would • Prepare an emergency box with enough food and water (2) for
to with
you post? Review the grammar from three days.
Lesson A by eliciting that responses (3) During the Event
to this question may require an unreal • If you are (4) inside a building, stay where you are until the
conditional. Monitor and facilitate shaking stops.
while students are writing the • Cover your head and neck (5) with your arms or something
comments they would post. Then call protective.
(6) After the Event
on students to share their comments People play golf
ng
and reasons for making them. Have while an ash plume • Move to a safe area that is far away (7) from things that could fall.
is visible in the on
students vote on the three best distance from the
• If you are trapped, bang (8) something till rescuers hear you.
comments (see Teaching Tip). K ‐і lauea volcano
ni
on Hawaii’s Big
Island.
ar
Teaching Tip: Using Subjective
Language
Le
When asking students to discuss a
topic, including subjective words in
your instructions generally allows
for the broadest discussions.
c
For example, for the warm-up,
best comments is open to many
i
ph
interpretations, so the discussion
might go in many directions. In
contrast, asking students to vote on
ra
the “funniest comments” might limit

the discussion somewhat.
g
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• Next, ask students to work in pairs

and discuss what advice they would
give the people in the photo if the
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wind changed and began to blow

the ash directly towards them. Call
on pairs to share their ideas with the
na
class.
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while you monitor and assist. Then 68 Unit 5
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review the answers.

• Optionally, if any students are from
N
countries where earthquakes are

common, elicit additional advice. among students about the relative
Write their ideas on the board in note difficulty of situations or even whether
form. Then, as a class, discuss how particular situations are difficult
to form sentences similar to those in or not.
the exercise. Also discuss where the
advice could be added to the box,
and why.
exercise. Monitor and facilitate
while students are discussing. Then
have pairs share their lists with
the class. Encourage discussion
if there are differences of opinion

B In pairs, think of some social situations that are often difficult, such as starting
a new job or giving somebody some bad news. Then, list the situations in order • Have students read the information in
from the most to the least difficult.
the box. Then ask concept-checking
COMMUNICATION SKILL: Giving Advice questions to confirm students’
understanding. For example, Does
When people are in a difficult situation, other people may give them advice. For
advice about emergency situations, it is common to use imperative clauses.
this information apply only when you
Cover your head. are speaking English? Is it better
Move to a safe area. to use imperatives or modals for
Imperative clauses are very strong and direct, especially in spoken English. In non- emergency advice? Why?
emergency situations, it is more common to give advice using specific expressions
• Have students find all the imperatives
or modals.
It’s a good idea to change computer passwords regularly. in Exercise A. Make sure they
You might want to change your online passwords more often. understand that stay (in stay where
you are) and bang (in bang on
Writing something) are imperatives despite
not being at the beginning of the
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C Complete the steps in pairs.
sentence. Then elicit more examples
an eruption a fire a flood a hurricane
of non-imperative ways to give
advice. Write these on the board.
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1. Your teacher will assign you one of the emergency situations in the box. • Practice expressions of advice with
Discuss what advice you could give for how to survive this emergency. Write
ar
a drill. Elicit advice from students
your advice on a piece of paper.
by describing a brief problem.
2. Pass your paper to the pair of students on your left and take the paper from
Describe both emergency situations
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the students on your right. Read the advice and add any other ideas.
(An earthquake is happening!)
3. Repeat step 2 until your piece of paper has been returned to you.
and non-emergency ones (I have
4. Choose the three most useful pieces of advice on your paper. Share them with
a headache.), but avoid using the
c
the class and explain why you chose them.
emergencies in Exercise C too often.
D In pairs, share your list of difficult situations from B. Discuss which kinds of
i
ph
• Optionally, discuss how advice,
situations are more difficult to survive: social situations like starting a new job, or
physical dangers like natural disasters. Choose a situation—social or physical— suggestions, and recommendations
that most of you have experienced. differ (see Teaching Tip).
ra
E Write some advice for people who have to deal with the situation you chose.
Then join a group and share your advice with other students. Discuss which Teaching Tip: Advice,
g
advice you might follow if you were in that situation.

Suggestions, and
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Recommendations
Students often want to understand
GOAL CHECK Give Advice about Difficult Situations
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how similar things—such as

Think of a difficult situation that you or somebody you know might have to deal with in advice, suggestions, and
the future. Take turns sharing your situation with the class and listening to the advice recommendations—differ.
you get. Then say which advice was the most useful, and why. Explaining big differences is often
na
relatively straightforward, but

clarifying minor differences can
be challenging. As a result, it may
io
help to think about or research

Survival 69 such explanations in advance. In
at
terms of advice, suggestions, or

recommendations, the difference
N
mainly comes down to what the

D • Metaphorical uses of words can E • Have students write their advice listener expects or the speaker
be challenging for students, so while you monitor and facilitate. intends. The key point for students
to know is that many expressions
begin with a class discussion about can be used to give advice,
what it means to “survive” social GOAL CHECK suggestions, or recommendations.
situations. Elicit or give examples of However, imperatives may be
situations in which people feel like considered rude if used in non-
they have “died,” such as a teenager serious or informal situations.
Encourage students to say which
accidentally doing something advice they might follow, and why.
embarrassing in front of peers, or Writing
somebody telling a joke that gets no
laughs. Then have students complete C • Have students complete the steps
the exercise while you monitor and while you monitor and facilitate.
facilitate.

VIDEO JOURNAL
Video Journal
About the Video

In this talk, Ric Elias tells the powerful
THREE THINGS I LEARNED
story of his experience aboard US WHILE MY PLANE CRASHED
Airways Flight 1549. He first explains how
he felt during the events of the crash-
A Look at the photo. Ric Elias was one of the people who survived
landing. He then talks about what he RIC ELIAS when US Airways Flight 1549 landed on a river. In pairs, discuss
learned from the experience and how his Entrepreneur, what you know or can imagine about this flight.
survival changed his life for the better. He CEO of Red Ventures
B Number these events in the order you think they happened,
ends with a reminder that life can change
ng
from 1 to 6. Then watch the first part of the talk to check your
very quickly, so people should do what Ric Elias’s idea worth spreading
answers.
is that life can be changed in an
they can to improve their lives now. instant, so don’t delay. Be the best 3 A flight attendant said the plane had hit some birds.
ni
• As a warm-up, write the following on person you can be right now. Watch
4 The pilot turned the plane around to go back.
Elias’s full TED Talk on TED.com.
the board: Things I learned when/
ar
5 The plane was silent after the engines were turned off.
while …. Elicit that both when and
while mean “at the same time as,” but 2 The plane’s engines started to make a scary noise.
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only when also means “after.” Have 6 The plane’s pilot told everyone to “brace for impact.”
students think of an experience from 1 There was an explosion and smoke filled the plane.
which they learned something. Then,
c
in groups, have them share their
experience and what it taught them.
i
ph
While students are sharing, monitor
and make a note of anyone with an
especially interesting story. Call on
ra
those students to share their stories

with the class.
g
• Have students read Ric Elias’s Idea

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US Airways Flight 1549 landed on

Worth Spreading and, as a class, the Hudson River, New York, US.
discuss what it means. Then write
lG
the Latin phrase carpe diem on the

board and elicit or explain that it is
commonly translated as “seize the
na
day” in English. Elicit or explain what

this translation means. Then have
students discuss how similar the
io
idea of carpe diem is to Elias’s idea.

Optionally, as a class, elicit, explain, 70
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and discuss other expressions with a

similar meaning, such as strike while
N
the iron is hot or make hay while

the sun shines. If necessary, have B • Draw attention to the Word Focus
For Your Information: Films of
students translate expressions from box. Then have students complete
Possible Interest
their native languages into English. the exercise. Have them compare
Students may be interested to know
and discuss their answers with a that movies have been made about
A • Complete the exercise as a class.
partner before they watch. Then the survival stories covered in this unit.
Then elicit some things that the
review the answers as a class. The 33 is a 2015 film about the survival
people in the photo might be saying of the 33 Chilean miners who were
to themselves or saying to one trapped underground for more than
another, and why. Also elicit what the two months. Sully is a 2016 film about
people who saw US Airways Flight the crash-landing of US Airways Flight
1549. Students may also be interested
1549 land on the river might have
in knowing that Marjorie Courtenay-
said, and why. Latimer, who discovered the coelacanth,
appeared in an episode of Horizon, a
BBC documentary series.

WORD FOCUS C Watch the final part of the talk. Check (✓) the questions that
To brace means to Ric Elias asks the audience to think about. In pairs, discuss
prepare physically how you would answer them. C • Have students complete the exercise.
or emotionally for
If you almost died and changed your life to live differently, ... Then review the answers as a class.
something bad to
happen. ✓ how would you improve your relationships? D • Have students complete the exercise.
✓ what would you do that you have been waiting to do? Monitor and facilitate while they are
what would you say to the people closest to you? working. Then, as a class, discuss
where would you go and who would you go with? whether the repetition of Imagine …
D At the beginning of his talk, Elias asks the audience to imagine
is a powerful speaking technique,
several things. In pairs, discuss how you would feel and what and why. Have a class discussion
you would do in each situation. about some other situations in which
1. “Imagine a big explosion as you climb through 3,000 feet.” this technique would be effective,
2. “Imagine a plane full of smoke.” such as in advertisements or stories.
3. “Imagine an engine going clack, clack, clack…”
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4. “Imagine being in a plane with no sound.” exercise. While they are talking,
E Work with a partner. Discuss one of these topics. Then join monitor and facilitate. Then call on
students to share with the class the
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another pair of students who chose a different topic and take
turns summarizing your discussion. most interesting points they heard
ar
from their peers.
• Car crashes are much more common and dangerous than
• Optionally, and only if you feel
airplane crashes. Why do you think plane crashes always
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make the news but car crashes rarely do? students would be interested in
• Chesley “Sully” Sullenberger was the pilot of US Airways
discussing the topic of heroes again,
Flight 1549. Many people called him a hero for landing the have a class discussion about
c
plane safely. But Sully himself said he was not a hero and whether hero is used too often or too
was just doing his job. Do you think he was a hero? Why? easily these days. You may wish to
i
ph
• Movies about survival are popular. For example, there is a share some examples with students:
movie about Captain Sully, and a movie is going to be made a quick search of a newspaper’s
about the rescue of the boys from Tham Luang cave. Do you website might bring up headlines like
ra
think people should use such stories for entertainment? Why?

Sports Team Trades Last Year’s Hero,
Hero Dog Wakes Owner, or Teachers,
g
Firefighters, and Other Heroes

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Deserve a Tax Break.

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na
io
71
at
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Video Strategy: Pronunciation Focus

Videos can be an excellent source of authentic, natural pronunciation, especially for
topics like linking, word and sentence stress, and intonation. One way to use videos for
pronunciation practice is first to review a pronunciation point with students, such as the
pronunciation focus in the unit. Then have students watch the video and say pause when
they hear an example of the target pronunciation. You can then discuss and model the
speaker’s pronunciation. Cases where the speaker breaks the “rules” can be especially
valuable because they show students that effective communication can be achieved with
imperfect pronunciation.

UNIT
6
UNI T
Unit Theme
In general, art is displaying or arranging
6 Art Matters
things in a way that appeals to our senses
or emotions. Like many forms of culture,
the idea of “art” is subjective. For some
people, only traditional forms of art, such
as painting or sculpture, are appealing.
For other people, art can be anything that
an artist feels or claims is art, including
installations of everyday objects.
Unit Overview
ng
ideas related to art. Lesson A focuses
on reported speech and gives people’s
opinions about some controversial artists
ni
and works of art. Lesson B introduces
the topic of public art and gets students
ar
to recognize and express different
opinions about it. Lesson C introduces
Le
adjective clauses and broadens the topic
to include other forms of art, such as
photography, media art, and architecture.
c
Lesson D focuses on the real-world issue
i
ph
of inflated art prices and asks whether
auction prices can continue to go up and
what might happen if they do. Lesson E
ra
focuses on lesser-known female artists

and asks students to write a biographical
g
(or autobiographical) profile. Finally, the

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Video Journal showcases the work of a

photographer from New Zealand who Alexa Meade’s artwork
uses his art to bring the wild parts of the includes making
lG
world closer to home. two-dimensional

representations of
people by painting
na
highlights and darks

on them.
io
72
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• Report Other People’s Ideas Reported Speech Art Listening for General
• Express Opinions about Public Art Sara said (that) she was Types of Art Understanding
• Talk about Types of Art going to the gallery the A Radio Call-in Show:
next day. Public Art
• Discuss the Value of Art
Adjective Clauses 1
• Produce a Biographical Profile
The architect who / that
created the building just
won an award.
72 UNIT 6: Art Matters SAMPLE COPY, NOT FOR DISTRIBUTION

Look at the photo and 1 What is happening in the photo? 2 Do you think this is art?
answer the questions:
About the Photo
Alexa Meade is an American artist from
Washington D.C. Many artists create
paintings of people, but Meade creates
paintings on people. As a student,
Meade was interested in politics, but her
career path changed when she took an
art class and discovered a new style of
painting. By using grays, dark colors,
and highlights, Meade creates works that
appear two-dimensional when they are
photographed. Meade has won awards,
worked with famous performers, and
given an inspiring TED Talk.
ng
• Elicit or explain that the unit title could
refer either to the idea that art is
ni
important, or to subjects related to art.
Optionally, discuss how the grammar
ar
differs: In the first meaning, Art is a noun
and Matters is a verb; in the second, Art
Le
functions as an adjective and Matters is
a plural noun. Then have students look
at the unit goals and find other words
c
that can be two parts of speech, such
i
ph
as report, express, and public. While
doing this, ensure students understand
each goal.
ra
• Ask for students to raise their hands

to show whether they think art really
g
UNIT 6 GOALS
matters, somewhat matters, or doesn’t
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A. Report Other People’s Ideas matter. Then ask for volunteers to share
B. Express Opinions about Public Art and explain their views with the class.
lG
• As a class, have students look at the

C. Talk about Types of Art
photo and read the caption. Then ask
D. Discuss the Value of Art students to say what they think about
na
E. Produce a Biographical Profile

Alexa Meade’s art, and why. Finally, call
on volunteers to share whether or not
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they would like to be a model for one of

73 her artworks, and why.
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N

Discussing Opinions about Art The Art Bubble Writing a Antarctica: While You Were
Talking about Profiles of Artists Biographical Sleeping
Profile In this National Geographic Short
Thought Groups
Film Showcase video, Joseph
Michael describes how art can
raise awareness of issues related to
Antarctica.

LESSON
A
D
A GOAL Report Other People’s Ideas
A Read the text. In pairs, discuss what “great art” means to you.
• As a warm-up, ask students to look
at the various works of art throughout In general, artists are creative people who want their work
the unit and quickly decide which to have an effect on those who see it. Great art can definitely
of them they find most attractive. inspire positive feelings. However, people’s ideas about what
“great art” is can change over time. For example, Impressionist
Emphasize that students should not
art is now widely considered to be great. However, it was
read about the works yet. Then call controversial for many years. People said that the style of painting
on students to say which piece is and the use of color were too different from traditional art.
their favorite, and why. Modern art can be controversial, too. Take Andy Warhol’s
• Optionally, have students talk about Campbell’s Soup Cans. As the name suggests, it was 32 pictures
a famous piece of art they like. Have of cans of soup. When it went on display at the Ferus Gallery
them say what the piece is called, in Los Angeles in 1962, some experts liked it, but many people
said that it was not art. Carl Andre created another controversial
who created it, and why they like it.
ng
piece of art: Equivalent VIII is an installation that is just a pile of
If your classroom situation permits,
bricks. The Tate, a famous gallery in London, England, bought
have students find and share a photo Berthe Morisot (1841–1895), a
the unique work in 1976. It was not expensive, but public reaction
of the work. You may wish to do this French painter, was part of the
ni
Impressionist movement. This to the exhibition was negative. People expected to see portraits
yourself first in order to model the is one of her well-known pieces, on the wall, not bricks on the floor. How will people feel about
procedure for students.
ar
called A Woman Seated at a Bench Campbell’s Soup Cans and Equivalent VIII in the future? Will
on the Avenue du Bois.
people think they are works of genius, or will their opinion be less
A • Have students complete the exercise positive? Only time will tell.
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and share their feelings in pairs, in
groups, or as a class. B In pairs, complete these definitions with a blue word from the text.
• Dictate the Word Bank expressions display
c
1. A is a collection of art that people can look at.
for students to write down. Then have gallery
students work in groups to come up
i 2. A is either a museum that displays art or a shop that sells art.
ph
3. A creative person is good at coming up with ideas or creating
with definitions for the words and
new things.
to find the five pairs of synonyms: Genius
4. is a special ability or a person who is very intelligent.
ra
expert/critic, reaction/response,
style/type, traditional/conventional, 5. People have strongly contrasting views about something that
is controversial .
g
and work/creation. Allow students to

6. An installation is art constructed inside a museum or in a public place.
use dictionaries if you wish. Confirm
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7. Paintings or photographs of the face of a person are called portraits .

the definitions of all words as a class
(see Teaching Tip). 8. Something that is unique is different from other things because it is the
lG
only one of its kind.

9. To inspire is to give someone an idea that they want to do something.
Word Bank: Words Related
10. An exhibition is a special display of objects or artworks at a gallery
to Art
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or museum.
conventional creation
critic expert
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reaction response
style traditional 74 Unit 6
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type work
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Teaching Tip: Explaining
exercise. Then call on volunteers to
Meaning and Usage read each description aloud to review
When teaching vocabulary, the the answers. Encourage discussion if
focus is usually on ensuring
there are different opinions.
students understand the meaning of
a word or phrase. This is important, C • Have students complete the exercise
but for potentially confusing words
or phrases, it is good practice while you monitor and assist. Review
to teach correct usage, too. For the answers as a class. If you wish,
example, work is generally an also have students work in pairs to
uncountable noun, but it would find different forms of the Word Bank
help students to know that when words: the noun forms of conventional
it describes a piece of art or other
creation, it is countable. and traditional; and the verb forms of
creation, reaction, and response.

C Expand your vocabulary by finding the noun forms of inspire, controversial, and
creative, and the verb forms of installation, portrait, and display. noun forms: inspiration, controversy,
creation Grammar
Grammar verb forms: install, portray, display
Reported Speech and ask if they have any questions.
Then have them close their books
One way to report what somebody said is to quote his “I’m going to the gallery tomorrow,” Sarah said.
or her words. This is called direct speech. Paulo said, “I’ll go in a few weeks.”
and ask some concept-checking
questions to test their understanding
Indirect speech is another way to report a person’s
of the grammar point. Ask questions
words. In indirect speech, the original verb form usually
changes—for example, from present to past—to make
Sarah said (that) she was going to the gallery like What is direct speech? How
the next day.
it clear that the person spoke at an earlier time. Some might the verb change in indirect
Paulo said (that) he would go a few weeks later.
other original words, such as subject pronouns or time speech? What other words might
expressions, may also change.
change in indirect speech?
• Summarize the information about
D Underline the examples of reported speech in the text in A.
reported speech (see Grammar:
ng
E Rewrite these people’s views in indirect speech. Reported Speech). Give or
1. Tom: “I think Leonardo da Vinci was a genius.” elicit examples to help students
understand each point. You may
ni
Tom said (that) he thought Leonardo da Vinci was a genius.
2. Ann: “Banksy’s art is controversial, but I like it.” choose to direct students to the
grammar reference in the back of the
ar
Ann said (that) Banksy’s art was controversial, but (that) she liked it.
3. Bill: “The best kind of art is portraits of people.”
and practice.
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Bill said (that) the best kind of art was portraits of people.
4. Zoe: “Galleries should be free so everyone can go.”
Zoe said (that) galleries should be free so everyone could go. Grammar: Reported Speech
c
Both direct and indirect speech
F In pairs, take turns reading the rewritten views in E aloud and saying how much sentences have two parts: a
i
ph
you agree with each opinion. reporting clause and a reported
clause. The reporting clause
includes a verb (usually in the
ra
simple past) like say, tell, or

GOAL CHECK Report Other People’s Ideas mention. The reported clause
In groups, complete the steps. includes what the original speaker
g
1. Interview your group members and note their answers to these questions. said. In direct speech, the reported
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clause, which can come before or

• What do you think of Impressionist art like the work by Berthe Morisot?
after the reporting clause, should
• What do you think of Carl Andre’s Equivalent VIII? include the original speaker’s exact
lG
• What do you think of Andy Warhol’s Campbell’s Soup Cans? words. In indirect speech, which
• Should artists try to produce controversial art? must come after the reporting
clause, the reported clause gives
2. Find a partner from another group. Take turns sharing your interview answers
na
using indirect speech. the general content of what the

speaker said and may not repeat
the original words exactly.
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Art Matters 75
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E • Rewrite the first view as a class. Then

monitor and assist while students
GOAL CHECK Grammar Practice: Reported
complete the exercise. Have them
Speech
review the answers in groups. Then,
• Either monitor while students Prompt a student to make a sentence with
a word related to the unit topic. Then call as a class, ask if any groups had
are interviewing one another or
participate in the interview yourself. on a second student to repeat the first different answers and, if so, discuss
sentence as direct speech, and a third to and explain them.
When students are sharing their
repeat it as indirect speech. For example, • For extra practice, have students do
interview results with a partner, if you prompt with Picasso, the responses
monitor and facilitate. Optionally, might be I like Picasso’s works. / Paolo
the Grammar Practice exercise.
finish by asking some students to said, “I like Picasso’s works.” / Paolo said F • Have students complete the exercise
report what was reported to them. that he liked Picasso’s works. Encourage
the class to correct any errors they hear. while you monitor and facilitate.

LESSON
B
D
B GOAL Express Opinions about Public Art
Listening Listening
A Read the text. Then, in small groups, discuss what you think of this art project
• As a warm-up, have students look and whether you would like a similar installation in your city.
at the photo and say whether they
would want to play in a ball pit, and The city
The city government
government today today announced
announced aa new
new artwork
artwork for
for downtown.
downtown. World-
World-
famous artist
famous artist Zofira
Zofira will
will turn
turn the
the empty
empty site
site where
where Truman’s
Truman’s Department
Department Store
Store used
used
why. Then have them work in groups to be
to be into
into aa giant
giant ball
ball pit
pit that
that children
children and
and adults
adults can
can enjoy.
enjoy. The
The installation
installation is
is
to come up with a list of fun things expected to
expected to be
be finished
finished next
next spring.
spring. The
The project
project is
is being
being paid
paid for
for by
by McKenzie
McKenzie and and
to do for an event called Be a Kid Company and
Company and Northern
Northern Trust
Trust Bank.
Bank.
Again. Monitor and facilitate while
groups are working. Then have them WORD FOCUS
WORD FOCUS B 27 Listen to a radio call-in show. Complete each opinion by writing the name
27
share their lists with the class. After To argue
To argue for
for of the person who expressed it: Ted, Linda, or Aziz.
something means
something means to to
every group has spoken, make a final 1. Aziz suggested the project could bring in money from tourists.
give and
give and support
support anan
list by having the class choose one opinion about
opinion about aa topic.
topic. 2. Ted argued that the project was a waste of the city’s money.
thing from each group’s ideas. Then Linda
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3. said that public art projects make cities more interesting.
discuss as a class how, where, and
4. Linda stated the city needed more public art projects, not fewer.
to whom students would promote this
5. Ted explained that the project was bad for the environment.
event if it actually were to happen.
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6. Aziz told the host that the project would make people happier.
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Then call on one person from each
group to summarize their group’s
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thoughts and opinions (see Teaching
Tip).
People enjoy
People enjoy an
an interactive
interactive art
art
c
installation made
installation made for
for adults
adults in
in
Teaching Tip: Assigning Roles London, England.
London, England.
i
ph
to Students
It can be an effective technique
to assign students specific roles
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during group exercises. During

a group discussion, for example,
g
one person could be responsible

for ensuring the group completes
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every part of the task, somebody

else could be tasked with taking
notes about group members’
lG
opinions, and somebody else could

be in charge of sharing the group’s
conclusions with the class. One
na
benefit of assigning roles is that it

can keep exercises feeling fresh,
especially if your students assume
io
different roles each time. Assigning

roles is especially effective if you 76 Unit 6
at
are going to call on somebody to

summarize or share the group’s
N
opinions because it allows that

person to prepare for the later task.
Listening Strategy: Recognizing Exercise Types
B • Draw students’ attention to the Word In many cases, listening comprehension questions occur in the order in which the
speakers mention related information. So, for example, imagine a speaker first talks about
Focus information. Then elicit or the beginning of her career and then moves on to talk about her career now. In such a
explain other patterns with argue, case, the first questions might ask about her early career, and later questions might ask
such as argue against something, about her current career status. Questions that ask about who says what, however, are
argue with somebody, or argue that unlikely to be listed in the order in which the speakers say them because these questions
plus a clause. would be too easy to answer. Recognizing the type of exercise in advance can help
students listen more effectively.
• Review the Listening Strategy with
students and elicit the exercise type
for the current exercise. Then have
them complete the exercise before
reviewing the answers as a class.

C Which opinions from B are closest to your own? Why? Discuss in groups.

PRONUNCIATION: Thought Groups while you monitor and facilitate. Then
When speaking,
When speaking, people
people usually
usually divide
divide their
their words
words into
into “thought
“thought groups”
groups” that
that express
express ask for volunteers to share their views
aa single
single idea.
idea. In
In general:
general: and reasons with the class.
•• thought
thought groups
groups have
have aa “focus
“focus word”
word” that
that is
is given
given extra
extra emphasis.
emphasis.
•• speakers
speakers pause
pause slightly
slightly at
at the
the end
end of
of each
each thought
thought group,
group, not
not in
in the
the middle.
middle. Pronunciation
•• speakers
speakers often
often use
use falling
falling intonation
intonation on
on the
the last
last word
word of
of each
each thought
thought group.
group.
She said
She said //// that
that the
the art gallery //// was
art gallery was amazing.
amazing. • Read the information and example
aloud. Then have students listen
D 28 Say each sentence aloud, pausing at the // and paying attention to the
28 and repeat the example, at first as a
focus words and intonation. Then listen and check your answers. Focus words are underlined. class, and then individually.
1. As far as I’m concerned, // it’s a waste of money.
D • Optionally, ask students first to say
2. Real art is portraits // painted by geniuses // on display in galleries.
the sentences as if each thought
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3. I think public art is important // because it adds character // to the city.
group had two words. So, for
4. So, // from my perspective, // we need more public art, // not less. example, the first sentence would
be As far // as I’m // concerned, it’s
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E 29 In pairs, discuss and mark the thought groups, focus words, and intonation
29
in these sentences. Then, listen and check your answers. // a waste // of money. Then have
ar
them say each sentence without any
Well, first,//I’m sure the ball pit is going to bring a lot of tourists//into the city.//Those
thought groups. Having students
tourists will spend money,// so the project will actually boost the economy.//Also,//I
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pronounce the sentences unnaturally
think the ball pit will make people in the city smile.//And with so much bad news in this way will help them recognize
these days,// we all need more fun,// more laughter,//don’t you think? how much better the sentences
c
sound when natural thought groups
are assigned.
i
ph
GOAL CHECK Express Opinions about Public Art • Have students say the sentences
Our next
Our next caller
caller is
is
In groups, role-play the next part of the radio broadcast.

Diego. Tell
Diego. Tell us
us what
what with natural thought groups,
you think,
think, please.
please.
you
emphasis, and intonation. Then have
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1. Decide who will play the role of the radio host and who will play the roles of
people who call in to the show. them listen to confirm how a native
speaker would say each one.
g
2. Decide what you will all say. The callers should express opinions about the Well, II don’t
Well, don’t like
like
ball pit installation. For example, a caller might argue that the city needs Zofira’s work,
Zofira’s work,
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improvements to the public library instead of public art, or that the ball pit so in
so in my
my view...
view...
E • Have students complete the exercise
sounds fun. The host should introduce each caller and then react to what he while you monitor and assist. After
or she says. students have listened, ask for
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3. Write what you will say and practice. volunteers willing to read the words
4. Finally, perform your role play in front of the class. Which students expressed aloud with natural thought groups.
views you agree with? Which students expressed the most controversial • Optionally, have students complete
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views?
the Extension Activity.
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GOAL CHECK
Art Matters 77
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Remind students to pay attention

Extension Activity to thought groups when they are
Have students work in pairs and use the information in Exercise A or the sentences in performing their role plays.
Exercise B to mark the natural thought groups. Then have pairs work with another pair of
students to discuss their annotations and create a final version. To elicit feedback, call
on each newly formed group to read one sentence aloud using natural thought groups.
Allow students from other groups to decide whether they believe the thought groups
sound natural.

LESSON
C
C GOAL Talk about Types of Art
Language Expansion:
Types of Art
photography design
their books. Explain that the goal of painting
this lesson is to discuss types of art.
Elicit as many different types of art
as students know. Write each type on illustration media art
the board and encourage students
to demonstrate the type of art with
an example, a description, or even a
drawing. Then have students open
their books and compare their lists
with the one next to Exercise A.
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sculpture
exercise. Call on individuals to read
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architecture
ceramic art
each description aloud to review the
answers. Encourage discussion if
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students’ opinions differ. Language Expansion: Types of Art
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• If any types of art in the Word Bank A Complete each definition with a word or phrase from the box. Then write the
architecture correct word or phrase next to the art type above.
did not come up during the warm-up ceramic art
exercise, elicit or explain them (see design 1. Illustration involves drawing an image of something on paper or a screen.
Teaching Tip). Ceramic art
c
illustration 2. involves making objects like pots or vases.
media art Painting is the act of using paint to make a picture.
painting
i 3.
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Teaching Tip: Eliciting photography 4. Architecture is the art of designing buildings and other structures.
Concepts sculpture 5. Sculpture is the art of making objects from materials like stone or metal.
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The purpose of eliciting is often to 6. Photography is the art of taking beautiful or interesting photos with a camera.
draw out language that students 7. Design is the art of thinking of and making attractive and useful objects.
know. In some cases, though, you
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may need to elicit ideas before you 8. Media art uses different kinds of media, such as video and photographs.
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can elicit language. In Exercise A,

for example, students may know B MY WORLD In small groups, discuss which of these types of art you have
mosaic but may not remember the done in your life and which ones you most enjoy. Then discuss which ones you
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word until the idea has been elicited or your parents own, if any.
or explained. To elicit concepts,
you can give information and ask C In different small groups, choose two of these to add to the infographic and
questions. For example, Who has discuss how to define and illustrate them. Then share your ideas with the class.
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seen art made with small pieces of

colored stone? The ancient Romans fashion street art literature movies music
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made them. Showing a photo or

some other form of example can be
effective, too. 78 Unit 6
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• Optionally, divide students into

teams. Come up with and ask C • Have students complete the exercise
questions about the names for Word Bank: More Types of Art
while you monitor and facilitate. After
people who create different kinds animation calligraphy
each group has shared, encourage
of art, such as What do we call a graffiti graphic design
constructive feedback from other
person who studied architecture? interior design mosaic
Who creates animations? Have teams students. Optionally, finish with a
class discussion about whether performance art printmaking
write their ideas. Then review the
answers and give teams one point fashion, literature, music, movies,
per correct answer plus a bonus and street art can be called “art.”
point for correct spelling.
B • Have students complete the exercise
call on several volunteers to share
their answers with the class.

Grammar
Adjective Clauses 1 Grammar
Adjective clauses,
Adjective clauses, which
which are
are also
also called
called relative
relative clauses,
clauses, The architect
The architect who
who // that
that created
created the
the building
building
come after
come after aa noun
noun and
and give
give additional
additional information
information about
about it.
it. just won
just won an
an award.
award.
• Have students close their books. Write
Adjective Clauses on the board and
Sometimes an
Sometimes an adjective
adjective clause
clause gives
gives extra
extra information
information The artist
The artist who
who // that
that sculpted is from
this is
sculpted this from
ask questions to elicit what students
that is
that is necessary
necessary in
in order
order to
to understand
understand which
which person
person oror Mexico.
Mexico.
thing the
thing the sentence
sentence refers
refers to.
to. These
These clauses
clauses are
are written
written II love
love the
the illustration
illustration that
that // which
which is
is on
on know. Questions might include the
without commas.
without commas. page 27.
page 27. following: What is another name for
Sometimes an
Sometimes an adjective
adjective clause
clause gives
gives extra
extra information
information This gallery,
This gallery, which
which opened
opened last has aa
year, has
last year,
adjective clauses? (relative clauses).
that is
that is unnecessary
unnecessary because
because itit is
is clear
clear which
which person
person or
or great display
great display of
of ceramic
ceramic art.
art. When do we need a comma before
thing the
thing the sentence
sentence refers
refers to
to (even
(even without
without the
the clause).
clause). My sister,
My sister, who
who isis two
two years
years older
older than me, is
than me, is and after an adjective clause?
These clauses
These clauses are
are written
written with
with commas.
commas. aa furniture
furniture designer.
designer. (when the adjective clause provides
additional or unnecessary information).
D Complete these sentences by writing who, which, or that in the correct spaces. Summarize students’ answers on the
Then, compare answers in pairs. board (with any mistakes). Then have
ng
• Use (1) who (or (2) that ) to introduce an adjective clause them read the information in the box.
that gives more information about a person. Allow them to ask questions and, if
• Use (3) that (or (4) which ) to introduce an adjective clause necessary, have them correct any
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which gives more information about a thing. mistakes on the board.
• Use only (5) who or (6) which in adjective clauses that give
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additional, unnecessary information, not (7) that . D • Have students complete the exercise
while you monitor and assist. Then
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Conversation review the answers as a class.
E 30 In pairs, decide if you need who, which, or that in each blank. Then listen
30 • Optionally, have students complete
to check your answers. the Grammar Practice exercise. You
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Ella: My friend Ben, who works at the art gallery, told me about SPEAKING STRATEGY
SPEAKING STRATEGY may choose to direct students to the
some new controversial art. Do you want to go see it?
i grammar reference in the back of the
ph
Use adjective
Use adjective clauses
clauses
Hiro: Controversial art? Like what? to give
to give additional
additional student’s book for additional review
Ella: Well, there’s a work called Equivalent VIII, which is just a pile information about
information about aa
topic.
topic. and practice.
of bricks on the floor, by American artist Carl Andre. And Ben said that
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Cambell’s Soup Cans, which I really want to see, is on display, too.

Hiro: What? Soup cans? Why are soup cans in a gallery? Grammar Practice: Adjective
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Ella: No, I mean Campbell’s Soup Cans by the artist Andy Warhol, Clauses 1
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who is American. Practice the grammar with a

Hiro: Really? Cans don’t sound much like art to me, but I’d like to see the drill. Prompt each student with a
exhibition! noun and have him or her make
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a sentence using that noun and

an adjective clause with the
appropriate relative pronoun (that,
GOAL CHECK Talk about Types of Art
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who, or which). For example, if you

Look at the types of art in A and C and pick your three favorite and least favorite. prompt with painting, a student
Then, share your opinions in groups, giving reasons for your views. might say, I bought a painting that
io
cost $25. After each sentence,

praise well-formed sentences
Art Matters 79 or correct any errors as a class.
at
Repeat until all students have

produced at least one sentence.
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GOAL CHECK Grammar: Adjective Clauses 1 E • Have students complete the exercise.
Adjective clauses that give necessary After reviewing the answers, discuss
• Have students complete the exercise. information are often called defining
clauses. Adjective clauses that give
which spaces could have an
Tell them they can include the types alternative relative pronoun (who,
extra, unnecessary information are often
of art you discussed in the warm-up called non-defining clauses. Words that what, or that), and why.
exercise, too. Monitor and facilitate introduce adjective clauses are called • Optionally, have each student work
while students are working and make relative pronouns. with a different partner to practice the
a note of those who gave especially conversation a few times. Then have
interesting or good answers. After them change Ella’s words to describe
students have shared their ideas in different exhibitions and change
groups, call on them to share their Hiro’s words to match their own
ideas with the class. feelings about them. Ask students to
practice again while you monitor and
facilitate.

LESSON
D
D GOAL Discuss the Value of Art
Reading Reading
A MY WORLD In small groups, say whether
The Art
• As a warm-up, elicit the meaning
of auction (noun and verb). Also
elicit related vocabulary, such as
you have ever bought or sold anything using an
online auction site. Explain your reasons.
B In groups, read the title of the text and discuss

Bubble
auctioneer and bid. Then have what you think it means. Then scan the text to
students discuss why auction scenes find which paragraph explains the meaning.
The art bubble is the name for a period when art prices continue to
are common in movies. Next, ask rise. This is explained in paragraph A.
C Read the text. Which paragraph has each piece
students to think about the following of information?
scene from an imaginary movie: A E 1. A controversy about who painted
man and a woman are bidding Salvator Mundi
against each other in an auction. The F 2. An explanation of the two kinds of
price reaches $1 million, and then …. value art has
Have students work in groups to C 3. How much Griffin spent on two
ng
discuss the genre of the movie, who paintings
the two people are, what they are F 4. The location of the Isabella Stewart
bidding on, and what happens next Gardner Museum
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in the scene. Then have groups share C 5. The period during which Maezawa
their ideas and vote on which “movie” spent $98 million
ar
sounds the most interesting. A 6. The record price for art in 1987
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D 7. An explanation of what makes artworks
A • Have students complete the exercise rare
while you monitor and facilitate. Then F 8. Why it is bad if galleries cannot afford
have students share their ideas with art
c
the class.
i
D In small groups, look at the picture and describe
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B • Have students complete the exercise what you see. Then discuss what you know
about Van Gogh.
while you monitor and facilitate. If
necessary, elicit or explain bubble
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before having students discuss. Then GOAL CHECK

call on students to share their group’s
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Complete the tasks in groups.

ideas with the class.
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1. The text discusses two different meanings

for “the value of art.” What are they? Can you
C • If any students are taking IELTS, think of any other values that art has?
explain that this type of question is
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2. What is the value of art for these people?

common on that test. Do the first two • You and your friends
items as a class to ensure students • Very rich people
know what to do and how to answer.
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• Young children Vincent van Gogh

Then have students complete the • Artists painted his famous work
exercise while you monitor and of art, Irises, in 1889.
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assist. Finally, review the answers as

a class, being sure to elicit or explain 80 Unit 6
at
any incorrect choices from students.

• Summarize the Reading Strategy for
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students. Then have them work in

groups to write one or two questions Reading Strategy: Passive and Active Comprehension Exercises
like those in the exercise. Monitor and In a typical reading comprehension exercise, students answer questions written by
facilitate while students are working, somebody else. There is value to such exercises, of course, but students have little to
making sure that their questions are no emotional connection to the task. Having students produce their own comprehension
answerable. Then have students questions, however, requires more of students. They must read the text thoroughly in order to
find points they can ask about. They must also write questions that are easy to understand
write their questions on the board
but do not make the answer too obvious. Finally, they are likely to have an emotional
and work in their groups to answer connection to the task because they have actively produced something rather than just
the other groups’ questions. Review passively responded to it. If you have enough time to do so, asking students to write their own
the answers as a class and explain or comprehension questions can result in enhanced comprehension and greater engagement.
elicit the benefits of both passive and
active comprehension exercises.

D • Elicit what students know about Van
Gogh in general and this painting of
his in particular. If necessary, add
to their knowledge (see For Your
Information). Then have students
discuss the questions either in
groups or as a class. Finally, have
students discuss whether or not they
think Irises is worth tens of millions of
dollars, and why.
For Your Information: Van

Gogh’s Irises
ng
A At an art auction in 1987, Irises by Vincent more for rare things than common ones. Second,
van Gogh was sold. The price made headlines works of art are beautiful, and humans have Throughout his life, Vincent van
around the world because it was a record for a always been willing to pay for beauty. Gogh suffered from mental health
issues. In 1889, when he was
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piece of art. Some people said that $53.9 million E Are these paintings worth their sky-high
was too much. They claimed that art prices would 36 years old, Van Gogh entered an
prices? From an emotional point of view, the answer
stop going up. They argued that the art bubble asylum in Saint-Rémy-de-Provence,
ar
may be yes if the buyer truly loves the work. And
would pop. They were wrong. France. While a patient there, van
from a financial point of view, the answer may also
B Over the years, art prices continued to go
Gogh spent time painting in the
be yes; art prices continue to rise, so buying art
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hospital gardens and produced
up and up and up again. Then, 30 years later, in may seem like a good investment. This may not
2017, Salvator Mundi by Leonardo da Vinci was be true in every case, however. For example, the
various works, including Irises.
auctioned. The buyer paid $450.3 million. This idea that Leonardo da Vinci painted Salvator Mundi Art experts believe it is likely that
price broke the previous record by more than is controversial. Some experts say that it was most Japanese ukiyo-e art was an
c
$150 million. It also raises some questions: Is any likely painted by one of his students. If this is true, influence on this painting. This
−
painting worth so much money? Who can pay so
i
the work’s value could drop hugely. is the same style as works by Oi
ph
much for art, and why do they do it? And what is Katsushika and her father, Hokusai.
F Many experts think that the art bubble
next for the art world? In other words, will prices
will not pop any time soon, which is bad news
continue to rise, or will the art bubble pop and
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for society. Art has both a financial value and

prices fall?
C In the past, galleries usually bought
a cultural value, and if people cannot see great
works of art, they will see less beauty and fewer
GOAL CHECK
g
important works to put on display for the public. examples of creative genius. Perhaps fewer
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These days, however, only the super-rich can people will become artists because the art in
afford to buy major pieces. For example, Kenneth galleries does not inspire them. We must hope While they are working, monitor and
C. Griffin, who is a wealthy American, spent more that those who pay $100 million or more for art facilitate. Also make a note of any
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than half a billion dollars to buy just two paintings. will follow the example of Jack Gardner and his
And Yusaku Maezawa, a Japanese billionaire, wife Isabella Stewart Gardner. They were wealthy
students who express interesting
spent $98 million on art in just two days in 2016. collectors who opened a museum in Boston to put ideas. At the end of the discussion,
their art on display for the public. suggest that those students share
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D Why do these people pay so much? First,
many artworks are unique. This makes them rare, investment something that can bring money in the future
their views with the class.
and throughout history people have always paid • Optionally, elicit from students one or
two other groups of people like the
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ones in the second question, and

Art Matters 81
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have them discuss the value of art for

these people.
N

LESSON
E
E GOAL Produce a Biographical Profile
Communication Communication
A In groups, make a list of the five most famous artists you know. Then discuss
• As a warm-up, divide students into these questions.
teams. In their teams, have students 1. How many of your listed artists are men? Does this number surprise you? Why?
write answers to eight questions 2. How many of the artists are still alive? Does this number surprise you? Why?
about famous artists: (1) Where is 3. Where do the artists come from? Are people from some countries better at art
Frida Kahlo from? (Mexico) (2) Who than people from other countries? Why do you think so?
painted the Mona Lisa? (Leonardo
B In different groups, say which of these three works of art you like most, and
Da Vinci) (3) Is Picasso still alive?
why. Then, read the three profiles and discuss which artist probably painted
(No) (4) Who is famous for painting each work.
soup cans? (Andy Warhol) (5) Who
created Equivalent VIII? (Carl Andre)
(6) Where is Claude Monet from?
(France) (7) Who cut off his own
ng
ear? (Vincent van Gogh) (8) Who
created the famous statue of David?
(Michelangelo). When you review
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the answers, assign one point for
each correct answer and, optionally,
ar
another point for each correctly
spelled name. A B
Le
A • Have students close their books 1. Élisabeth Vigée Le Brun was born in France in 1755 and
(see Teaching Tip). Then have them died in 1842. She had so much talent that she made money
c
work in groups to discuss and list C
from painting when she was still a teenager. In fact, although
the five most famous artists they
i many great portrait artists lived during this period, she was very
ph
successful. Vigée Le Brun is most famous for her portraits of
know. Encourage them to include at
famous women, such as Marie Antoinette, the Queen of France.
least one or two artists whose names -
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2. O i Katsushika was born around 1800 and died about 66 years

were not mentioned in the warm-up
later. Her father was Hokusai, one of the most famous of all
exercise. Monitor and facilitate while Japanese artists. However, like him, she was a gifted artist who
g
students are working. Then have B painted works in a style called ukiyo-e. She was famously good
them open their books and read and
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at painting women, but also painted scenes of nature and daily

discuss the questions. life in Japan.
3. Mary Cassatt was born in the US in 1844. She wanted to
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Teaching Tip: Managing become an artist, so she moved to France when she was 22.
Content She lived most of the rest of her life there until her death in 1926.
A
While there, Cassatt met and was influenced by impressionist
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When doing an exercise, some artists like Edgar Degas and Claude Monet. She began to paint
students may deliberately or portraits and natural scenes in the impressionist style.
inadvertently see the next questions. C
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In many cases, this does not

matter. In some cases, however,
82 Unit 6
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it may affect the exercise. With

Exercise A, for example, if students
see questions 1 and 2 before
N
making their lists, they will likely

be primed to think about female answers. Elicit or explain clues in the
artists and living artists, possibly profiles, such as portraits of famous
making the discussion about these women in Profile 1 matching Picture
two questions less varied and C, scenes of … daily life in Japan
interesting. A simple way to avoid
in Profile 2 matching Picture B, and
this potential problem is to have
students close their books until you natural scenes in the impressionist
want them to see the questions. style in Profile 3 matching picture A.
B • Draw students’ attention to the

three artworks and then have them
monitor and facilitate. Allow time for
discussion before you review the

C Look at the profiles of the three artists again. In pairs, check (✓) the information
that some or all of the profiles include. Underline examples.
A comparison of the artist and one or more other artists
while you monitor. Then review the
✓ A description of at least one important work by the artist
answers as a class. Elicit examples
✓ A description of the artist’s painting style and usual topics
that match each correct answer,
A discussion of the cost and value of the artist’s major works such as portraits of famous women
✓ A discussion of the people or ideas that influenced the artist in Profile 1, which describes Vigée
✓ An explanation of where and when the artist was born Le Brun’s usual topic, or like him in
Profile 2, which compares Katsushika
Writing with her father, who was also an artist.
D Read the information about referring to research. Then complete the steps. Writing
COMMUNICATION SKILL: Referring to Research D • Have students read the information
in the box. Elicit or explain answers
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Before writing something or giving a talk, you may need to research your topic first.
• When you research, make sure you use sources (e.g., books or websites) that to any questions that students might
you can trust. Also, try to find at least two sources to support each point you want
have.
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to make or fact you want to include; if you have just one source, the information
may be inaccurate. • Have students complete Step 1 while
• When you refer to your research when writing or speaking, use either direct or you monitor and facilitate. If having
ar
indirect speech to report people’s words or opinions. You should also say where students do research in class is
you found the information.
impractical, either assign this task as
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homework or prepare biographical
1. Choose an artist whose work you like. Research information about his or her life.
notes about several famous artists for
2. Using your research notes, write a first draft of a short biographical profile of
the artist. Use the profiles in B as a guide.
students to use.
c
• Have students complete steps 2, 3,
3. Share your profile with a partner and give each other feedback about how to
i and 4 while you monitor and facilitate.

ph
improve it.
4. Use your partner’s feedback to write a better second draft. Then submit it.
If necessary, provide feedback about
any issues you noticed. If providing
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individual feedback, do this during

Step 2 or Step 4. If you feel that
GOAL CHECK Produce a Biographical Profile
g
group feedback would make more

Choose one of these situations and write a short biographical profile of yourself. sense, such as for errors that many
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Include the appropriate details for the situation you have chosen. When you have
finished, share your profile with a group. Can your partners guess which situation
students have made, do this after
you chose? Step 3.
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• A profile to enter an art competition

• A profile for a job application
• A profile for a social media account
GOAL CHECK
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• A profile for a television show audition

• Elicit how biographical and
autobiographical differ and which
io
word matches the task. Then provide

Art Matters 83 support by writing a self-profile (see
at
Teaching Tip). Elicit and explain

which situation it matches.
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Teaching Tip: Modeling Writing while you monitor and facilitate.
Sometimes you may want to write a model answer for students to review. Typically, Finish by eliciting some other
teachers will either write it ahead of time and hand it out or write it in class while students situations in which students have
are engaged in a different activity. For example, the self-profile for the Goal Check could needed to (or might need to) write
be written while students are completing Step 4 of Exercise D. A less common alternative self-profiles.
is to produce the model while students watch. This may seem like an inefficient use of
class time; however, students rarely see a piece of writing produced in front of their eyes,
and this option often leads to interesting questions. Further, you can make the process
interactive by explaining what you have just done, and why, or by posing micro-challenges.

VIDEO JOURNAL
Video Journal
ANTARCTICA: WHILE YOU WERE SLEEPING
About the Video
A In groups, look at the photo and read the C Watch the video again, with sound. Take notes.
In this video, Joseph Michael discusses his quotation from Joseph Michael, an artist Then, work in small groups. How accurate was
views about art and photography. The video from New Zealand. Answer the questions. your description from B?
also shows how he filmed and produced a 1. What type of artist do you think
powerful art installation that played sounds D In pairs, correct the mistakes in these statements.
Joseph Michael is? Would you like to
and projected images of Antarctic icebergs be this kind of artist? Why? 1. Michael describes himself as a media artist
onto the exterior of a museum in Auckland, who hates adventure. loves
2. What does the quotation mean? How
New Zealand. true do you think it is? Why? 2. Michael and his team spent two months around
the Antarctic Peninsula. a month
• As a warm-up, ask students to share B Watch the video without sound and take
3. The art project took two years. four
what they know or imagine about notes. Then complete the tasks. building
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4. Michael tested his art on models of the iceberg.
Antarctica. Then have students read 1. In pairs, discuss what the video
the title of the video and discuss what shows. Work together to write a short 5. Michael says that the process of creating his
description. art was like peeling an apple. orange
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it might mean. Before the discussion
begins, explain that there is no correct 2. Share your description with the
class and listen to other students’
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answer. descriptions. Discuss the best parts
from all the descriptions.
A • Before students discuss the first
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question, elicit or review the words
for different types of artists, such
as sculptor or photographer. Have
c
them complete the exercise while you
i
ph
monitor and facilitate. Then call on
several students to share their views
with the whole class.
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• Have a student read the quotation

aloud. Then elicit or explain the
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meaning of heavily urbanized, aspire,

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and other expressions that might be

challenging. Ask students to discuss
the quotation’s meaning and how true
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they think it is as a class.

B • It is likely that few students will have
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written a description of a video

before, so provide some support:
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First, watch the video until just before

the part where Michael walks on the
84
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beach. Then, as a class, elicit some

notes about what students have
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just seen. Use the notes to write a

description of what happened. Then video. Call on these students during
watch the video until just before the discussion of the second question. If
part where Michael is on a sofa. you wish, write all or part of students’
Again, elicit notes and use them descriptions on the board (see
to write a description. Then either Teaching Tip).
repeat the process for one more short
excerpt, or have students complete
the exercise.
• While pairs are working together,
monitor and facilitate. Make a note of
students who have written particularly
good descriptions of parts of the

E Rank these these opinions from the video in F Discuss these questions in groups. Teaching Tip: Providing
order of how much you agree with them (from 1. Do you think Michael’s art would have a big Listening Support
most to least). In groups, share and explain the impact on people if it were shown indoors? The ability to listen to information
order you chose. and keep it in your memory in
2. Some people might say that Michael’s art is
a. Photography [is] the most simple, a waste of time and money. Do you agree? order to analyze or discuss it later
simplistic form of art. is an important skill. It is also a
3. Which piece of art from this unit do you like
b. Art is about doing complex things for the most? Why? difficult skill, especially in a foreign
a simple reason. language. As a result, students
may find tasks like the second
c. Especially with ... art, it’s really part of Exercise B challenging.
important that people feel something. WORD FOCUS
A lack of means One obvious way to make such
d. The biggest thing about being an something is not exercises easier is to encourage
artist ... is you got to have that lack of available or there is students to take notes of what
fear of failure. not enough of it. other students are saying. In
many cases, this is a good option;
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however, the purpose of the second
task in Exercise B is listening and
discussing ideas, not taking notes.
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So, an alternative option is for you
to take notes on the board. This will
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“We live in these heavily urbanized
places, covered in concrete, cars, allow students to focus on listening
technology all around us, but we and sharing opinions.
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aspire to go to... natural places.”
—Joseph Michael
c
i
ph
Then review the answers as a class.
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E • Draw students’ attention to the

Word Focus explanation. Then have
g
them complete the exercise while

you monitor and facilitate. Call on
eo
individual students to share with the

class the most interesting ideas they
lG
heard during the group discussion.

• Optionally, write the tip of the iceberg
on the board and elicit its meaning
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and some situations when it might be

used. Then elicit some other nature-
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inspired expressions, such as cannot

85
see the forest for the trees, to be over
at
the hill, a leopard cannot change

its spots, or to steal somebody’s
N
thunder, and discuss their meaning

and when they might be used.
Video Strategy: Grammar Focus
F • Have students discuss the questions
Remind students of a target grammar structure they have learned, such as passives, adjective
clauses, modals, or infinitives and -ing forms. Have students watch or listen to all or part of while you monitor and facilitate.
a video and count each instance of the target structure that they hear. Compare students’ Optionally, you may wish to have
answers and reach a consensus answer. Then have them watch or listen again and say pause students discuss each question in
each time they hear the structure. Discuss the exact words the speaker uses and how they a different group. The final question
match, exemplify, or add to what students have learned about this structure.
ties the unit together, so you may
prefer to have students discuss this
one as a class: make sure students
understand that the question
includes art that students have read
or heard about, not just artworks that
are shown in photos.

UNIT
7
UNI T
Unit Theme
Getting from place to place is important
7 Getting Around
for humans in every society and has
been equally as important in every The Seattle Center Monorail in the state of
age. Throughout history, people have Washington, US passes through the Museum
developed ever faster and better ways of Pop Culture designed by Frank O. Gehry.
to get around. This unit not only explores
traditional methods of getting around, but
also looks at methods of transportation
people may be using in the future.
Unit Overview
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ideas related to travel. Lesson A focuses
on a comparison of historical methods of
getting around and covers several new
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uses of the passive. Lesson B covers
choices people make about getting
ar
around and introduces the topic of
self-driving cars. Lesson C focuses on
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public transportation and using indirect
questions to ask about the best way
to get somewhere. Lesson D explores
c
some problems with traditional modes
i
ph
of travel and looks at some alternatives.
Lesson E covers how to review places
that people have been or an experience
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they have had. Finally, the Video Journal

is a TED Talk about one company’s vision
g
for improving travel, both on Earth and to

eo
other planets. Unlike most TED Talks, this

one is in the form of a conversation.
lG
na
io
86
at
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• Compare Methods of Travel The Passive 3 Transportation Focused Listening
• Discuss Transportation Choices Your passport must Public Transportation An Interview: Self-Driving
• Ask How to Get Around be shown. Vehicles
The flight might be
• Discuss Alternatives to Travel delayed.
• Review Places or Experiences Indirect Questions
Do you know when
the bus leaves?
86 UNIT 7: Getting Around SAMPLE COPY, NOT FOR DISTRIBUTION

Look at the photo and 1 What type of transportation 2 How popular is your preferred way
answer the questions: do you see in the photo? of getting around? Why?
About the Photo
This photo by John Matzick shows the
Seattle Center Monorail. The monorail
runs along Fifth Avenue in downtown
Seattle. It was built in 1962 for the
Century 21 Exposition, an international
exhibition. The northern part of the
monorail route passes through MoPOP,
Seattle’s Museum of Pop Culture, which
opened in the year 2000. It was designed
by well-known architect Frank O. Gehry,
and some people feel the building looks
a little like a damaged electric guitar.
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• Elicit or explain the meaning of the unit
title. Then elicit other phrasal verbs
related to travel, such as end up (at a
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place), go away (take a vacation), set
out (on a trip), or take off (leave the
ar
ground). Write these on the board and
discuss their meaning and correct use.
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Then have students make sentences
using them. Finish by explaining that
phrasal verbs are common in natural
c
spoken and written English, so it is a
i
ph
good idea for students to learn and use
them. You may choose to direct students
to the grammar reference in the back of
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the student’s book for a list of common

phrasal verbs.
g
UNIT 7 GOALS
• As a class, have students look at the
eo
A. Compare Methods of Travel photo and read the caption. Discuss the
B. Discuss Transportation Choices first question as a class, making sure
lG
students know the difference between

C. Ask How to Get Around trains, light rail, subways, and monorails.
D. Discuss Alternatives to Travel Then elicit different ways of getting
na
around towns and cities, such as on foot

E. Review Places or Experiences
or by bus, and write these on the board.
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As a class, have students answer the

87
second question. Then have students
at
say which method of transportation is

the best way to get around a place they
N
know, and why.

Talking about Transportation The Future of Writing a Review SpaceX’s Plan to Fly You across
Discussing Reviews “Travel”? the Globe in 60 Minutes
Reduced Auxiliaries Are and In this TED Talk, Gwynne Shotwell
Have explains why space travel, as a
way to travel around the world, is
possible.

LESSON
A
A GOAL Compare Methods of Travel
• As a warm-up, write crop, and then The History of Getting Around

chop, shop, and ship on the board.
Elicit or explain how you turned the
first word into the last word through
a series of new words by changing
one letter each time. Have students
work in teams to turn hot into car,
van into bus, ride into bike, room into
boat, and peach into plane. If you
wish, let students use dictionaries
while they work. After a few minutes, walking riding animal- early oil-powered self-driving
review the answers. Give teams and animals powered steam-powered vehicles and vehicles and
ng
one point for each valid word chain running vehicles vehicles rockets flying cars
linking the pairs of words. Also give 1. f 2. e 3. c 4. a 5. d 6. b
a bonus point to the team or teams
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with the shortest valid word chain
for each pair. (Suggested chains, A In pairs, discuss which paragraph (a–f) describes each part of the graphic (1–6).
ar
using only simple words: hot-hat- a. A few hundred years ago, the first steam vehicles were built. Steam allowed
cat-car; van-ban-bun-bus; ride- people to travel farther and faster than ever before. Then oil was discovered as
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a useful fuel. This led to the development of cars and other motor vehicles.
hide-hike-bike; room-root-boot-boat;
b. After all these developments, what will human transportation be like in the
peach-peace-place-plane.) future? Will self-driving vehicles and flying cars become common? Will
c
humans explore Mars or other planets? Time will tell.
i c. After the wheel was developed, carts and other kinds of simple vehicles could
ph
be built. These could be used for travel by several passengers at the same time.
working. Then review the answers.
d. In the early twentieth century, the first aircraft were built. Cars, buses, and
• Optionally, have students work in trains became faster, too. This allowed people to live in one place and
ra
groups to ask and answer questions commute to a job in a different place. In the middle of the twentieth century,
about the meaning of ideas or words scientists developed rockets to launch satellites into space.
g
in the paragraphs, including the blue e. Later, people learned to ride animals such as horses or camels. Riding made
it easier to reach a distant destination, but many journeys still took a long time.
words. Monitor and facilitate while
eo
students are working and either f. The earliest humans could only get around by walking or running. As a result,
places that were a long distance away could not be reached easily.
answer any questions they cannot
lG
answer themselves or have them ask

Do you know what commute means? Yes, it means to travel regularly from
a group that does know the answer. your home to work and back.
B
• Have students complete the exercises
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C
review the answers as a class.
io
• Elicit or teach the words in the Word

Bank. Give students practice with 88 Unit 7
at
the words by asking questions that

include vocabulary from the student’s
N
book and/or the Word Bank, such as

Which would you prefer to use if you Word Bank: Types of Vehicles
had to travel to a distant destination: ambulance bike / motorcycle
a taxi or a motorcycle? Why?
cab / taxi cruise ship
Encourage students to use the new
vocabulary in their responses. ferry fire truck
police car / patrol car tram / streetcar

B 32 Complete each definition with one of the words in blue in A. Then,
32
listen to check your answers. • Optionally, give students practice
1. Transportation a system for moving people from one place to another using the words from exercises B
2. Fuel a material people burn or use to make energy and C and the Word Bank with a
3. Aircraft a machine that can fly, such as an airplane or helicopter drill: Give each student a prompt
4. Commute go from home to work or school, and then back again word and have him or her make
5. Explore go to and travel around a place to learn more about it
a sentence using that word. If the
Launch
part of speech of the prompt word
6. put something into space or the sky; start something new
is ambiguous, say which part of
7. Passengers people who take trips in or on vehicles
speech the student should use. Give
8. Journeys trips, especially long ones, from one place to another constructive feedback after each
9. Distance the amount of space between two places or two things sentence.
10. Destination the place somebody is going or something is being sent
Grammar
C Expand your vocabulary by learning the noun form of commute (two forms) and
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launch, the verb form of fuel, journey, and transportation, and the adjective form • Have students close their books. Ask
of distance. (nouns) (noun) launch (verb) journey (adjective)
commuter / (verb) fuel (verb) distant them some questions to review what
commute transport they already know about passives.
ni
Grammar Then have them read the information
and answer or elicit answers to
ar
The Passive 3
any questions they have. You may
Use modals
Use modals inin passive
passive (or
(or active)
active) Your passport
1. Your
1. passport must be shown.
must be shown. (passive)
(passive) choose to direct students to the
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sentences to
sentences to indicate:
indicate: You must
You show your
must show your passport.
passport. (active)
(active)
necessity (must)
1. necessity
1. (must) The flight
2. The
2. flight might be delayed.
might be delayed. (passive)
(passive)
possibility (might,
2. possibility
2. (might, may,
may, oror could)
could) They might
They delay the
might delay the flight.
flight. (active)
(active) student’s book for additional review
ability (could
3. ability
3. (could [past
[past ability]
ability] or
or can)
can) Tickets can
3. Tickets
3. be bought
can be bought here.
here. (passive)
(passive) and practice.
c
Notice the
Notice the placement
placement ofof the
the modal
modal You can
You buy tickets
can buy tickets here.
here. (active)
(active)
in the
in the passive
passive constructions.
constructions. D • Have students complete the exercise
i
ph
D Read the grammar information. Then, in pairs, underline each example of a passive while you monitor and facilitate.
construction with a modal in A. Circle each example of a passive without a modal. Then review the answers as a class.
Review the additional information
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about passives with modals (see

GOAL CHECK Compare Methods of Travel Grammar: The Passive 3). Then,
g
In groups, complete the steps. optionally, have students do the

eo
1. Choose one of the methods of transportation shown in the graphic in A. Grammar Practice exercise.
Discuss its good points, its bad points, and how it compares with other
lG
methods of travel.
2. Prepare and practice a short talk that compares the method of travel you Grammar: The Passive 3
chose with two other ways to travel. Include some passive constructions with There are two ways to produce
modals in your talk. negative sentences using passives
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3. Deliver your talk to the class. Make sure each member of your group speaks. with modals. One way is to use not
between the modal and be. For
io
example, The flight might not be

delayed. For some modals, such
Getting Around 89 as might or need, the contracted
at
negative form is possible but not

common. In many cases, it is also
N
possible to use cannot to express

a negative idea. For example, You
Grammar Practice: The Passive 3 cannot be seen by the doctor until
Have students write three more sentences using passives with next week.
modals while you monitor and facilitate. Then have students share
their sentences with a partner, who must try to rewrite them as active
sentences. Again, monitor and facilitate while students are working.
If you notice any interesting mistakes that might help students better GOAL CHECK
understand passives with modals, give feedback to the whole class.
• Have students complete the steps

LESSON
B
B GOAL Discuss Transportation Choices
Listening A Read the information. In pairs, discuss which benefits of self-driving cars you have
heard before. Also say which two benefits are most important to you and why.
• As a warm-up, write 9%, 12%, 15%,

Many experts think self-driving vehicles (SDVs) will soon be a common sight on our
18%, and 46% on the board. Explain
roads. They feel this is likely because SDVs have many benefits over normal vehicles:
that these numbers represent the
air quality – SDVs drive more efficiently, so they create less pollution.
results of a survey about self-driving
open cities – SDVs can park in small spaces, so parking lots could become real parks.
cars conducted by the Brookings
Institution, a non-profit organization personal time – SDV passengers do not drive, so they can spend travel time as they
like.
that conducts research into issues
safety – Machines make fewer errors than people, so more SDVs will mean fewer
facing society. Have students discuss accidents.
in pairs which percentage matches
travel cost – Private vehicles cost a lot; SDVs may allow people to share the cost
groups of people who said they were of a vehicle.
very unlikely to ride in a self-driving
car, somewhat unlikely, somewhat Listening
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likely, very likely, or who answered
B 33 Listen to the first part of an interview with an expert in self-driving vehicles.
don’t know. Monitor and facilitate Circle T for true or F for false. In pairs, correct the false statements.
while students are discussing.
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1. The company’s self-driving car crossed the country from T F
Optionally, have students complete east to west only. west to east and back
Exercise A in the same pairs and
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2. The human sitting in the self-driving car did not have to operate T F
then discuss the percentages again. it even once.
Finally, review the answers (in the
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WORD FOCUS 3. The man develops self-driving vehicles, but he is not especially T F
same order as the list of groups): Artificial intelligence interested in cars.
46%, 15%, 9%, 12%, 18%. As a refers to computer 4. The man became interested in self-driving cars after a talk by T F
class, discuss whether any answers systems capable one of his friends. an engineer
c
of performing tasks
were surprising and why. usually undertaken by 5. The talk was about developing artificial intelligence to let cars T F
i
ph
humans. drive themselves.
A • Have students read the information
and ask if they have any questions.
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Elicit responses from students or

explain yourself. Then have students
g

A man in an autonomous
monitor and facilitate. Review the
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driving test vehicle

answers as a class.
B • Have students read the instructions
lG
and the statements before they listen.

Then review the Listening Strategy.
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Have students complete the exercise

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Listening Strategy: Active

Listening 90 Unit 7
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If students know what type of listening

N
they will hear, such as a lecture,

conversation, or interview, it can
help them listen more actively and
effectively. One way to facilitate this is
to have students read the instructions
and exercise content before listening
and then ask some questions about
what they have read. For Exercise B,
for example, you could ask: This is
an interview, so how many speakers
do you expect to hear in total? (two);
Who is likely to speak more: the
interviewer or the interviewee? (the
interviewee); Statement 3 says, “The
man develops self-driving vehicles,”
so what gender do you think the
interviewer and interviewee will be?
(female and male respectively).

C 34 Listen to the rest of the interview. Which of the benefits of self-driving
vehicles from A does the expert mention? Personal time / Safety / Travel cost
D In groups, discuss what each quotation from the interview means. Also, discuss and review the answers as a class.
how true you think each quotation is and why.
1. “[The development area of SDV] sounded like an exciting field.” D • Have students read the quotations.
2. “Safety will come when we have more self-driving cars on the road.” Elicit or explain that in quotations,
3. “[Self-driving vehicles will be common] in the next ten years.”
square brackets are used to replace
4. “These vehicles are great as people can work while they travel.”
words that might not be clear when
the quotation is shown without
PRONUNCIATION: Reduced Auxiliaries Are and Have
its context. Then have students
In spoken English, auxiliary verbs like are and have are usually reduced. In the middle of complete the exercise while you
a sentence, are often sounds like / r/ (uh), and have can sound like / v/ (of).
She thinks buses are slow. ➔ she thinks buses uh slow
monitor and facilitate. Call on
We should have taken the train. ➔ we should of taken the train students to share their ideas and
reasons with the class.
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E 35 Listen to these sentences from the interview. Underline the auxiliaries that
are reduced. Then, practice saying the sentences naturally. Pronunciation
1. “You have a car that drives itself across the country, and you could have
Read the information and examples
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•
focused on that.”
2. “The thing is, cars driven by humans are more dangerous than self-driving
aloud. Elicit or explain anything that
ar
cars are.” is unclear. Then read the examples
3. “I’m sure many other people have felt the same way about traffic jams.” aloud a second time and have
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students listen and repeat them, first
4. “So, these vehicles are great because people can work while they travel.”
as a class and then individually.
F In groups, make a list of different vehicles, such as cars, buses, and planes. • Have students work in pairs to come
Then discuss some benefits and problems of using each vehicle. Use reduced up with one more example of a
c
auxiliaries when it is natural to do so.
sentence with each reduced auxiliary.
i
ph
Then have them practice saying their
sentences a few times before sharing
GOAL CHECK Discuss Transportation Choices them with the class.
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Complete the steps.

1. Interview several classmates. Ask them which vehicles they have used
g
recently and why they chose each one. exercise. Monitor and assist while
they are practicing the pronunciation
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2. Interview several different classmates. Ask them which vehicles they plan to
use in the future and why. on their own. Then do a class drill:
3. In groups, compare your interview results and discuss these questions: call on individual students to say
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• Which vehicles have people used most often recently? each sentence. Provide constructive
• Which vehicles are people most likely to use in the future? feedback about students’
• What reasons for choosing a type of vehicle were most common? pronunciation.
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• Does the number of people who plan to use self-driving vehicles

surprise you? F • Have students complete the exercise
io
call on groups to summarize their

Getting Around 91
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discussions of the benefits and

problems of one of the vehicles they
N
listed. Make sure that each group

summarizes a different vehicle.
Expansion Activity
In groups, have students find the average values for the following data
from their interviews: (1) which vehicles people have used most often;
(2) which vehicles people are most likely to use in the future; and
GOAL CHECK
(3) which reasons for choosing a vehicle were most common. Then
have students create a graph or chart showing one of the sets of • Have students complete the exercise
data and ask them to share it with the class. If you have access to a while you monitor and facilitate.
computer lab, students could use a software tool to produce graphs or Remind them to pay attention to
charts for all three sets of data. reduced auxiliaries when they are
discussing.
• Optionally, do the Expansion Activity.

LESSON
C
C GOAL Ask How to Get Around
Language Expansion: Public Transportation
Language Expansion:
Public Transportation A In pairs, discuss the meaning of the words in the box. Use a dictionary if
necessary. Then complete the text with them. One word is extra.
• As a warm-up, dictate the following: board fares transit
Beijing, London, Los Angeles, passes routes terminals
Mexico City, New York City, Rio de tickets transfer travel
Janeiro, and Tokyo, and 16, 41, 163,
The Bus Rapid (1) Transit (BRT) system of Curitiba, Brazil, is famous for its
257, 270, 324, and 424. Explain that
convenience and design. The buses are big enough for up to 250 passengers,
the numbers represent the number of
and they travel all around the city. People wait for buses in cool-looking,
subway stations in these cities. (Note:
tube-shaped stations. And if they don’t have (2) tickets , they pay their
you may wish to check online in fares in the station. This saves time because everyone can (4) board
(3)
case new stations have been added the bus quickly when it arrives. The system lets passengers (5) transfer to
since publication.) Have students other lines without paying again. Where different (6) routes connect, there
discuss in groups how many stations
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are comfortable (7) terminals with small shops and restrooms. The system is
they think each city has. Then, as fast and efficient. It is also relatively inexpensive, especially for passengers who
a class, have groups present and buy weekly or yearly (8) passes . As a result, the BRT is not only popular
ni
support their ideas. Finally, supply among people who live in Curitiba, but also with those who visit the city.
the answers (in the same order as
ar
the cities): 324, 270, 16, 163, 424, B MY WORLD In groups, discuss the questions. In general, do you enjoy using
public transportation? Why? How does the BRT system compare with public
41, and 257. Optionally, elicit or transportation in a city you know well?
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explain that many of these cities have
extensive light rail and train networks,
Conversation
too, so the total number of all kinds of
c
stations may be much higher. C 36 Read the grammar information on the following page. Then complete the
conversation by writing how, where, or whether in each space. Then listen
i
ph
to check your answers.
SPEAKING STRATEGY
while you monitor and assist. Review Edson: Excuse me, do you know (1) whether the next bus goes to the airport?
Use indirect
the answers as a class. questions to be polite. Tracy: It depends. The number 27 bus goes to the airport, but the 28 doesn’t.
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• Optionally, as a class, discuss how Sometimes these Edson: I see. And (2) how much is the fare?
phrases start the
to rewrite some information in the Tracy: A one-way ticket costs $3. A return ticket is one dollar more.
g
question:
passage using passives with modals. Edson: Sorry to keep bothering you, but I’d also like to know (3) how
Excuse me, ...
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For example, Up to 250 passengers Sorry to ... long it takes.

can be carried by the buses. Tracy: To get to the airport? It depends on the traffic, but usually it’s about
20 minutes.
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B • Read the Word Bank description Edson: That’s great. Thanks for your help.
aloud twice. As you read it for a Tracy: No problem ... You must be a visitor. (4) Where are you from?
second time, pause after each bold Edson: I’m from Curitiba in Brazil. Do you know it?
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word and elicit or explain its meaning. Tracy: I’ve heard of it ... Oh, look. A bus is coming. Can you tell (5) whether
it’s the 27 or the 28?
exercise while you monitor and
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facilitate. Call on volunteers to

92 Unit 7
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share their thoughts about public

transportation. Encourage them to
N
use vocabulary from Exercise A and

the Word Bank. C • Have students complete the
Teaching Tip: Examining Content
exercise. After reviewing the
Explicitly drawing students’ attention to
Word Bank: At the Station answers, optionally discuss some interesting pieces of language in reading
At the station, a passenger first uses a features of the conversation, such passages and listening scripts can be
ticket machine and then goes through as the meaning and use of phrases an effective way to maintain their interest
the barrier. She uses an escalator in class and build their understanding
like it depends, I see, or no problem;
to go down to the platform. While of English. You can also add some
she is waiting for the express train to or the use of repetition—To get to
personalization by asking students who
arrive, she hears a message telling the airport?—to clarify what is being finish a task early to look through the text
passengers to ask at the information asked (see Teaching Tip). or script for expressions they would like
office if they drop something on the to ask about.
tracks. She takes the express three
stops and then changes onto a
different subway line to take a local
train to her final destination.

Grammar
Indirect Questions Grammar
Indirect
Indirect questions
questions are
are questions
questions inside
inside other
other questions Could
Could you
you tell
tell me
me where
where the
the station
station is?
questions is? • Have students read the information
or
or statements.
statements. The
The last
last content
content word
word usually
usually has
has falling
falling
intonation.
intonation. II was
was wondering
wondering why
why you
you took
took a
a taxi.
taxi. in the box. Then ask them a series
of indirect questions to confirm their
Because
Because people
people think
think indirect
indirect questions
questions are
are polite, When
When does
does the
the bus
bus leave?
leave? (direct)
polite, (direct) understanding. For example, Could
they
they often
often use
use them
them when
when talking
talking to
to a
a person
person they
they do
do Do
Do you
you know
know when
when the
the bus
bus leaves?
leaves? (indirect)
(indirect)
not
not know
know well.
well.
you tell me what indirect questions
are, please? I was wondering what
Use
Use statement
statement word
word order
order in
in indirect
indirect questions,
questions, not
not I’d
I’d like
like to
to know
know where
where the
the subway
subway station
station is.
is.
question
intonation to use on the last content
question word
word order.
order. I’d
I’d like
like to
to know
know where
where is
is the
the subway
subway station.
station.
word in an indirect question. Do you
Use
Use ifif or
or whether
whether in
in indirect
indirect yes
yes // no
no questions.
questions. Do
Do you
you know
know ifif // whether
whether the
the flight
flight is
is on
on time?
time? know if indirect questions are common
when talking to somebody you don’t
D Complete the tasks in pairs. know well?
1. Underline indirect questions in the conversation in C. Rewrite direct questions • You may choose to direct students to
ng
as indirect ones.
the grammar reference in the back
2. Take turns practicing the roles in the conversation. of the student’s book for additional
3. Extend the conversation by adding two more comments by each speaker. review and practice. Optionally, have
ni
Include at least one indirect question. Then practice the new conversation.
students complete the Grammar
Practice exercise.
ar
GOAL CHECK Ask How to Get Around
Le
Grammar Practice: Indirect
Think about how you would answer these questions:
• Where is your favorite restaurant? • Where is one place you love shopping?
Questions
• What is a relaxing place you like to visit? • What is one fun, free place that you know? Have students get together with
c
Interview another student. If you know the person, ask direct questions; if not, use indirect questions. If you a partner. Then have them write
three direct questions they would
do not know the place, ask direct or indirect questions to find out how to get there.
i
ph
like to ask somebody in the class
(optionally, you). Students cannot
ask their partners questions. For
ra
BRT bus stop in example, Paolo might write, Where

were you born, Mia? Partners must
Curitiba, Brazil
then turn the direct questions into
g
indirect ones and ask that person

eo
the questions. For example, Sofia

might say, Paolo would like to know
where you were born, Mia.
lG
D • Have students complete the first

task while you monitor and assist.
na

Have students complete the second
io
and third tasks while you monitor

Getting Around 93 and facilitate. After students have
at
practiced, call on volunteers to

perform their new conversations
N
especially interesting or good in front of the class. Provide

answers. After they have shared Grammar: Indirect Questions constructive feedback about students’
their ideas in groups, call on these There are various expressions in English pronunciation, delivery, and choice
students to share their ideas with that can be used to introduce indirect and use of language.
the class. questions. Some examples include:
• Could / Can you tell me …
• Do you have / Have you any idea … GOAL CHECK
• I’d like to / Do you know …
• Would you mind telling / be able to tell me … • Have students complete the
• Is there any chance you could tell me … exercise. Monitor and facilitate while
they are working. Pay particular
attention to helping them use
indirect questions. As you monitor,
make a note of students who gave

LESSON
D
D GOAL Discuss Alternatives
to Travel
Reading Reading
• As a warm-up, draw a speech
bubble and a thought bubble on the
A In small groups, look at the photo and discuss how
you feel about virtual reality (VR) headsets.
The Future
board. Elicit or explain what they
are called as well as their purpose.
Assign students to work in groups
B Read the text. Circle the reason why the author wrote
each sentence.
of “Travel”?
and draw either a speech or thought 1. “We commute to work, visit friends, or go shopping.”
bubble with the words or thoughts a. To give some typical examples of daily travel
of the man in the photo. Monitor and b. To describe a typical person’s daily routine
facilitate while they are working. Then 2. “And vacations can also be surprisingly stressful.” Most of us travel each day. We
have students share their ideas with commute to work, visit friends, or go
a. To contrast two opinions about a topic
the class and, as a class, vote on the shopping. This kind of travel may be
funniest or cleverest responses. b. To add a further example of a problem necessary, but it is not always fun. As
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3. “These are vacations in which you stay at home.” a result, most of us also look forward
A • Have students complete the exercise to traveling somewhere for a relaxing
a. To suggest an action people often enjoy
and share their ideas with the class. vacation. In theory, traveling is a wonderful
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b. To define a term people may not know experience. In practice, however, there
Optionally, have students discuss
can be problems with taking a trip.
where people normally use VR 4. “Still, for many people, reading or watching a show
ar
about a place is a poor alternative to going there.” Cost is one issue. Vacations can be
devices and why the man might be
expensive, especially for people with children.
using one in this location. a. To introduce a problem about one topic
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Another problem is time. In the modern world,
b. To compare ways to deal with an issue many of us are too busy to take a relaxing trip
B • Say: I didn’t have breakfast today, so away. And vacations can also be surprisingly
5. “A “traveler” puts on a VR headset and runs
I’m really looking forward to lunch. stressful. We might have to deal with lost
c
special software.”
Then ask students to say how you luggage, unfamiliar food, large crowds, noisy
a. To describe part of a process hotel rooms, or uncomfortable aircraft seats.
probably feel and why they think so.
i
ph
And to top it all off, long-distance flights are
Elicit that you implied you were hungry b. To emphasize a major difficulty
bad for the environment because aircraft burn
rather than stating it directly. Review 6. “Still, one major hotel chain already gives its guests a lot of fuel.
ra
the information in the Teaching Tip the chance to enjoy VR travel in their rooms.” Because of these problems, staycations
and Reading Strategy with students. a. To suggest something is already popular have become more popular. These are
g
vacations in which you stay at home. During

b. To contrast a previous negative point
a staycation, people will often visit nearby
Teaching Tip: Commonly
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tourist attractions. They may also do other

Confused words fun things such as eat at restaurants more
GOAL CHECK than usual, visit shopping malls, or go to
It is important to help students
lG
understand and remember how In small groups, discuss what you think a nearcation is. local festivals. And because people do not
Then think of reasons to persuade someone who really have to fly to a distant destination or stay in
commonly confused words differ.
needs a vacation to take one of these alternatives to a a hotel, staycations cost less than vacations.
One way to do this is through a
na
mnemonic. In the case of imply and traditional vacation. Present your reasons to the class. However, staycations are not a perfect
Which group’s reasons were the best?
infer, for example, you might explain solution. For one thing, visiting tourist sites
that in order to imply something, • a staycation • an armchair traveler and eating out is not cheap. Some people
io
a person must produce (speak • a nearcation • a VR (travel) experience overcome this problem by choosing to
or write) language. In contrast, to 94 Unit 7
at
in fer something means to get a

feeling based on spoken or written
N
information. Teaching synonyms of

commonly confused words can also • Do the first item as a class and
be helpful. For example, synonyms
discuss why one answer is correct
of imply include suggest or hint
at, and synonyms of infer include and one is incorrect. Then have
conclude or deduce. students complete the exercise while
you monitor and assist. Review the
answers as a class, eliciting clues
• Have students read the instructions
from the text that helped students
and the first two items. Ask concept-
arrive at the answers. Optionally,
checking questions to make sure
follow up by doing the Expansion
students know what they should do.
Activity.
For example, Will you use skimming
or scanning to find the sentences in
the text? Will the answers be given in
the text or will you have to infer them?

Expansion Activity
Have students work in groups to
answer these questions: (1) Which
phrases in the first paragraph
introduce two contrasting ideas
or points? (2) Which phrase in
the second paragraph means to
add another good or bad point?
(3) Which verb in the fourth
paragraph means to deal with a
problem? (4) Why are so many words
in the fifth paragraph in quotation
marks? (5) Which phrase in the
sixth paragraph means the same
as “shortly” or “soon”? Monitor and
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assist while they are working. Then
review the answers: (1) in theory /
in practice; (2) to top it all off;
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(3) overcome; (4) to indicate that
these words are not being used
ar
with their usual meaning; (5) in the
near future.
Le
be “armchair travelers.” They take a staycation, but instead of
spending money to visit nearby attractions or restaurants, they GOAL CHECK
c
read books or watch documentaries about other places. The
cost is very low, of course. Still, for many people, reading or
i • Have students complete the exercise.

ph
watching a show about a place is a poor alternative to going
there. While they are working, monitor and
Virtual reality may offer a high-tech way for us to “see” facilitate. Also make a note of any
ra
the world. A “traveler” puts on a VR headset and runs special students who express interesting
software. The software takes her on a “journey” to another ideas. At the end of the discussion,
g
place, such as the mountains of Chile. The VR traveler feels suggest that these students share
she is really in that place. By turning her head, for instance, she
eo
will see mountains behind or in front. The software may also let
• Optionally, assign students to work in
her “interact” with things. For example, she may be able to “pick
up” something to look at it more closely. groups. Tell them that they are going
lG
VR travel is not a perfect solution, either. The VR experience to start a company promoting either
may be enjoyable and realistic in some ways, but it is not the same staycations, nearcations, armchair
as being there. And psychology studies show that having real travel, or VR vacations. Ask them
na
experiences is important for our happiness. Still, one major hotel to collaborate and complete the
chain already gives its guests the chance to enjoy VR travel in
following steps: (1) decide which
their rooms. And the technology will get better. Perhaps in the near
type of company they will start;
io
future, VR will give us the chance to “explore” the moon or Mars.

(2) come up with a name for their
Getting Around 95
company; (3) discuss what services
at
or products they will sell; (4) discuss

N
how they will attract customers;

(5) present their ideas to the class.
Reading Strategy: Reading for Inference
Inferential reading, or reading between the lines, can be challenging because it involves
drawing conclusions from the text. Some inferential reading questions ask about
information that is implied rather than stated directly. To answer these questions, readers
can ask themselves, What does this mean? Or What is the author trying to say? Other
inferential reading questions ask the author’s purpose in writing something. To answer
these questions, readers can ask themselves, Why did the author say this?

LESSON
E
E GOAL Review Places or Experiences
Communication
Communication
A Read the three reviews and choose the best title and star rating from the box.
• As a warm-up, dictate the following Then, in pairs, compare answers. One answer is extra.
short reviews for students to write: A little-known treasure! Wow! êêêê Some good things, some bad êê

(1) Expensive, but good atmosphere, Great... in the right season êêê
Don’t trust the other reviews ê

great service, and an amazing menu.
(2) Story not as good as I expected,
but performances and special Great... in the right season
effects were great. (3) Fast and has There are a lot of great things to say about the resort. The staff was friendly and helpful,
amazing screen, but it’s not quite the rooms were clean and comfortable, and the facilities were top quality. Why not
big enough, and the camera could four stars? We came at the wrong time of year. In winter, I’m sure there’s a lot to do. In
summer, though, a lot of shops and tourist attractions are closed, which is too bad.
be better. Have students compare
Don’t trust the other reviews
their dictated responses in groups.
Then have them discuss what place, We chose this hotel based on a lot of really positive four-star reviews. I think people
ng
must have been paid to write those reviews because the reality was very different.
product, or service each review is The rooms were dirty, the food was bad, the pools were closed, and the service was
about. Then review the answers as terrible. I can honestly say it was my worst vacation ever, and I wish I had stayed
a class by eliciting the clues in each home. I’m going to try to get my money back.
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short review that made the answers A little-known treasure! Wow!
clear: restaurant, movie, cell phone. I discovered this hotel online but couldn’t find any reviews, so I took a chance… and
ar
I’m glad I did. It was fantastic. It’s smaller than the other hotels on the beach, but the
Optionally, have students write similar
staff really try to make sure each guest is happy. The rooms aren’t large, but they’re
reviews or find short reviews using
Le
quiet and beautiful. And the views from the windows are just incredible. It was so
their phones or tablets and then read amazing that I’m going back next year, too!
them aloud for the class to guess
what they describe.
c
Sunset on the coast of the
i Spanish island Tenerife.
ph
Discuss the answers as a class.
ra
• Optionally, go through the reviews to

pull out examples of interesting and
g
useful language. You might focus

on vocabulary, such as facilities in
eo
the first review and service in the

second. You might also choose to
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focus on grammar, such as take a

chance in the third review. Or you
might focus on style, such as the use
na
of a rhetorical question in the first

review or the ellipsis (…) in the third.
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96 Unit 7
at
N
Teaching Tip: Making Principled Choices

Any given reading or listening text is likely to include language that some students may
not know fully. It is tempting to spend time teaching this vocabulary or grammar, not
least because some students feel that learning new vocabulary means their ability to use
English has improved. In some cases, this may be true, but there is so much new language
that students could learn, and not all of it will be of value to all students. In general, it is
better to focus on what students should learn rather than what they could learn because
the former is likely to be more useful. What students should learn will change, of course,
depending on their level, interests, needs, strengths and weaknesses, and goals.

B Discuss the questions in groups.
1. The reviews in A are for hotels. What other things do people often review? B • Have students complete the exercise
2. In your view, how much do people rely on reviews when they travel to other while you monitor and assist. You
places?
may wish to discuss some or all
3. Writing reviews takes time. What are some reasons people decide to write
them?
of the questions as a class. After
students have discussed, you may
4. One reviewer said, “People must have been paid to write those reviews.” Why
are paid reviews a problem? choose to call on volunteers to share
their ideas with the class.
C MY WORLD In pairs, take turns talking about a time when you either wrote a
review because of a good or bad experience, or trusted a review when making a C • Have students complete the exercise
decision.
while you monitor and facilitate (see
Teaching Tip).
Writing
COMMUNICATION SKILL: Expressing and Supporting Opinions Teaching Tip: Valuing
ng
In both writing and speaking, it is common to give an opinion about a topic and support Students’ Contributions
it with details and examples. You can express and support your opinion in several ways: English language learners often
• directly by using specific expressions such as In my view or For me. come from different places. Even
ni
• directly by using positive or negative adjectives such as great or terrible. in classes where all students
• semi-directly by contrasting one thing with something better or worse. are from the same country, each
ar
• indirectly by mentioning your plans, hopes, or wishes about the topic. person has had a unique range of
experiences that can be shared
with their fellow students. Creating
Le
D In groups, read the reviews in A again. Then, underline examples of each method
opportunities to allow students
of expressing and supporting an opinion described in the box.
to share these experiences is
important. It acknowledges them as
c
active participants in the learning
process and assures them that the
i
ph
experiences they bring to the class
GOAL CHECK Review Places or Experiences are valued.
Complete the tasks.
ra
1. Write one of these three reviews: (1) a transportation company you have used,
such as an airline or railway; (2) a place you have visited, such as a country,
city, or hotel; or (3) an experience you have had, such as a music concert or Writing
g
meal at a restaurant.
Have students read the information
eo
•
2. Write your name on your review but do not include a star rating. Put your
review in a place where other students can read it. in the box. Elicit or explain answers
3. Read several reviews by other students. Make a note of who wrote each to any questions that students might
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review. Also note the star rating you think the review should have, from one have.
star (terrible) to four (amazing).
4. Talk to the students who wrote the reviews you read. Say what star rating
na
you think the review should have, and why. Then listen to the star rating each while you monitor and facilitate. Then
writer would give. review the answers.
io
Getting Around 97
GOAL CHECK
at
N
• Have students read the instructions in

has read his or her review, elicit some full before they start the exercise. Ask
titles for it. Write these on the board some concept-checking questions
and have students vote on the best to be sure they understand what to
one. Optionally, let the student who do. In particular, make sure students
wrote the review choose the best understand that their review should
title and say why he or she feels it is not have a star rating.
the best. • Have students complete the exercise
while you monitor and facilitate. Make
a note of the names of students who
wrote especially interesting reviews.
• Optionally, call on those students
whose names you noted. Have them
read their reviews aloud to the class
a couple of times. After each student

VIDEO JOURNAL
Video Journal
About The Video

SpaceX’S PLAN TO FLY YOU
In this TED Talk, Chris Anderson
interviews Gwynne Shotwell from SpaceX.
ACROSS THE GLOBE IN 60 MINUTES
Anderson begins by asking Shotwell
about how she became an engineer and
how she started working in the space A You are going to watch an interview between
Chris Anderson, from TED, and Gwynne
industry. The two then discuss rocket
Shotwell, a rocket engineer. Discuss these
technology being developed by SpaceX questions in groups.
ng
that might allow people to travel from city
1. Read the idea worth spreading.
to city in an hour or less. They also talk What do you think it means?
about rockets that might take people from
ni
2. Look at the large photo. What do
Earth to live on Mars, and why this would you think it shows?
be a good thing for society.
ar
B Early in the TED Talk, Anderson asks Shotwell
• As a warm-up, have students how she became an engineer. In pairs, predict
what influenced her. Then, watch the first part of
Le
read the title of the TED Talk. As
the interview to check your answers.
a class, discuss how it could be
rewritten if the first word were How. a. ✓ attending an engineering event
Then discuss how to rewrite it if for b. having a childhood interest in cars
c
replaced to or if an came after in. In c. reading a book she was given
i
ph
each case, make sure students know d. her teacher from the third grade
both how to rewrite the title and why. e. ✓ clothes another engineer wore
GWYNNE SHOTWELL
Answers: How SpaceX plans …; … Engineer, President, and COO
f. the work one of her parents did
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plan for flying you …; … in an hour. of SpaceX

C Watch the second part of the talk and circle the
correct answers.
g
A • Explain that the first question is

asking not just what the words in 1. The Big Falcon Rocket can put satellites
eo
8 / 18 / 80 meters in diameter into orbit.

the Idea Worth Spreading mean,
2. Journeys between cities on the Big Falcon
but also what the implications might Rocket may take up to 20 / 90 / 40 minutes.
lG
be if rockets did improve travel on

3. The first Big Falcon Rocket will have space
Earth and allow humans to reach for around 10 / 100 / 1,000 passengers.
other planets. Have students discuss
na
4. Unlike aircraft, the Big Falcon Rocket can Gwynne Shotwell’s Idea Worth Spreading
the questions while you monitor travel a few / several / dozens of times a day. is that rockets could improve travel on Earth
as well as making it possible for humans to
and facilitate. Optionally, have them 5. The Big Falcon Rocket may fly between travel to other planets.
io
discuss the questions as a class major cities within the next 2 / 10 / 20 years.
rather than in groups. 98
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B • Draw students’ attention to the Word

N
Focus explanation. Then have them

predict what influenced Shotwell while be 12. Elicit or explain that thinking
you monitor and facilitate. Before of alternatives before listening is a Teaching Tip: Pronouncing -teen
students watch the video to check, good idea because the answers to and -ty Numbers
optionally ask them to discuss and then listening comprehension questions Students are likely to have heard or read that
share how confident they are about often paraphrase what the speaker -teen and -ty numbers are stressed differently.
their predictions, and why. Finally, have This is true, but only when a speaker is
or speakers say rather than repeating
students watch the first part of the TED deliberately trying to differentiate between
their words exactly. them. In regular speech, -teen numbers
Talk and review their answers. • Optionally, elicit from students how typically have stress on both syllables (EIGH-
C • Optionally, discuss alternative ways they think the pronunciation of 18 TEEN), so one way for students to distinguish
differs from 80. Then explain the -teen from -ty numbers is to listen for double
to say each answer as a class. For stress (-teen numbers) or single stress (-ty
actual pronunciation of -teen and -ty
example, an alternative way of saying numbers). Also, the ee sound in -teen numbers
numbers (see Teaching Tip).
8 in the first question might be just is longer than the y sound in -ty numbers. So,
• Have students complete the exercise another way to recognize them is to listen for a
under 10 and an alternative for a
and review the answers. long vowel sound (-teen) or a shorter one (-ty).
dozen in the fourth question might

D Watch the final part of the interview. Circle T 2. Shotwell explains what influenced her to
for true or F for false. Then, in pairs, compare become an engineer. Share some of the
answers and correct false statements. people and things that have influenced your D • Have students complete the exercise
life so far.
1. SpaceX plans to use the Big Falcon T F while you monitor and assist. Then
Spaceship to fly humans to Mars. 3. Shotwell says that the Big Falcon Rocket review the answers as a class.
could take people from one city to
2. On average, the trip to Mars currently T F another in less than an hour. Discuss the
takes two to three months. E • Have students discuss the first and
The trip to Mars currently takes six to eight months, on average.
advantages and disadvantages of this new
way of getting around. second tasks while you monitor and
3. Gwynne Shotwell says the first T F
human will land on Mars next year. 4. SpaceX is planning to carry humans to facilitate. Then call on individual
She says the first human will land on Mars within a decade. Mars. Discuss whether you would like to students to share with the class the
4. Some people believe that SpaceX T F travel to Mars in the future.
should fix Earth, not travel to Mars. most interesting ideas they heard
F Work in a different group. Many people have during their discussions.
5. Shotwell gives one reason why she T F a negative opinion about long-distance travel.
thinks humans should go to Mars. • Have students discuss the third task
She gives a few reasons. Come up with three things that SpaceX
could do to make passengers on the Big while you monitor and facilitate. If
E In small groups, complete the tasks.
Falcon Rocket and the Big Falcon Spaceship students are struggling to come up
1. Discuss your reactions to each of the comfortable. Then share your ideas with with advantages and disadvantages,
ng
three parts of the interview between Chris the class.
Anderson and Gwynne Shotwell. suggest that they think about the
topic in terms of everyday things
WORD FOCUS
ni
like money, time, health, education,
To influence people means
to change how they think or relationships. For example, a
ar
or act. disadvantage of flying around
the globe in 60 minutes might be
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that it is too expensive for most
people to afford (money). Another
disadvantage might be that people
c
would experience terrible jet lag (time
and health). Review students’ ideas
i
ph
as a class and write the advantages
and disadvantages on the board.
Finish by having a class vote on the
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best ones.
• Have students discuss the final task
g

eo
Then have groups summarize their

discussions for the class. Optionally,
have both groups (students who
lG
would like to travel to Mars and

students who wouldn’t) come up with
a slogan to persuade people to visit
na
the Red Planet or stay on Earth. Have

them share and explain their slogans.
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F • As a class, elicit some ways that

99
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people travel long distances, such

as by train or by plane. Then elicit
N
negative views about traveling long

Video Strategy: Vocabulary Focus distances using these methods
of transportation. Write these on
Most videos are not written specifically to be used in language classrooms. As a result,
they may include words that students do not know and offer an opportunity for students to the board. Finally, have students
broaden their vocabularies. Have students watch all or part of a video and say pause when complete the exercise while you
they hear a word that is unfamiliar. If you feel the word is likely to be useful for students— monitor and facilitate.
for example, if it is a word that is commonly used in both speaking and writing—give
students an opportunity to understand it from context by watching that section of the video
again. Then elicit ideas about the word’s meaning and, if necessary, define it and explain
how it is used.

UNIT
8
UNI T
Unit Theme
Competition is an underlying theme in
8 Competition
many of the stories we see every day in
the news: politicians compete to gain
votes and win elections; businesses
compete to win customers and get
a larger share of the market; actors,
singers, and musicians compete to win
awards; and millions of athletes around
the world, both professional and amateur,
compete to win races, games, and
other competitions. Some people face
more personal challenges including,
sometimes, the need to compete against
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their own bodies or minds or the need to
compete against what society expects.
ni
Soccer fans react to
Unit Overview
ar
a World Cup game
In this unit, students explore various in Berlin, Germany.
aspects of competition, especially
Le
competition in the context of sports.
Lesson A discusses playing and
doing sports, and introduces tag
c
questions. Lesson B focuses on types
i
ph
of competitors and explores questions
related to women in sports. Lesson C
explores skills that help people succeed
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in a variety of competitive situations and

introduces adjective clauses. Lesson D
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explores the unusual idea that sometimes

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sports teams benefit from losing.

Lesson E looks at competition through
the context of comparison. Finally, the
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Video Journal features an inspiring and

heartwarming talk by Minda Dentler,
who shows that people can overcome
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any kind of challenge if their hearts and

minds are strong enough.
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100
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N

• Talk about Playing and Doing Sports Tag Questions Sports Listening for General
• Discuss Types of Competitors He’s very competitive, Sports Skills Understanding and
isn’t he? Specific Information
• Talk about Useful Skills
Adjective Clauses 2 A Radio Interview:
• Discuss Winning and Losing Running a Marathon
There are other
• Compare or Contrast Two Topics
players who are
better.
100 UNIT 8: Competition SAMPLE COPY, NOT FOR DISTRIBUTION

Look at the photo and 1 What do you think has just 2 Why are so many people
answer the questions: happened? interested in sports
events? About the Photo
This photo was taken on June 27th, 2018
near the Brandenburg Gate in Berlin,
Germany. At the time the photo was taken,
the German soccer team was playing a
World Cup match against South Korea.
Since the first World Cup competition in
1930, German teams have been among
the best in history. On this day, however,
the South Koreans won the match, which
forced Germany out of the competition
and caused the team’s supporters to react
with shock and sadness.
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• Elicit the meaning of competition and
examples of different kinds, such as in
sports, politics, and school. Have students
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share the types of competition they have
experienced.
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• Discuss the first question as a class.
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Then, if you wish, ask students to share
what, if anything, they know or remember
about this event. You may also choose
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to share information about the photo.
i Optionally, elicit or explain the meaning

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of a neutral observer and an underdog
and have a class discussion about how
people from different countries might
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have reacted when South Korea beat

UNIT 8 GOALS Germany in this soccer match.
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Have students work in groups to discuss

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•
A. Talk about Playing and Doing Sports
the second question. Monitor and assist
B. Discuss Types of Competitors
while they are working. Then have groups
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C. Talk about Useful Skills share their thoughts with the class.
D. Discuss Winning and Losing • Optionally, have a class discussion
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about how strongly people in different

E. Compare or Contrast Two Topics countries react to international sporting
competitions like the World Cup or the
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Olympic Games, and why.

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Call on students to read the unit goals
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elicit or explain as necessary.

Discussing Competition When Losing Means Writing a Compare What I Learned When I Conquered
Comparing and Contrasting Winning and Contrast Text the World’s Toughest Triathlon
Two Topics In this TED Talk, Minda Dentler
Intonation and Emphasis to describes the personal challenges
Express Attitude of a triathlon competition.

LESSON
A
D
A GOAL Talk about Playing and Doing Sports
A Read the text. Complete each definition with a blue word.
• As a warm-up, have students look
at the photo and read the caption. The sports industry is one of the largest However, the big money comes from
As a class, discuss what students industries in the world. Billions of people enjoy professional sports. All over the world, people pay
it. For example, they might like playing tennis, or to watch sporting events like the Olympics. Part
either know or can imagine about
going skiing, or doing yoga. They buy equipment of the reason why sports are popular is because
underwater hockey. Then ask
to do these activities in order to become fit and of the drama. In order for a competitor or team to
students to share what they know develop strong muscles. win a game or a championship, another person
about any other unusual sports. If or team must lose. Winning brings happiness, but
students have little to say, you may failure brings disappointment.
wish to share details about any such Because sports are such big business, TV
sports that you know (see For Your companies pay a lot of money to show them.
Information). In the US, for instance, the National Football
League receives around $7.5 billion each year for
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TV rights. And in some sports, such as soccer,
For Your Information:
companies pay millions to put their name and
Unusual Sports logo on a team’s uniform. Individual athletes get
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Some unusual sports that are huge money, too. The very best players—the
played around the world include ones who conquer everyone else to become
the following: cycleball (soccer on
ar
champions—can make many millions of dollars a
bicycles with players having to use year. Unfortunately, few people have the talent or
their bikes, not their feet, to move the skills to play at this level.
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ball); quidditch (a modified version of
the sport imagined by JK Rowling); Team members of
1. Athletes are people who are good at sports and participate in them.
toe wrestling (like arm wrestling, but the HK Typhoon
using toes); unicycle basketball; and underwater hockey Failure
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2. is a situation in which a person loses or does not succeed.
club practice
extreme sitting (doing tricks with a 3. Muscles allow body parts to move.
special stool and then landing on it
playing in Hong
i
ph
Kong. league
4. A is a group of teams that compete against each other
while sitting).
regularly.
5. Champions are people or teams that win a competition.
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A • Have students complete the exercise competitor

6. A is somebody who takes part in a sporting event and
while you monitor and assist. Review tries hard to win.
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the answers as a class. 7. A championship is a competition to find the best team or player.
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• Write the Word Bank expressions on 8. Sports events are games, races, or other competitions that
the board or dictate them to students. people attend.
Then elicit or explain what each word 9. Professional describes sports that are a business, or people who get
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means and what part of speech it is. paid to play.

10. To conquer something is to try hard until you succeed.
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Word Bank: People in Sports B Expand your vocabulary by learning the verb form of champion, competitor, and
amateur: a person who does not get failure, and the adjective forms of competitor and athlete.
paid to play a sport Verb forms: champion, compete, fail
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Adjective forms: competitive, athletic

head coach: a person who is in
charge of training a sports team 102 Unit 8
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free agent: a professional athlete

who has not signed a contract to
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play with a team

B • To maximize communication, have make a sentence using the word.
MVP: the most valuable player in a
sports league or championship students complete the exercise with Provide constructive feedback after
each sentence.
referee/umpire: a person who makes a partner. Allow students to use
sure players follow the rules of a sport dictionaries if you wish. Then review
rookie: somebody in his or her first the answers as a class. Optionally,
season playing a sport also ask students to find the verb
substitute: a player who replaces forms of the following: substitute,
another player in the middle of a trainer, coach, referee, and umpire.
game
• Practice the vocabulary from
trainer: a person who helps athletes
exercises A and B with a drill: call on
develop their strength and skills
a student by name and say one of
veteran: a experienced athlete who
the words, specifying noun or verb
has played a sport for many years
form if necessary. Have that student

Grammar
Tag Questions Grammar

Use tag questions to check information or confirm an opinion. Add He’s very competitive. • Have students read the information.
a tag to turn a statement into a yes / no question. ➝ He’s very competitive, isn’t he?
If the main part of the sentence does not have an auxiliary verb, You like playing soccer. Then have them close their books
the question tag uses an appropriate form of do. ➝ You like playing soccer, don’t you? and ask some concept-checking
tag questions to test students’
For positive statements, add a negative tag. For negative They’re very athletic, aren’t they?
statements, add a positive tag. I probably won’t win, will I? understanding of the structure. For
example, Tag questions end with
A: You don’t like golf, do you?
To avoid confusion, don’t answer tag questions with just “Yes” or
B: Yes. B: Actually, yes, I do.
a pronoun, don’t they? Answering
“No.” Instead, answer with a full sentence. tag questions with just “yes” or “no”
C: No. C: No, you’re right, I don’t.
could cause confusion, couldn’t it?
Use rising intonation with tag questions when you are not sure if the They can’t win, can they? (unsure)
answer will be yes or no. Use falling intonation when you are sure
You may choose to direct students to
(or fairly sure) what the answer will be. He’s playing well, isn’t he? (sure) the grammar reference in the back
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C Circle the correct tags. In pairs, take turns asking and answering the questions. review and practice.
1. You were a professional tennis player, have / haven’t / were / weren’t you?
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2. You have never won a world championship, are / aren’t / have / haven’t you? while you monitor and assist. While
3. You enjoy watching sports events on TV, can / can’t / do / don’t you? students are asking and answering
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4. Most athletes should have big muscles, will / won’t / should / shouldn’t they? the questions, provide guidance on
5. Sports leagues can make a lot of money, do / don’t / can / can’t they? intonation as needed.
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• Optionally, provide additional
information about tag questions
GOAL CHECK Talk about Playing and Doing Sports (see Grammar: Tag Questions) and
c
Complete the steps.
have students do the Grammar
i Practice exercise.
ph
1. Read the information in the box about using play, go, and do, and underline
examples in A.
2. Complete the tag questions below in your own words.
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3. Interview other students using your questions. Count how many

Use play for ball sports (e.g., GOAL CHECK
play soccer) or some types
positive and negative answers you get for each question.
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of games (e.g., play video

• You won’t go later, will you? games). Use go for most -ing
• Have students complete the first step
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• You don’t do , do you? activities (e.g., go swimming). and review the answers. Then have
• You like playing ? Use do for individual students complete the second step
activities that have no ball while you monitor and assist. Finally,
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• You know how to play ?

• You’re pretty good at ?
(e.g., do karate). have students complete the third
step while you monitor and facilitate
and/or participate in the exercise.
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Competition 103
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Grammar: Tag Questions Grammar Practice: Tag Questions

If a speaker is unsure of the answer to a Divide the class into teams. Say a tag,
question or wants to get another person such as don’t they? or can you?, and
to talk about himself or herself, it is have teams compete to be the first to
possible to use a positive tag question write a grammatically correct question
with rising intonation at the end of a using that tag. The first team to raise their
positive statement. For example, So, hands gets a chance to read their tag
you’re a professional soccer player, question aloud. If it is correctly formed
are you? In informal situations, right? or (and spoken with natural intonation), the
yeah? can be used as a question tag. For team gets a point; if not, another team
example, You’re playing tonight, right? Or gets a chance. Repeat until one team has
The game’ll finish around 6 p.m., yeah? scored 10 points (or whichever winning
score seems appropriate).

LESSON
B
D
B GOAL Discuss Types of Competitors
Listening
Listening
A You will hear a successful athlete being interviewed on a sports radio station.
• As a warm-up, have students work Before listening, discuss these questions in small groups.
in groups to answer the following 1. Is the interviewer more likely to be a man or a woman? Why?
questions about the photo: Do many 2. Is the successful athlete probably a man or a woman? Why?
women in your country do this sport?
B 38 Listen to the interview. Check your answers in A.
Why? What might her relatives, her
friends, her coworkers, or a typical C 38 Listen to the interview again. Who makes each point? Check (✓) the
person from your country say to this correct box.
woman? 1. In sports, men are generally faster and ✓ interviewer athlete
stronger than women.
A • Have students complete the exercise ✓ athlete
2. Men are sometimes faster than women, interviewer
while you monitor and facilitate. but they are not stronger.
3. Coaches support female athletes less than interviewer ✓ athlete
B • Explain the Listening Strategy to
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they support male ones.
students. Then have them complete ✓ athlete
4. People expect female athletes to stop interviewer
the exercise and review the answers. doing sports after they marry.
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5. Female athletes compete against society interviewer ✓ athlete
Listening Strategy: Listening as well as other athletes.
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Objectively 6. Life is more challenging for women who ✓ interviewer athlete
It is natural for people to react are professional athletes.
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emotionally to what they hear. But,
this reaction can make it harder for
students to comprehend what they A boxer trains in Ankara, Turkey.
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hear. Emotional responses to what
is said affects their ability to listen
i
ph
because they have started to think
about what to say or do in response.
As a result, the ability to listen
objectively—that is, to listen without
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reacting—is a valuable skill that

will serve students both inside and
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outside of the language classroom.

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Luckily, this is a relatively easy skill to

develop with a little practice because
it is one that students can practice
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when listening to any language.
C • Elicit or explain the ideas in the Note-

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Taking Strategy. Then have students

listen, take notes, and complete the
exercise. Review the answers as
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a class.
104 Unit 8
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Note-Taking Strategy: Noting Who

Said What
When listening to conversations or
interviews, it is often important for students
to be able to remember who said what.
There are several note-taking strategies
students can use to achieve this. One
effective idea is to indent one person’s
responses to another person’s questions.
Another effective idea is using abbreviated
labels, such as M: for male speaker, S2: for
second speaker, or GB: for Grace Bekele,
to denote who said what.

D In groups, discuss the opinions from C. Decide and write if each opinion is often
true, sometimes true, or rarely true. Then, share your views with another group
and explain why you assigned each opinion to that category. D • Have students complete the exercise
True Sometimes True Rarely True Optionally, have groups come up
with one more opinion similar to
those in Exercise C and discuss
which category it fits best. Then have
groups share their new opinion with
the class and ask other students
to guess the category to which the
PRONUNCIATION: Use Intonation and Emphasis to Express Attitude group added it, and explain why.
To express attitude or an opinion about something, you can use intonation and / or emphasis.
Really? (rising intonation can suggest that you are surprised) Pronunciation
REALLY? (falling intonation and emphasis can suggest that you are angry)
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•
Really? (falling intonation can suggest that you don’t believe someone)
aloud. Then have students repeat
the examples, at first as a class, and
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E 39 Listen to some excerpts from the interview. How does the speaker feel? WORD FOCUS then individually.
1. pleased surprised ✓ irritated If a person is
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2. ✓ proud happy excited
apologetic, he or E • Have students complete the exercise.
she is sorry about
3. doubtful ✓ apologetic confident something. Review the answers as a class,
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✓ impressed
eliciting what clues helped students
4. worried confused
understand the answers.
F In groups, take turns choosing one of the attitudes in E and saying something
about competition or competitors using intonation or emphasis to show it. Can F • To help students understand the
c
your classmates guess what attitude you chose? task, present a couple of models for
i them and elicit the attitudes you were

ph
presenting. For example, you might
GOAL CHECK Discuss Types of Competitors model irritation by saying, There are
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Discuss each question below in a different group. Support your opinions with too many sports shows on TV in my
reasons, details, and examples. Use intonation and emphasis to express your opinion. You might model happiness
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attitude.
by saying, My team finally won! Then
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1. How true is it that tall people are better at basketball than short people? have students complete the exercise
2. How true is it that men are better at playing video games than women? while you monitor and facilitate. If
3. How true is it that young people are better at sports than older people? students are struggling to think of
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4. How true is it that the best athletes make the most money from sports? ideas related to competition, perhaps
let them talk about other topics.
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GOAL CHECK
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Competition 105
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• Elicit that students should discuss

each question in a different group. If
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you have a large class, you may wish

Expansion Activity to give explicit instructions about this
Teaching Tip: Grouping Students aspect of the exercise (see Teaching
Exercises that require students to join Assign students to work in groups. Tell
them that they are going to open a boxing Tip). Then have students complete
multiple groups can be difficult to
gym only for women. Have them come up the exercise while you monitor and
manage. It is often good practice to give
clear instructions to minimize the chaos with a name for their business as well as facilitate. Sum up the task by asking
that can happen if students are not sure a list of the top five services it will provide students a variety of questions
where to go or what to do. Some simple to its customers. Monitor and facilitate about the discussion, such as What
but effective options include: grouping while students are working. Then call on is one opinion you heard that you
students by birth month, alphabetically groups to share their ideas with the class.
Encourage other students to ask questions
agreed with? Did you hear anything
by first or last name, by number of surprising? What is one thing you
siblings, by favorite animal, and so on. or express opinions. Then, as a class, vote
on the best business name and the best learned?
list of services.
• Optionally, have students do the
Expansion Activity.

LESSON
C
C GOAL Talk about Useful Skills
Language Expansion: Sports Skills
Language Expansion: A Complete each definition below with a word from the box. Then decide whether
Sports Skills balance
commitment
they are physical skills or mental skills.
1. Leadership is guiding a group of people or an organization.
communication
• As a warm-up, dictate these ages: Stamina mental
leadership 2. is having enough energy to move or run for a long time.
1, 4, 10, 16, 21, 30, 50, and 76. Then Strength physical
speed 3. is having powerful muscles and being physically strong.
have students work in pairs to come physical
stamina 4. Speed is how fast something moves, or the ability to move quickly.
up with at least one skill that would physical
strength Balance
be useful for people at each age. 5. is not falling over while you are running or jumping.
physical
teamwork
For example, being able to walk is a 6. Communication is talking in a way that helps others understand you.
mental
useful skill for a one-year-old child. 7. Commitment is working hard at something in order to be successful.
Monitor and facilitate while students mental
8. Teamwork is working with others, including coaches, to be successful.
are working. Then have students mental
WORD FOCUS B In small groups, make a list of other physical or mental skills that are useful
share their skills and their reasons
A coach helps for sports.
with the class or in groups.
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athletes to improve
their skills.
C 40 In pairs, complete the conversation with words from A. Then listen and
A • Have students complete the exercise. A captain leads a check your answers.
Review the answers by having sports team.
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Coach: I’d like you to be our new team captain, Sam. What do you say?
students read each description (that)
aloud. Encourage discussion if there
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Sam: Me? Why? There are other players who are better. For example, I don’t
SPEAKING STRATEGY speed strength
are differences of opinion. have much (1) or (2) . Alex
Use which to sound and Chris are both faster than me, and there are several people who
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more formal when you
B • Have students complete the exercise are adding additional
are stronger than me. (that)
while you monitor and facilitate. Write information. Coach: Well, perhaps, but you have excellent (3) stamina . Nobody
the skills that students come up with can keep running and running like you do. Your balance and teamwork
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on the board. If any of the Word are good too.
Bank expressions are missing from
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Sam: I guess, but...
the board, add them, and elicit or (that)
Coach: Plus, you have several skills which are really important for a
explain what each expression means leadership
captain. For one thing, your (4) is very good.
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and whether it is mainly a physical Everybody trusts you to make the right decisions. Moreover, your
or mental skill. (5) communication skills are great, too. When you give advice,
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• Optionally, elicit what uncountable people listen. Finally, and most importantly, there’s nobody on the
team with as much (6) commitment
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nouns are, how they differ from to winning as you. In fact,

countable nouns, and whether I’ve never coached anyone that is such a competitor.
all or just some of the words from (who)
Sam: Wow! Thanks, Coach. I really appreciate it. And yes, I’d love to be
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exercises A and B are uncountable. captain!
C • Draw students’ attention to the two

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Word Focus expressions. Then have

students complete the exercise. After
students have listened, review the
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answers as a class.
106 Unit 8
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Word Bank: More Sports Skills

A person who has discipline is good at controlling his or her behavior.
A person with power can use their strength to perform an action quickly.
A person with self-motivation will push himself or herself to get better.
A person with speed can do something, such as move or jump, quickly.
Endurance is the ability to keep doing something for a long time.
If a person has agility, he or she is good at moving quickly and smoothly.
People with good flexibility can bend and move their bodies easily.
Somebody with self-confidence has a positive view of himself or herself.

Grammar
Adjective Clauses 2 Grammar

Look at these two sentences: • Have students close their books.
There are other players. They are better.
Write the following on the board:
Notice how the second sentence gives more information about the noun (players) in the first sentence. This is
because it explains which “players” the speaker is talking about. There are many sports. They are
In cases like this, use an adjective clause starting with a relative pronoun, like who, which, or that, to join the popular in this country. Elicit ways
sentences. This will make your speaking and writing seem more natural: to combine these two sentences:
There are other players who are better. There are many popular sports in this
country. And There are many sports
D In pairs, complete the tasks. that are popular in this country.
1. Underline the adjective clauses in the conversation in C. Discuss if another Write them on the board. When the
word like who, which, or that would be possible in each case. second example is on the board,
2. Practice the conversation in C. Switch roles and practice again. have students read the grammar
What’s your
What’s your information. Then discuss which
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E Complete these sentences in your own words. Then, in groups, share your
sentences and take turns asking questions to find out more.
friend’s name?
friend’s name? example on the board matches the
information.
1. I have a good friend who .
• Answer any questions students
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Why do
Why do you
you
2. I like doing activities that . like these
like these kinds
kinds
of activities?
of activities?
may have about the grammar. Then
3. I used to enjoy doing things which .
summarize anything that has not
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4. I dislike playing sports with people that . been discussed (see Grammar:
Adjective Clauses 2). You may
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GOAL CHECK Talk about Useful Skills My list
My list of
of skills
skills includes
includes
strength, speed,...
strength, speed,... grammar reference in the back of the
1. Think of two activities. They can be sports or things you do in your daily
c
life. Make a list of skills that are useful for each activity.
Is playing
Is playing soccer
soccer and practice.
2. In small groups, take turns sharing your lists. Can your team members
i the activity
the activity you
you
ph
guess which activities you have in mind? have in
have in mind?
mind?
D • Have students complete the first task
3. After you have all shared your lists, discuss which skills are the most useful while you monitor and facilitate. Then
in your daily life, and why.
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Not soccer,
Not soccer, no,
no, but
but
it’s aa similar
it’s similar sport.
sport.
have students complete the second
task. Optionally, have students make
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a few changes to the conversation

Surfers need physical
using some of the words they learned
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strength and balance to be

successful at their sport. from the Word Bank. Call on several
pairs to act out their conversations in
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front of the class.

E • Have students complete the first part
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of the exercise while you monitor and

assist. Then have them share their
sentences in groups. Make a note
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of students who wrote especially

Competition 107
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good sentences and give feedback

about some of these at the end of the
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exercise.
• Have students do the Grammar
Grammar: Adjective Clauses 2 Grammar Practice: Adjective
Clauses 2 Practice exercise for some additional
There are two main kinds of adjective
clauses, which are also called relative practice with adjective clauses.
Divide students into two teams and have
clauses. Defining, or restrictive, clauses them take turns asking two yes or no
give essential information about something questions to discover what sport the other
or somebody. The examples in Lesson C team is thinking about. Explain that the first GOAL CHECK
are defining relative clauses. Non-defining, question must include an adjective clause.
or non-restrictive, clauses give additional For example, instead of asking, Does it have • Have students complete the tasks
but non-essential information about a ball?, students must ask, Is it a sport that while you monitor, assist, facilitate,
something or somebody. For example, has a ball?. If a team correctly guesses,
Soccer, which some people say was
and/or participate, as appropriate.
it gets one point. If not, the other team
invented in England, is the most popular takes its turn. Continue until one team has
sport in the world. Non-defining relative ten points (or whatever score you feel is
clauses should be written with a comma appropriate).
before and after them.

LESSON
D
D GOAL Discuss Winning and Losing
Reading Reading
When Losing
• As a warm-up, have students work
A MY WORLD In pairs, share a time when you won
something. What happened? How do you feel about it now? Means Winning
in groups. Ask them to look at the B Read the title of the text. In small groups, discuss how In sports, we expect that athletes and
photo and discuss these questions: losing could mean winning. teams will play to win. In most cases,
Who is going to win, and why? C Read the text. Complete each statement with a phrase this is true. In unusual cases, however,
How is the photo relevant to the from the box. trying to lose may be better. Take the
theme of the unit? Why has chess soccer World Cup in 2018. England
about losing the game across North America from 2012 to 2015 had to play Belgium. The team that won
remained popular for about 1,500 in the draft to other teams within the rules would stay in the competition, but would
years? Monitor and facilitate while play great teams like Brazil or France in
students are discussing. Then ask for 1. England’s players probably did not feel too future games. The team that lost would
volunteers to share what their group disappointed about losing the game
. also stay in the competition, but would
discussed. 2. Tanking is something that happens in sports leagues play less famous teams like Denmark
across North America
.
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A • Have students complete the exercise 3. A team that loses many games can get great players
while you monitor and facilitate. in the draft .
Optionally, call on volunteers to share 4. The Chicago Cubs baseball team lost many games
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what their partner told them. from 2012 to 2015.
5. Some fans do not like their team tanking, but doing it is
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B • Have students complete the within the rules .
exercise. It may help them to 6. One way for teams to tank is for owners to trade
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imagine “losing” and “winning” as players to other teams .
loosely as something like making D In pairs, discuss what parts of the text most surprised you
mistakes and achieving success, and interested you.
c
respectively. Then, as a class, come
up with alternative expressions that GOAL CHECK
i
ph
follow the same pattern as the title In small groups, read and discuss the quotations about
(When means [antonym]), winning and losing. What does each quotation mean? How
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such as when going means staying true do you think each quotation is?
or when spending means saving. 1. “A champion is afraid of losing. Everyone else is afraid
of winning.”—Billie Jean King, former tennis player
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Elicit supporting examples for each

2. “Losing feels worse than winning feels good.”—Vin
alternative.
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Scully, former baseball broadcaster

C • Have students read the instructions 3. “There are more important things in life than winning or
losing a game.”—Lionel Messi, soccer player
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and the statements. Explain that they

4. “Winning is a habit. Unfortunately, so is losing.”
will need to scan the text in order —Vince Lombardi, former American football coach
to find key words, such as England
5. “Winning is great, sure, but if you are really going to do
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(Statement 1) or tanking (Statement 2). something in life, the secret is learning how to lose.”
Go over the Reading Strategy with —Wilma Rudolph, former sprinter
students and have them practice
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it to complete statements 1 and 2.

108 Unit 8
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exercise. Review the answers as a
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class and discuss whether students

found the strategy helpful or not, and
why. Also discuss situations in which Reading Strategy: Scanning
students might practice using it Students often need to scan a text for key words in order to find information or answer
again. questions. One problem when scanning is that students may sometimes find themselves
reading the text closely instead of scanning over it because the brain naturally wants to
understand what is being read. A trick that can help minimize this problem is for students
to scan each paragraph from the bottom to the top or from right to left. Because the words
make less sense in this order, it is easier for students to focus on scanning and not end up
reading too closely.

or Sweden. In other words, the losing team would When a team tries to lose often in order to
have easier games and have more chances to win draft great players, it is called “tanking.” This
the whole competition. In the end, Belgium won is sometimes unpopular with fans, but it is not D • Have students complete the exercise
the game. But for England, losing did not feel like against the rules. Still, how do teams actually do while you monitor and facilitate.
failure: The team easily reached the semi-final, the it? Trading players is a common way. A tanking
country’s best result in almost 30 years. team can trade its best players to other teams. In
Optionally, have them do it as a class
return, it can get extra draft picks. This has two discussion rather than in pairs.
In some North American sports leagues, losing
benefits. First, the tanking team is more likely to
can also mean winning. However, unlike the example
lose because it no longer has its best players.
of England and Belgium, in these leagues, a team
must lose many games in some years in order to win
Second, when the draft happens, the team can
use the extra picks to get even more great young GOAL CHECK
in future years. The reason for this strange situation
players. In this way, a tanking team can go from
is something called a draft. Each year, every team
gets a chance to add the best young players from
worst to first in just a few years. • Have students complete the exercise.
around the country. Teams with very bad records While they are discussing, monitor
get the first chances to pick players, and teams with and facilitate. Also make a note of
good records get the last chances. So losing a lot any students who express interesting
gives a team a good chance to draft a great young
player.
ideas. At the end of the discussion,
ng
encourage these students to share
Why is drafting players important? Well, a
team that can add several top players can improve
• Optionally, have students do the
ni
a lot very quickly. The team might even become
good enough to win a championship. That sounds Expansion Activity.
surprising, but it has happened many times. In
ar
baseball, for example, the Chicago Cubs and
Expansion Activity
Houston Astros were bad teams for years.
Assign students to work in different
Le
They lost game after game. Losing let both
teams draft many young players. These new groups than their groups from the
players were very good. They were so good, Goal Check. Have groups search
in fact, that the Cubs won the baseball for a quotation related to winning
c
World Series in 2016. Then, just one year and/or losing that they feel has an
later, the Astros won it.
i important message. If possible,

ph
students should also find a photo of
the person who originally spoke the
words. If your classroom situation
ra
makes it impossible for students to

search online, you could allow them
to explain a saying that they know or
g
even make up a quotation. Monitor

eo
and facilitate while students are

working. Then have groups share
their quotation or saying with the
lG
class. Discuss the meaning each

time. After all groups have shared
their quotations, have students
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vote on which one they found most

powerful or meaningful, and why.
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Competition 109
at
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LESSON
E
E GOAL Compare or Contrast Two Topics
A Make a list of six sports you know. Rank them in order of how much you like
• As a warm-up, elicit the names of them. Then, complete the tasks.
the sports that the equipment in 1. Find someone whose top sport is the same as yours. Discuss why you like this
the photo is used for. If students sport so much.
are interested, discuss what they 2. Find someone whose least favorite sport is the same as yours. Discuss what
know about each sport as a class. you dislike about this sport and why.
Then dictate and elicit or explain the 3. Find someone whose list includes a sport that you don’t know much about.
Ask questions about the rules of this sport.
meaning of the following expressions:
to ace something, such as a test; B In groups, share your lists of sports from A. Then, discuss the questions. Support
to have a game plan; to be above your opinions with reasons, details, and examples.
or below par; to throw somebody 1. Which sports on your list are
a curve; to be a slam dunk; to interesting to play, and which
drop the gloves; to kick something are interesting to watch?
ng
off. Finally, have students discuss 2. Which sports are better for
taller people, and which are
in groups which idiom probably
more suitable for shorter
derives from which sport while you
ni
people?
monitor and facilitate. Then review 3. Which sports on your list are
the answers: (in the same order as
ar
the easiest to play, and
the expressions) tennis, (American) which are the hardest?
football, golf, baseball, basketball,
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ice hockey, soccer. Writing
• Optionally, have students share
WRITING SKILL: Comparing and Contrasting
with the class other sports-related
c
idioms they know—either English One common type of writing task is to compare and contrast two subjects, such as the
i benefits of doing team sports or individual sports. You can organize this type of writing in
ph
expressions or ones translated from two ways.
their native languages.
Organize by Point Organize by Subject
ra
A • Monitor and assist while students You need two or three paragraphs—one You need two paragraphs—one for each
for each point you will focus on. Each of the subjects you are comparing. Each
are writing their lists. Then elicit paragraph: paragraph explains how a few points
g
questions students could ask when • explains how one point relates to (usually no more than three) relate to one
completing the tasks, such as What subject one. of your two subjects.
eo
• explains how this the same point relates

is your favorite sport? Are the rules to subject two.
similar to those of soccer? Monitor
lG
Conclusion
and facilitate while students are In a separate, final paragraph, you need to add a conclusion that states which of the two
completing the tasks, or participate subjects you think is better.
yourself.
na
B • Elicit language students could use to

give supporting reasons, details, and
io
examples. Write any examples on the

110 Unit 8
board. Then have students complete
at
the exercise while you monitor and

N
facilitate.
Writing Teaching Tip: Writing a Functional Outline

Writing model paragraphs on the board is a great way to help students see the process of
• Have students read the information writing in action. Unfortunately, it can take too much time to do regularly. One solution is
and give them an opportunity to to write just a “functional outline.” This is an outline that explains only what each sentence
ask questions. Then write a would do (that is, its function). For example, Paragraph 1: Sentence 1 – introduce the
subject; Sentence 2 – make a point about the subject; Sentence 3 – support the previous
“functional outline” for a piece
point; and so on.
of writing that uses subject
organization (see Teaching Tip).

C Read the compare and contrast text. In pairs, discuss how it is organized: by
point or by subject. Then, work together to rewrite the piece using the other kind
of organization. The text is organized by point. C • Have students complete the first
part of the exercise. Then as a
class, rewrite the first paragraph of
Doing Team Sports or Individual Sports
the text using subject organization.
Playing sports is often a good way to make friends. People who play
team sports can become good friends with the other players on their
Elicit or show how students can use
team. For example, they can become friendly when they practice or play the sentences from the original text
games, or if they go out together after practice. In contrast, people who play in the rewritten text. For example,
individual sports have fewer opportunities to make friends because they the first three sentences from the
play alone. first and second paragraphs in the
Playing sports is also a good way to become fit and healthy. For most
original could be combined without
team sports, players need to run, jump, throw or hit a ball, and so on. These
kinds of activities are good for people’s bodies. In terms of health and
any changes to make a new first
fitness, individual sports are about the same as team sports. Players usually paragraph. Finally, either continue
do the same things: running, jumping, and throwing or hitting a ball. rewriting the text as a class or have
ng
In conclusion, both team sports and individual sports have good points. students work in groups to complete
On the whole, though, I think team sports are the better option for most it while you monitor and facilitate.
people because of the social benefits they offer.
ni
D • Have students complete the first
part of the exercise and review the
ar
D Read the text again. In pairs, underline examples of compare and contrast answers as a class. Then have them
language. Then, make a list of other useful language for comparing and
complete the second part. Optionally,
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contrasting. Share your list with another pair.
elicit additional useful expressions
E Choose one of these topics and write a compare and contrast text. When you and write them on the board.
have finished, share your texts in pairs. Discuss which topics you chose, how you
c
chose to organize your responses, and which compare and contrast expressions E • Have students complete the exercise
you used.
i while you monitor and facilitate.

ph
a. Compare and contrast two sports that are popular in your country. Optionally, finish by giving feedback
b. Compare and contrast watching sports with playing sports. about examples of excellent
language use that you noted.
ra
c. Compare and contrast the benefits of two ways of doing something.

d. Compare and contrast two kinds of entertainment that many people like.
g
GOAL CHECK
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GOAL CHECK Compare or Contrast Two Topics • As a class, discuss what students
lG
In groups, discuss which will be more popular in the future, and why: traditional already know about eSports. If
sports or eSports (video game competitions in which many players take part). When
you have finished, share your ideas and reasons with the class.
any students have taken part in
eSports events, ask them to share
na
their experiences. Then elicit that

popular could mean one of three
io
things: popular to play, to watch on

a screen, or to watch live. Finally,
Competition 111
at
have students discuss their answers

to the question according to all three
N
of these meanings of popular while

you monitor and facilitate. Finish by
asking for volunteers to share their
ideas and reasons with the class.

VIDEO JOURNAL
Video Journal
About the Video WHAT I LEARNED WHEN I CONQUERED

In this powerful TED Talk, Minda Dentler THE WORLD’S TOUGHEST TRIATHLON
describes competing in Ironman triathlon
events in 2012 and 2013. She also talks
about growing up in India and the US, A You
A You are
are going
going to
to watch
watch aa TED
TED TalkTalk by
by Minda
Minda
Dentler about
Dentler about taking
taking part
part in
in aa triathlon.
triathlon. Discuss
Discuss
and explains how a childhood illness
these questions
these questions inin groups.
groups.
affected her life in both positive and
1. Read
1. Read Dentler’s idea worth
Dentler’s idea worth spreading.
spreading. What
What
negative ways. She ends by discussing do you
do you think
think itit means?
means?
ng
her new challenge—fighting to get rid
2. Do
2. Do you
you think
think Dentler’s
Dentler’s biggest
biggest challenge
challenge was
was
of this same disease—and suggests physical or
physical or mental?
mental? Why?
Why?
that everyone can and should challenge
ni
B Watch
B Watch the
the first
first part
part of
of the
the TED
TED Talk
Talk and
and take
take
themselves to achieve something notes. Then,
notes. Then, inin pairs,
pairs, complete
complete the
the information
information
amazing.
ar
with numbers
with numbers from
from the
the box.
box.
• As a warm-up, remind students of the
Le
title of the TED Talk from Unit 5: Three 2.4
2.4 10.5
10.5 15
15 17
17 26.2
26.2
Things I Learned While My Plane 28
28 34
34 98
98 112
112 140.6
140.6
Crashed. As a class, discuss how the

two titles are similar and different. 1. The
1. The climb
climb to
to the
the town
town of
of Hawi
Hawi is
is aa distance
distance
c
of
of 15 miles.
miles.
• Optionally, elicit several similar titles
i
ph
related to the unit theme, such as 2. The
2. The temperature
temperature on
on race
race day
day
was
was 98 degrees
degrees Fahrenheit.
Fahrenheit.
Things I Learned from Playing Sports,
3. Dentler’s
3. Dentler’s age
age was
was 34 when
when she
she first
first
and write these on the board. Choose
ra
competed in
competed in an
an Ironman
Ironman competition.
competition.
one of these titles and give a short
4. The
4. The distance
distance of
of the
the swim
swim in
in the
the Kona
Kona
model talk in response. Then ask for is 2.4
g
Ironman is
Ironman miles.
miles.
volunteers to do the same.
5. After
5. After swimming,
swimming, Minda
Minda had
had to
to hand
hand cycle
cycle
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another
another 112 miles.
miles.
6. Finally,
6. Finally, she
she had
had to
to run
run aa marathon,
marathon, aa
distance of
distance of 26.2 miles.miles.
lG
Then, as a class, call on groups to

7. In
7. In total,
total, Dentler
Dentler had
had to travel 140.6 miles
to travel miles
summarize their responses to the using just
using just her
her arms.
arms.
questions.
na
8. She
8. She had
had to
to complete
complete the
the total
total distance
distance in
in
17 hours or
hours or less.
less.
B • Have students read the instructions,
numbers, and incomplete sentences.
io
Ask concept-checking questions

112
112
to ensure students know what to
at
do and that two of the numbers are

N
not needed.
• Some students may not know how
to say decimal fractions, so elicit or For Your Information: US Measurement System
explain how to say them. You may The US system of measurements is called US customary units. This differs from the metric
also wish to elicit or explain how to system in a number of ways. In the US, long distances are usually measured in miles, while
say more precise decimals, such the metric system uses kilometers. One mile is 1.61 kilometers and one kilometer is 0.62 miles.
as twenty-six point two one eight for In the US, temperatures are usually measured in degrees Fahrenheit from a baseline of 32°.
The metric system uses Celsius and a baseline of 0°. If the temperature rises one degree
26.218. Optionally, help students
Fahrenheit, it goes up 0.555 degrees Celsius. If the temperature falls one degree Celsius, it
convert US measurements to metric drops 1.8 degrees Fahrenheit.
ones (see For Your Information).
• Have students predict which number
matches each statement. Then play
the first segment of the video and
have them complete the exercise.
Play the video segment again and

C Predict
C Predict the
the order
order in
in which
which Dentler
Dentler discusses
discusses 2. Discuss
2. Discuss whether
whether you
you would
would recommend
recommend her
her
these things
these things in
in the
the rest
rest of
of the
the talk.
talk. Then,
Then, watch
watch talk to
talk to somebody
somebody who
who has
has not
not seen
seen it.
it.
once or
once or twice
twice to
to confirm
confirm your
your answers.
answers. 3. Write
3. Write aa two-sentence
two-sentence summary
summary of
of her
her talk.
talk. C • Have students complete the
2 Her
Her experiences
experiences dealing
dealing with
with polio
polio when
when
Share itit with
Share with another
another group.
group. Discuss
Discuss the
the prediction part of the exercise while
strengths of
strengths of each
each summary.
summary. you monitor and facilitate. Optionally,
she
she was
was aa child
child
5 Her
Her feelings
feelings at at the
the endend ofof her
her second
second E In
E In different
different small
small groups,
groups, discuss
discuss these
these call on a few volunteers to share and
Ironman
Ironman competition
competition questions. Support
questions. Support your
your views.
views.
explain their predictions. Then let
3 How
How she she pushed
pushed herself
herself toto complete
complete thethe 1. When
1. When she
she took
took part
part in
in the
the Ironman
Ironman events,
events,
bike
bike ride
ride in
in time
time students watch before reviewing the
who or
who or what
what was
was Dentler
Dentler competing
competing against?
against?
6 Some
Some details
details about
about how how much
much of of aa answers as a class.
2. Make
2. Make aa list
list of
of five
five of
of the
the greatest
greatest athletes
athletes
problem
problem polio
polio still
still is
is
you know.
you know. In In what
what ways
ways isis Dentler
Dentler like
like these
these D • Have students do the first task
4 The
The people
people whowho helped
helped her her get
get to
to the
the top
top
people? In
people? In what
what ways
ways isis she
she different?
different?
of
of Palani
Palani Hill
Hill while you monitor and facilitate (see
1 What
What she she felt
felt about
about not not completing
completing her her F Dentler
F Dentler ends
ends her
her talk
talk by
by asking,
asking, “What
“What isis your
your
Teaching Tip). For the second task,
first
first Ironman
Ironman event
event Ironman?” Prepare,
Ironman?” Prepare, and
and then
then practice
practice and
and
7 Why
Why she she wants
wants to to getget rid
rid of
of polio
polio and
and how
how deliver aa 90-second
deliver 90-second response
response to
to this
this question.
question. In
In optionally discuss it as a class. While
she
she plans
plans toto do
do itit your response:
your response: students are completing the third
task, monitor and assist. Make a note
ng
D Complete
D Complete these
these tasks
tasks in
in small
small groups.
groups. Support
Support •• say
say what
what you
you think
think her
her question
question means.
means.
your views
your views with
with reasons
reasons and
and examples.
examples. •• give
give your
your own
own answer
answer to
to this
this question.
question. of any mistakes you find as well as
1. Discuss
1. Discuss how
how Dentler’s
Dentler’s talk
talk made
made you
you feel.
feel. •• say
say why
why you
you would
would answer
answer itit in
in this
this way.
way. examples of excellent language use.
ni
Write these on the board and elicit or
ar
Teaching Tip: Reacting to
Le
Content
Students who have an emotional
connection with a topic are not only
c
more likely to enjoy studying it,
i but also more likely to learn. As a

ph
result, exercises that ask students to
express their affective, or emotional
reaction, to a topic have value. In
ra
addition to directly asking students

to express their emotional reaction,
g
it is possible to explore affect

indirectly. For example, you could
eo
ask students to say which words

MINDA DENTLER they associate with a topic, or to
Record Setting Triathlete,
lG
say whether they would recommend

Polio Survivor something to others, and why.
Minda Dentler’s idea
Minda Dentler’s idea worth
worth spreading
spreading is is
na
that
that winning
winning aa competition
competition isis not
not about
about aa E • Have students complete the
medal,
medal, butbut about
about the
the inspiration
inspiration to
to conquer
conquer
fear
fear of
of failure
failure and
and achieve
achieve one’s
one’s goals.
goals.
exercise. While they are talking,
monitor and facilitate. Then call on
io
students to share with the class the

113
113 most interesting points they heard
at
from their peers.

N
F • Have students complete the

preparation and practice steps while
Teaching Tip: Time Limits you monitor and facilitate. Then elicit
Standardized tests like IELTS and TOEFL typically give students a fixed amount of time in examples of how intonation and
which to deliver spoken responses. In addition, students who can speak fluently without emphasis can be used to express
repetition of ideas for all or most of this time generally get a better rating. As a result, being
strict about time limits can help students who are preparing for these tests. It can also help attitudes and opinions. Finally, have
other students, as the ability to speak concisely and clearly about a topic is a valuable skill students deliver their talks (see
in many spheres. Teaching Tip). After each talk, elicit
and provide constructive feedback.

UNIT
9
UNI T
Unit Theme
Earthquakes. Airplane crashes.
9 Danger
Emerging diseases. Climate change.
Every day, it seems, the media is full
of scary stories that make us feel like
the world is a dangerous place. There
certainly are dangers, of course, but in
most countries, people are living longer
than ever before, and the world is safer
than it used to be. It seems as though our
fears of things are often greater than the
actual danger they pose. For example,
most people are more afraid of plane
crashes or shark attacks than they are
ng
of heart disease, but people are much
more likely to experience heart problems
ni
than die or be injured in a plane crash or
shark attack.
ar
Unit Overview
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In this unit, students explore the topic of
danger from various angles. Lesson A
introduces the topic of phobias and
c
explains how and when to ask negative
i
ph
questions. Lesson B focuses on jobs AA great
great white
white shark
shark follows
follows aa
that can be dangerous. Lesson C marine
marine biologist
biologist in
in aa kayak
kayak off
off
covers common injuries and introduces the
the coast
coast of
of South
South Africa.
Africa.
ra
adverbials of time to say when something

happened. Lesson D asks the seemingly
g
contradictory question of whether trying

eo
to stay safe could actually be dangerous.

Lesson E looks at dangers in the home
and introduces the topic of giving
lG
instructions. Finally, the Video Journal

features a short documentary about how
a mother protects her child from the ever-
na
present dangers around him.

io
114
114
at
N

• Ask about Personal Fears Negative Questions Personal Fears Focused and General
• Discuss Dangerous Jobs Weren’t you really scared? Common Injuries Listening
• Talk about Common Injuries Hasn’t his illness improved? A Radio Interview:
The Job of a Stunt
• Discuss the Benefits of Danger Adverbials of Time
Person
• Give Clear Instructions Greg broke his leg as he
was playing football.
She sprained her knee just
before the race.
114 UNIT 9: Danger SAMPLE COPY, NOT FOR DISTRIBUTION

Look
Look at
at the
the photo
photo and
and 11 What
What is
is the
the most
most 22 How
How often
often do
do you
you think
think
answer
answer the
the questions:
questions: dangerous
dangerous thing
thing in
in the
the about
about danger?
danger?
photo?
photo? About the Photo
In 2003, National Geographic
photographer Thomas Peschak was
working with scientist Trey Snow to learn
more about the habits of sharks. When a
large great white shark started following
Snow’s kayak, Peschak took this photo
because he found it interesting to see
a shark tracking a scientist instead of
a scientist tracking a shark. Since the
photo was taken, some people have used
software to put the shark from Peschak’s
picture into fake scenes. For example, after
Hurricane Harvey in 2017, a fake photo
ng
of this shark swimming down a flooded
Houston street was posted to the internet.
ni
• With books closed, have students write
five words they associate with danger.
ar
Monitor and assist while they are writing.
Then call on students to share their lists
Le
with the class. Write words that come up
frequently on the board and then discuss
as a class why these ideas are associated
c
with danger.
i
ph
• Discuss students’ views about the first
question. If necessary, ask questions to
UNIT 9 GOALS elicit why people, water, and even the
ra
weather could be dangerous.

A.
A.Ask
Ask about
about Personal
Personal Fears
Fears
g
• Have students work in groups to discuss

B.
B.Discuss
Discuss Dangerous
Dangerous Jobs
Jobs the second question while you monitor
eo
C.
C.Talk
Talk about
about Common
Common Injuries
Injuries and facilitate.
• Optionally, search online for some fake
lG
D.
D.Discuss
Discuss the
the Benefits
Benefits of
of Danger
Danger
shark photos, such as a shark swimming
E.
E. Give
Give Clear
Clear Instructions
Instructions down a street in Houston or Puerto Rico,
or sharks in a Kuwait mall. Show students
na
these photos and discuss why people

might create fake images like these and
io
why other people might share them.

115
115 Call on students to read the unit goals
at

N
elicit or explain as necessary.
Talking about Dangerous Jobs Is Too Much Safety a Writing Clear An Everyday Danger
Giving Clear Instructions Risk? Instructions In this National Geographic video,
Consonant Clusters we learn about the difficulties of
living with allergies.

LESSON
A
D
A GOAL Ask about Personal Fears
A Read the text. Tell a partner which of the phobias you have, if any.
at the photo and read the caption.
A phobia is a strong fear of something, even if that thing
Call on a few students to say
is not likely to cause harm. As the definition suggests, people
whether or not they would be willing with specific phobias fear a particular thing. For example, a
to stand on the skywalk, and why. person with claustrophobia is scared of being in small spaces.
Then elicit some activities people In contrast, those with social phobias worry about the reaction
might do on vacation that could be of other people in certain situations. Glossophobia, the fear of
dangerous in some circumstances. speaking in public, is a common example.
Examples include hiking in a forest, The cause of social phobias is not clear, but scientists think
snowboarding, swimming in the there are several reasons for specific phobias. In some cases,
they develop because of a real danger. For instance, if a child
ocean, or riding on a camel. Write
has an allergy to bee stings, she might develop a phobia of
elicited activities on the board and
ng
bees. This happens because she knows they are a risk to
have a class discussion about why her safety. In other cases, bad past experiences can cause
they might be dangerous. Then, as phobias. A man who has an illness after eating mushrooms
a class, rank them from most to least
ni
might develop fungophobia, for example. Finally, a child who
dangerous. Then vote on who would hates injections might develop a phobia of sharp objects that
be willing to do each one. After each can cause injury.
ar
vote, ask several students with the Specific phobias are rarely a serious problem. A person with
a snake phobia may have a small accident running away from
minority view to say why they would or
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People stand on a glass skywalk at a cobra, but may never be actually bitten by one. In contrast,
would not be willing to do the activity.
Tianmen Mountain in Zhangjiajie, social phobias can be more serious. In the worst cases, people
China. avoid most social situations and hardly ever go out.
c
• Dictate the Word Bank expressions, WORD FOCUS
iB Complete each sentence with a word in blue from A.
ph
but not their definitions. Then A doctor might give 1. A risk is something that could cause problems or danger.
you an injection
give the definitions in a random by putting a sharp 2. A person’s reaction to something is what he or she says or does
ra
order, and have students work in needle into your arm. because of it.
groups to match the definitions and 3. An accident is a sudden event that often leaves people injured.
g
expressions. Review the answers 4. An illness is a disease or physical condition that makes people
and ensure students understand the feel unwell.
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meaning of each fear or phobia. Then 5. If a person has an allergy to a food, eating it can make him or her
conduct a class survey to learn which very sick.
lG
fears and phobias are most common 6. If a person has an injury , part of his or her body is hurt.
among your students. 7. People usually avoid situations that they do not like.
8. Something that does harm causes injury or damage.
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Word Bank: Fears and Phobias 9. Something that is sharp has an edge or point that could easily
acrophobia: fear of heights cut somebody.
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aerophobia: fear of flying 10. Safety is the condition of being safe and not in any danger.
agoraphobia: fear of crowded or 116 Unit 9
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open spaces
aquaphobia: fear of water or being
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near it
arachnophobia: fear of spiders partner. Then review the answers by
having students read the sentences Teaching Tip: Personalization
cynophobia: fear of dogs
aloud. Encourage discussion if there Personalizing classroom activities is an
entomophobia: fear of insects
are any differences of opinion. effective way to promote engagement
FOJI: fear of joining in because it can help individual students
FOMO: fear of missing out C • Have students complete the exercise see how useful the class is for them
personally. Personalization often takes
germophobia: fear of viruses or individually, in pairs, or in groups
bacteria the form of giving students an opportunity
while you monitor and facilitate. to talk about their own lives, but it can
ophidiophobia: fear of snakes Review the answers as a class. also happen at the level of grammar
triskaidekaphobia: fear of the Optionally, have students read the or vocabulary. It is personalization, for
number thirteen text again to find words that they example, to ask students to choose
words from a text that might be useful
think will be useful for them (see
for them and then to study and analyze
B • To maximize communication, have Teaching Tip). Elicit or explain those words.
students complete the exercise with a different forms of these words.

C Expand your vocabulary by learning the verb form of harm, injury, and reaction,
and the adjective form of accident, allergy, illness, injury, risk, and safety.
verb forms: harm, injure, react adjective forms: accidental, allergic, ill, injured, risky, safe Grammar
Grammar
• Have students read the information.
Negative Questions If they have any questions about it,
Negative questions are yes / no questions that Weren’t you really scared? elicit or explain answers. Elicit the
start with either the negative form of are, do, or Hasn’t his illness improved? strategy from Unit 8 about answering
have or the negative form of a modal like can, Won’t it be too dangerous?
will, could, should, or would. Shouldn’t you see a doctor?
tag questions with a full sentence—
We use negative questions in several situations. 1. Don’t you have a fear of spiders? rather than just yes or no—to avoid
Three of them are relatively common: (I think you do have this fear.) confusion. Then discuss whether the
1. To confirm something you already know or think 2. Can’t you be more careful? same strategy is valid for negative
2. To show that you are surprised or annoyed (I am annoyed by your behavior.)
3. To give advice or make a suggestion indirectly 3. Shouldn’t you call her first?
questions. Have students practice
(My advice is to call her first.) answering the questions in the
chart. You may also choose to direct
D In pairs, write negative questions in response to these situations. Then, make up students to the grammar reference
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new situations and create negative questions in response. in the back of the student’s book for
Don’t you have a
1. A friend drops a glass but does not pick up the sharp pieces.
phobia of snakes?
• Optionally, elicit how to rewrite each
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2. A coworker says, “Let’s leave work early and go to a movie!” question in the chart as a standard
Yes, I do.
closed question (that is, starting with
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3. A family member is driving a car but is not wearing a seatbelt. a positive form of a verb or modal)
and/or as a tag question. Discuss
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4. It is two o’clock in the morning but your neighbor is playing loud music. how the question types are different
in terms of grammar, purpose, and
5. A stranger falls in the street and seems to have a leg injury. whether or not the speaker expects a
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certain response.
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ph
GOAL CHECK Ask about Personal Fears
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Review students’ ideas as a class.

In pairs, complete the steps.
Look for opportunities to praise
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1. Think of a phobia each of you have. Do not say it out loud. students not just for correctly formed
2. Take turns asking negative questions to find out each other’s fears. questions, but also for interesting
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3. When you know your partner’s fear, repeat steps 1 and 2 with a different partner. ideas, the use of different forms of
just-learned vocabulary, and so on.
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GOAL CHECK
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• Before completing the first step,

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make sure students understand

Danger 117 that they should think of a phobia
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without telling it to their partner. Some

students may be uncomfortable
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discussing their own phobias, so

you may wish to allow them to think
Grammar: Negative Questions Grammar Practice: Negative of a phobia someone else has
Tag questions and negative questions Questions or just a phobia they have heard
are similar in certain ways. One reason Divide the class into two teams. Say a about. Also explain that although
for using negative questions that also statement and have teams write it as a the exercise asks students to use
applies to tag questions is to express negative question. Call on a member of
an opinion in a polite, indirect way. For
negative questions, in some cases
one team to read their question aloud.
example, Shouldn’t we leave soon? and asking positive closed questions
If the question is correctly formed, that
We should leave soon, shouldn’t we? are team gets one point. If not, the other or tag questions would be the
both more polite than making the same team gets a bonus point chance. Repeat, natural choice. While students are
statement directly: We should leave soon. alternating which team gets the first completing the exercise, monitor
opportunity to answer, until one team and facilitate by helping them form
reaches whatever winning score seems questions correctly.
appropriate.

LESSON
B
D
B GOAL Discuss Dangerous Jobs
Listening Listening
A Read the definition. Then, in groups, discuss the questions.
• As a warm-up, have students share
the names of some movies they stunt person (noun) / st nt- p r-s n/
like. Write these on the board. For a person whose job is to do dangerous things for a movie or
television show so that the actors can stay safe
each movie, elicit its genre and have
students say what they like and/or
1. What type of person is likely to work as a stunt person? Why do you think
dislike about it. Optionally, have the people choose this job?
class vote on the top three movies
2. Do you think a stunt person’s job is really dangerous, or does it just look
from those on the board. dangerous?
A • Have students complete the exercise B 42 Listen to a stunt person talk about her job. Number these questions in the
while you monitor and facilitate. order she talks about them.
Have them share and support their • 2 Are famous actors nice people?
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ideas. Link the discussion back to • 4 Do you get paid a lot of money?
the warm-up by asking students to • 3 How did you get into stunt work?
discuss how much of a role stunt 1
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• Is being a stunt person dangerous?
people probably had during the
filming of their favorite movies. C 43 Listen to some excerpts from the talk. Circle the correct answers.
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Optionally, include television shows 1. What does the woman imply when she says, “At least not while working as a
stunt person”?
and/or video games in the discussion
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(see For Your Information). a. She broke a bone before becoming a stunt person.
b. She thinks that she will break a bone in the future.
2. What does she imply when she says, “There are some actors I’ll never work
c
For Your Information: The with again”?
Role of Stunt People
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a. Some actors behave badly.
We think of stunt people as working b. Some actors have retired.
in the film industry, but they also 3. What does she imply when she says, “A lot of my friends in the industry tell
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work in television and, increasingly, similar stories”?

in the video game industry. Many
a. Many stunt people want to become actors or writers.
modern video games feature actors
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and stunt people doing mo-cap b. Her reason for becoming a stunt person is common.
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(motion capture) work. This involves 4. Why does she say this: “I’ll be an old lady before I’ve earned even a single
the actors wearing special suits that million”?
are covered with sensors. As the a. To emphasize that she does not make much money
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actor moves, a camera records their

actions and a computer captures b. To imply that older stunt people make more money
the movement of their arms, legs, 5. What does she suggest when she says, “I’m 42 now, so I should think about
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head, and the rest of their body. life after stunt work”?
Using this data, programmers can a. Older stunt people have more accidents.
make the characters in the game
b. The majority of stunt people are young.
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move in a realistic, lifelike way.

118 Unit 9
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B • Review the Listening Strategy with

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students. Then have them complete

the exercise and review the answers
as a class. Listening Strategy: Listening for Questions
Asking and responding to questions is one of the fundamental
C • Listen to the first excerpt as a class. ways that people communicate with one another. As a result, if
Make sure students understand that students learn to listen for questions and then take detailed notes
the speaker will not say the correct about what is said in response, they are likely to improve their
answer directly, and they will have ability to comprehend conversations, interviews, and other types of
listening texts in which questions are asked. The same strategy can
to infer what the speaker means.
even work for monologues if the speaker asks and then answers
Discuss the correct answer as a any rhetorical questions.
class. Then have students complete
the exercise and review the answers
as a class.

D Discuss these questions in groups.
1. What adjectives describe your reaction to the talk? D • Have students complete the exercise
2. Would you like to work as a stunt person? Why? while you monitor and facilitate. Then
3. If you could ask this stunt person a question, what would you ask her? have groups share summaries of
their discussions about the first two
PRONUNCIATION: Consonant Clusters questions. As a class, have students
Some English words have clusters, or groups, of consonants next to each other share the questions they would like
(Consonants include every letter except the vowels: a, e, i, o, u, and sometimes y ). Longer
clusters can be hard to pronounce, especially at the end of words. For example, the cluster-
to ask the stunt person. Optionally,
sks in risks. To make pronouncing clusters easier, you might notice that some speakers may discuss how she might answer some
drop one of the consonant sounds without realizing it, or may say it very quickly. of them based on what she said in
the talk.
E 44 Look at these words from the talk. Say all three pronunciations of the
word in bold. Which one sounds the most natural? Then listen and check (✓) the Pronunciation
pronunciation that you hear.
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1. With many risks risks ✓ riss riks •
2. A few months ago months moths ✓ mons aloud and demonstrate the two ways
that speakers make clusters easier to
3. Speed and strength strength ✓ strenth stregth
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say using sixth, twelfth, and length.
4. A friend asked askt ✓ ast akt Then elicit some English words that
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students find difficult to say. Write
these on the board and help students
GOAL CHECK Discuss Dangerous Jobs
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practice saying them using the
During her talk, the stunt person said the three most dangerous jobs “involve cutting strategies in the box. Some of the
down trees, catching fish, and flying airplanes.” Discuss these questions in a group. words that students suggest may not
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1. What are some other jobs that can be very dangerous? include a consonant cluster; even so,
2. What is a dangerous job you would never do? What is one you might do? Why?
i you may wish to give advice about
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3. What are some positive things about doing a dangerous job? how to pronounce these words (see
4. In the future, robots might do all dangerous jobs. Would this be good or bad? Why?
Teaching Tip).
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Skydivers train
for their free fall
Teaching Tip: Evaluating
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jumps. Students’ Responses

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When eliciting information or

answers from students, it is easy
to get into the habit of rejecting
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suggestions that do not match

the specific criteria relevant to the
current situation. In the case of the
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pronunciation exercise, for instance,

that would mean only accepting
words that include a consonant
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cluster. However, when students

make suggestions or ask questions,
Danger 119 it is often because they have a
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legitimate idea in mind. This may

not be the idea you were expecting,
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but taking the time to address it

you monitor and facilitate. Then anyway, even briefly, is often good
have groups share their ideas with practice.
the class. Optionally, have students
change groups after each question.
• The fourth question is designed to
foreshadow the topic of Lesson D. As
a result, if students feel that having
robots do all dangerous jobs is a GOAL CHECK
good thing, you may wish to raise the
question of whether there is a danger • First elicit the specific name for
that this could mean humans might
each of the three dangerous jobs:
lose valuable skills.
lumberjack or woodcutter, fisherman,
and pilot. For each question, have
students discuss in groups while

LESSON
C
C GOAL Talk about Common Injuries
Language Expansion: Language Expansion: Common Injuries

Common Injuries
Our world is usually safe, but some common activities can be
• As a warm-up, have students work in dangerous. For example, doing sports can lead to injuries. If a hard
teams. Dictate some words related to ball hits a person, it can cause a bruise. The skin will change color
common injuries or health problems, and be painful to touch. If a person who is running falls down, she
letter by letter and slowly. Examples may get a scrape on her knee or elbow where the skin is rubbed
off. And if the person twists an ankle, elbow, or other joint, he may
of words to dictate include antacid,
have a sprain. Cooking is another activity that can be dangerous.
aspirin, bandage, band-aid, crutches, A person may get a cut if he is not careful when using a knife. And
pill, sling, and thermometer. Give two touching a hot pan can cause a burn. Finally, being in an accident
points to the first team to guess the often causes an injury. If a person falls off his bike, for example, it is
word before you finish spelling it out. possible that he will have a break, or fracture, in a bone.
Once the word is known, give two
more points to any team that correctly
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defines it and a further two points WORD FOCUS A Read the text about common injuries. Then, complete the tasks in groups.
A joint is a place in
to any team that correctly uses it in 1. In your notebooks, write a definition of each word in blue. Use a dictionary if
the body where two
you wish.
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a sentence. Teams lose a point per bones connect, such
as the knee.
incorrect guess, definition, or sentence. 1. A bruise is an area of blue or
2. Rewrite each sentence from the text that contains a blue word. Use the verb form
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black skin caused by something of the word.
hitting the body. A scrape is when
A • Have students complete the first task the skin gets rubbed off your
knees or other body part. A sprain 3. Discuss some activities that people often do at home, at work, and at the park
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is a twisted joint such as an ankle
or elbow. A cut is when a knife or that can lead to common injuries. When you have finished, join another group
sharp object goes through your
review students’ ideas as a class skin. A burn happens when you and compare ideas.
touch something that is too hot.
and reach a consensus on the best A break or fracture is when you
fall or get hit and one of your
bones breaks.
definition for each word. Conversation
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2. Verb form: bruise, scrape,
sprain, cut, burn, break, fracture
• For the second task, make it clear
REAL LANGUAGE
i B 45 In pairs, predict which body parts Greg injured. Then, listen to check your
ph
to students they only have to rewrite
We describe answers.
sentences with the words in blue. somebody who often
Rewrite the first two sentences on has accidents as Tina: Oh my gosh! What happened to you, Greg?
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being accident-prone. Greg: When I was biking to work two days ago, I had an accident. I cut my
the board as a class so that students
(1) head and scraped and bruised my (2) face .
know what to do and how to do it.
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Tina: You should always wear a helmet when you ride. Head injuries can
Then have them complete the task SPEAKING STRATEGY
be very serious.
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while you monitor and facilitate. Use Don’t you

Greg: I also sprained my (3) ankle while I was jogging yesterday.
know ... in a negative
Review ideas as a class. question to show that That’s why I’m limping.
• You may wish to do the third task as a you are surprised or
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Tina: But it snowed yesterday. Don’t you know that you shouldn’t run if the
annoyed by something
class rather than have students work someone did.
streets are icy?
in groups. Greg: Oh, and as I was making breakfast this morning, I accidentally
• Elicit or teach the expressions in burned my (4) hand .
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the Word Bank. For each common Tina: You’re so accident-prone! Always check if something is hot before
touching it, OK?
injury in the text, elicit which Word
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Bank expression would be the most

appropriate response. Optionally, 120 Unit 9
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elicit other common health problems,

such as headaches, indigestion, or
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chest pains, and again have students

say which Word Bank expression B • Have students complete the exercise.
would apply to each situation. Review the answers as a class.
Optionally, have several volunteers
Word Bank: Expressions for talk about the most accident-prone
Emergencies person they know.
Call 911
Call an ambulance
Call the fire department
Call the police
Go to a pharmacy/drugstore
Go to the hospital
See a doctor
Visit the emergency room (ER)

Grammar
Adverbials of Time Grammar
Adverbials are clauses or phrases that give more information Greg broke his leg as he was playing football.
about the main verb of a sentence. Adverbials of time She sprained her knee just before the race. • Have students read the information.
explain when something happened. Give them an opportunity to ask
Clauses include a time conjunction like while or when plus a When she fell over, the girl bruised her leg.
subject and verb.
questions. Then ask concept-
Phrases include a time preposition like after or before and The boy cried after scraping his knee.
checking questions to confirm their
an object instead of a subject and verb. understanding. Make sure students
Use a comma after a time adverbial when it comes before As soon as he burned his leg, he called 911. understand how adverbials of time
the main clause. He called 911 as soon as he burned his leg. differ from other time adverbs (see
Grammar: Adverbials of Time). You
C Read the grammar information. Then, in pairs, complete the tasks. may also choose to direct students
1. Write the adverbials of time you find in the conversation in B. to the grammar reference in the back
When I was biking to work two days ago of the student’s book for additional
when you ride review and practice.
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while I was jogging yesterday
as I was making breakfast this morning
before touching it Grammar: Adverbials of Time
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2. Take turns practicing each role in the conversation.
As the information explains,
adverbials of time are either clauses
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3. Change the conversation so that Greg has different accidents and Tina makes or phrases that explain when
different comments. Practice your new conversation in front of another pair of something happened. English has
students. other kinds of time adverbs, too, that
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usually do not include a conjunction
or preposition. Adverbs of time are
words or phrases that clarify when,
GOAL CHECK Talk about Common Injuries
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such as I had a headache today.
Complete the steps in small groups. Or I was sick last week. Adverbs of
i
ph
1. Find a minor injury that all of you have experienced. For example, maybe all of duration clarify how long something
you have fractured a bone or sprained a joint. lasted. For example, He has been in
2. Prepare and practice a talk. You should say what injury all of you have
the hospital all week. And adverbs
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experienced and when you experienced it. You should also give advice about of frequency clarify how often
how to avoid this kind of injury as well as how to treat the injury after it has something happens. For example,
happened. She rarely visits the doctor.
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3. Deliver your talk in front of the class. Make sure each person in your group
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speaks.
• Draw students’ attention to the final
4. Discuss which injury was the most common in the class. Also discuss which two examples, which illustrate that
advice for avoiding and treating injuries was the most useful.
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adverbials of time can go either at the

II burned
burned my
my hand
hand II haven’t
haven’t burned
burned my my beginning or end of a sentence. Elicit
when
when II was
was aa child.
child. Me,
Me, too.
too. ItIt was
was hand,
hand, but
but II burned
burned how to say the other examples in the
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Anyone
Anyone else?
else? my
my leg
leg once.
once.
so
so painful!
painful!
chart with each adverbial of time in
the alternative position. For instance,
As he was playing football, Greg
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broke his leg. If you wish, write these

Danger 121
on the board. Follow up by doing the
at
Grammar Practice exercise.

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Grammar Practice: Adverbials

while you monitor, assist, facilitate,
GOAL CHECK of Time
Practice the grammar with a drill.
and provide constructive feedback.
• Have students complete the exercise Choose a student and say a
If any students have come up with statement, such as I broke my leg,
while you monitor, assist, and
especially funny, clever, or interesting and either clause or phrase. Have
facilitate as appropriate. Optionally,
new conversations, ask them to that student add an adverbial clause
have groups write up their talks as a or phrase of time to your sentence.
perform them in front of the class.
one-page guide. If you do this, you For example, I broke my leg when
may wish to have them look ahead I was playing baseball. Or I broke my
to the information about writing leg at a baseball game. If it would
instructions in Lesson E. sound natural, have a second student
say the first student’s sentence
but with the time adverbial in the
alternative position. Repeat until all
students have spoken at least twice.

LESSON
D
D GOAL Discuss the Benefits of Danger
Reading Reading
A Discuss the questions in small groups.
• As a warm-up, retell a folktale or 1. Look at the photo. Did you enjoy doing this activity
traditional story that you know when you were a child? Why?
about trees or plants. Jack and the 2. The title of the article is a question. How would you
Beanstalk would be a good example. answer it?
Then ask for volunteers to retell B Read the text. Would the author probably agree with
traditional stories, myths, or legends statements 1–5? Write Yes or No if the writer’s view is
Is Too
from their culture that are related to obvious or Unsure if it is not clear.
trees (see Teaching Tip). If students 1. Yes The world is less dangerous now than
it was 50 years ago.
cannot think of any traditional stories,
Much
2. No Children would have fewer allergies
have them tell a personal story that
if they ate more eggs.
has a connection to trees. Then have
3. Unsure Most parents these days can be described
a class discussion about the dangers
Safety
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as “free range.”
mentioned in these stories.
4. Yes Gever Tulley’s book was written for parents,
not for children.
a Risk?
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Teaching Tip: Storytelling 5. No Aristotle said, “everything in moderation”
Storytelling is one of the oldest for children only.
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forms of human entertainment. As C Read the comments about the text. Then, complete the
such, occasionally telling stories steps.
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in class (or having students do so) Are you kidding? This is a terrible post. The police
can make lessons more engaging should arrest all “free range” parents.
and enjoyable. If a student is telling
Great post. I think a little danger is a good thing not just
a story, facilitate as needed by For most people, life today is safer
c
for kids, but for adults, too.
supplying vocabulary, but avoid the than it was 1,000, 100, or even 10 years
I used to agree that too much safety was bad, but having
temptation to correct any errors you
i ago. However, the world still has some
ph
kids changes you. Now I feel that nothing’s more important
hear, as telling stories is excellent dangers, so most parents spend time
than keeping your children safe.
fluency practice. Be aware that and money keeping their children
some traditional stories feature 1. Put the comments in order from the one you agree as safe as possible. They buy them
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elements that might make modern with most to the one you agree with least. helmets to wear when riding a bike.
audiences uncomfortable, such 2. Find a classmate who put them in a different order. They keep them away from things that
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as violence and racial or gender Discuss why you disagree. could cause injury. They avoid letting
stereotypes. It would be a good idea their children be in any kind of harm.
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to advise students not to tell stories These actions seem good, but some
with these elements. GOAL CHECK people argue that too much safety may
In groups, come up with five dangerous activities that could actually be bad.
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benefit children (or adults). Share your activities with the These people say that children
A • Have students complete the exercise class and explain why doing them might bring benefits. cannot learn how to stay safe if they
while you monitor and facilitate. Which of the activities have you done? Which would you like are never in dangerous situations. They
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Optionally, discuss the second to do? think children will not know how to deal
question as a class. Follow up by with dangers or problems because they
do not have experience doing these
eliciting examples of childhood
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things. They also argue that children

activities that could be dangerous.
122 Unit 9
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Write these on the board. Then ask

students to share which of these
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activities they have never done,

which ones they used to do, and
which ones they miss doing. In Reading Strategy: Recognizing Inference Questions
all cases, encourage students to Some comprehension questions require students to make inferences.
support their opinions with reasons One challenge is that students may not recognize these questions, so
they may waste time looking for information that is stated directly rather
and specific details. than reading between the lines. There are several ways that inference
B • If you have any students taking questions can be recognized. In some cases, the question includes a
word like imply or infer, or asks What does the author suggest about …?
IELTS, explain that this question Or What can be concluded from …? In other cases, the question
type is similar to Yes/No/Not Given includes an adverb, such as most likely or probably. (Note that this
questions on that test. Review the strategy also applies to listening. There are some examples of listening
Reading Strategy with students. inference questions in Lesson B.)
Then do Expansion Activity 1.

Dictate the following statements to
students: In general, modern life is
safer than life 2,000 years ago; For
some people, life is not safer these
days; Not every parent buys a bike
helmet for their child; Some people
worry about the effects of keeping
children too safe. Have students
read the text and decide if these
statements are implied or stated
in the first paragraph. Review the
answers as a class and encourage
students to explain and support
their views. Then give and explain
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the correct answers: the first three
statements are implied, the fourth
paraphrases information that is
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stated directly. Optionally, have
students work in groups to come up
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with an idea that is implied in the
second paragraph of the text.
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learn when they do dangerous things. For example, example, they may let their children walk to a park
exercise. Then have them compare
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they learn to take responsibility for themselves and and play there alone. They feel that this kind of answers in pairs while you monitor
their actions. They also learn to control things and be
i
freedom will teach their children important skills. But and facilitate. Review the answers as
ph
independent. And, as children often have little control some parents worry that “free range” parenting is a class. If there are different opinions,
or independence, those can be powerful feelings. too much. For these parents, there are books and
encourage students to support their
websites that suggest some dangerous activities
According to the “hygiene theory,” keeping answers with reference to the text.
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children can do with an adult to help them. One of

children too safe may also cause health issues.
the most famous books is by Gever Tulley. His book
These days, more and more children have allergies C • Elicit or explain that the comments
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is called 50 Dangerous Things (You Should Let Your

to foods like nuts or eggs. A possible reason is that mentioned in the instructions are like
Children Do). Examples of these dangerous things
people are protecting their children too much. They
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do not let their children play with other children who

include letting children drive a car or walk home comments about a blog post that
from school alone. might be found online. Have students
have an illness, or they stop their children from
playing outside. As a result, their children’s bodies complete the exercise. As you monitor
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So, is it true that too much safety can be dangerous?

are not used to germs or dirt. And when these and facilitate, make a note of students
Perhaps the answer comes from Aristotle, the
children eat a food that is normal, their bodies may
have a dangerously strong reaction.
famous Greek writer. He wrote that doing “everything with interesting ideas. Ask these
in moderation” leads to the best life.
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students to share their views with the

So, what should parents do? Some people
choose to be “free range” parents who give their hygiene keeping your body, home, or workplace clean class. Optionally, follow up by doing
germs small living things that can cause an illness
children freedom to do things on their own. For Expansion Activity 2.
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moderation neither too much nor too little of anything
Danger 123
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As a class, have students
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discuss their reactions to the text.

Encourage them to explain and
GOAL CHECK support their views. Then have
students work in groups to discuss
which things they think parents
• Have students complete the exercise. should let children do, and which
While they are discussing, monitor things parents should never let
and facilitate. Make a note of errors children do. Monitor and facilitate
and examples of natural English that while students are discussing.
you hear when students are sharing Then have groups share their ideas
their activities. Write these on the with the class. Finally, discuss the
Aristotle quotation from the text as a
board after all groups have shared.
class. Have students say how much
Discuss whether each one uses they agree with it, and why.
correct or incorrect English and, if
incorrect, how to fix it.

LESSON
E
E GOAL Give Clear Instructions
Communication A Complete the text with words from the box. Some words are extra.
• As a warm-up, group students into backyard We think of our homes as safe places where we can relax. This is often true,
teams. Activate students’ knowledge dining room but it’s also true that accidents can happen at home. For example, fires can start
of vocabulary related to rooms in the garage in the (1) kitchen , and people can burn or cut themselves while cooking. In
home with a quiz. Give three clues kitchen the (2) living room , children can be injured when jumping on a chair or sofa, or
about a room, with the first clue being living room if a television set falls on them. In the (3) garage , cars can be dangerous,
very general, the second one being playroom of course, and many people store sharp tools or objects there, too. And outside
more specific, and the third one in the (4) backyard , barbecues or play equipment can harm people if they’re
not used correctly.
being very specific: This room usually
has a large piece of furniture in it.
Most people spend a lot of time in
Communication
this room. People usually sleep in this
B In pairs, complete the tasks.
room. (bedroom); Not every home
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has this room. This room usually has 1. Compare your answers from A. What clues helped you choose each answer?
a piece of furniture with a flat surface 2. Discuss other accidents that could happen in the rooms mentioned in A.
in it. People eat meals in this room.
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3. Discuss what accidents might happen in the room in the photo below.
(dining room); This room can get very 4. Decide which room you think is the most dangerous in a typical home.
hot. This room usually has a piece of
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Explain why.
white or silver furniture in it. People C Interview three students other than your partner in B. Then, share what you
cook food in this room. (kitchen);
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learned with a new partner. Compare answers with your answer to question 4 in B.
Not every home has this room. This Name In which room did you have your worst accident at home?
room is likely to be popular with
children. People relax or play in this
c
room. (playroom). Teams get points
for guessing the answers as follows:
i
ph
three points after the first clue, two
points after the second clue, one
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point after the third clue. Optionally,

finish by having teams come up with
g
their own set of three clues for you to

guess. Teams get an additional point
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per grammatically correct clue but

lose up to three points depending on
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when you guess the answer.

A • Monitor and assist while students
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B • Have students complete the first task
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Then have students complete the 124 Unit 9
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remaining tasks. As you monitor and

facilitate, make a note of students
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with interesting perspectives on the

topic. Ask these students to share Expansion Activity
Elicit the name of a piece of furniture and, as a class, discuss ways in
C • Optionally, give one or two examples which it could cause an injury. For example, the corner of a table could
hurt somebody. Then, and still as a class, brainstorm ideas for making
of accidents you have had at home to the piece of furniture safer, such as by covering the corners of a table
provide a model for students. with foam. Then have students work in groups to choose a different
piece of furniture, discuss how it could cause injuries, and brainstorm
• Have students complete the exercise ways to make it safer (see Teaching Tip.) Monitor and facilitate during
while you monitor and facilitate, the discussion. Then have groups give short presentations about
or, optionally, participate. The final their ideas.
part of the exercise can be done
as a class discussion if you prefer.
Optionally, do the Expansion Activity.

COMMUNICATION SKILL: Giving Instructions
When you need to explain how to do or use something, you can give instructions. Here is
some advice for giving clear, effective instructions:
Communication
• Giving instructions is like giving advice: you can use the imperative (base form of the • Have students read the information
main verb without subject), such as: Follow these instructions. The negative imperative about giving instructions. Give them
is formed using do not (don’t): Don’t run through the hallway! You can also use modals
such as must (not) or should (not). an opportunity to ask questions and
either elicit responses from students
• If your instructions must be followed in a certain order, it is a good idea to use clear
sequence words such as first, second, third, next, after that, and so on. or give explanations yourself. Ask
WORD FOCUS students why the information in the
• For very important instructions, such as safety instructions, use basic vocabulary and
sentences so that no one will misunderstand. It may help to imagine that you are giving
A crosswalk is a place box is a good example of giving
where the road is
instructions to a child. marked with black and
instructions. Finally, elicit other ideas
white stripes to show that students have about giving clear
D Read the instructions. Then, in groups, complete the tasks. where people should instructions and write these on the
cross.
Follow these instructions when you want to cross a road that does not have a board.
crosswalk. First, find a place to cross where you can see the traffic in every
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direction. Next, wait by the side of the road. You should not stand too close to D • Have students complete the first two
the edge. Then, look in all directions and listen. If you see or hear any traffic, wait
tasks while you monitor and assist.
until it has gone past. Finally, walk directly across the road without stopping.
Review the answers as a class. Then
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1. Underline the imperatives and modals. One example has been done for you.
either have students complete the
2. Circle the sequence words. One example has been done for you.
third task in groups or discuss it as
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3. Discuss whether a child would easily understand these instructions. a class. In either case, encourage
students to support their opinions
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Writing with specific details.
E Write clear instructions about how to do one of these things safely. Use the
instructions in D as a model. Writing
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• Cook food on a barbecue • Cut wood with a saw
i E • Optionally, ask students to raise

ph
• Clean up broken glass • Hike in the mountains
their hands to show which of the four
topics they plan to choose. Then, as
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a class, write a model paragraph on

GOAL CHECK Give Clear Instructions
the board for the least popular topic.
g
Complete the steps.

As you write, ask questions and elicit
1. In groups, share your instructions from E and discuss how to improve them. information from students so that the
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2. Join a new group with people who wrote instructions about the same topic in writing process is interactive.
E. Discuss how to combine your instructions so that you keep the best parts
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from each.
exercise. While you monitor and
3. Present your combined instructions to the class.
facilitate, make a note of common
errors and write these on the board.
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After students have finished writing,

elicit how to correct the errors and
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give them time to find and fix any

Danger 125
in their own paragraphs while you
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monitor and assist.

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Teaching Tip: Encouraging Humor GOAL CHECK

People are more engaged and more likely
to learn when they are having fun. As a • Have students complete the
result, it can be effective to find ways to exercise while you monitor and
bring humor into classroom activities. In facilitate. Before groups present
the Expansion Activity, for example, you
their instructions, write the following
could encourage students to come up
with silly ways that a piece of furniture on the board: One thing I liked
could cause injury or ridiculous ways to was … and One question I have
make a piece of furniture safer, such as is … After a group has presented
covering a table with marshmallows. their instructions, ask other groups
to use these prompts to give
positive feedback and/or ask
questions.

VIDEO JOURNAL
Video Journal
AN EVERYDAY DANGER
About the Video
In this short film, mother Anastasia Kim A Read these quotations from the video you are C Watch the second part of the video. Complete
talks about the challenges she faces in going to watch. Then, in groups, predict who the transcript with the words that Xaviar’s
the speaker is and what problem the speaker is mother says.
raising a son, Xaviar, who has allergies
talking about.
to multiple foods. Anastasia talks about “Some people don’t believe that food
“It is not a terminal illness that my child has, but it (1) allergies are real at all. A lot of
Xaviar’s allergies, discusses times when is an every day, every second, every moment risk.” people think that they should be able to give
he experienced an allergic reaction, and their kids whatever foods they want and send
“A lot of people think that they should be able
speaks about her fears and hopes for to give their kids whatever foods they want ... them off to (2) school with as much
him. The film also features Dr. Robert What they don’t understand is they’re putting a peanut butter, as much tree nuts ... What they
Wood, an expert in helping children with child’s life at risk.” don’t understand is they’re putting a child’s life
playground
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at risk. He could be on a (3)
allergies. He summarizes a theory about “Immediately, within five minutes, my son was
turning blue.” and somebody could have a peanut butter and
the cause of allergies and discusses jelly (4) sandwich ... . This is why his
some challenges that people with food B Watch the first part of the video. Then, in pairs,
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being in school is so crazy, too, because they’re
allergies face. discuss the questions in A. Did you correctly using the same keyboards, they’re opening the
predict who the speaker is and the problem she same (5) books . It’s the unknown
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• As a warm-up, discuss how everyday is discussing? that’s really scary.”
(adjective) and every day (adverb or The speaker is the mother of a child who
noun phrase) are different and how
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has serious food allergies.
to use each phrase correctly. Then
elicit some everyday dangers that
people experience, such as those
c
associated with driving or riding a
i
ph
bike and write these on the board.
As a class, discuss how people can
keep themselves safe when doing
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these things.
g
A • Before students complete the

exercise, explain that the same
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speaker said each quotation. While

they are discussing, monitor and A visual representation of allergy
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testing at the University Hospital

facilitate. Then, as a class, have of Bordeaux, France.
students summarize their ideas.
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C • Have students work in groups to

predict the words that complete 126
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the script. Call on students to share

their predictions, their reasons, and
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the clues they noticed. If there are

different opinions, have students
vote on whichç option seems most
Video Strategy: Non-verbal Focus
likely. Then have them complete For obvious reasons, language classes tend to focus on verbal
communication even though non-verbal communication also conveys
the exercise before reviewing the
a lot of meaning. Having students watch the video with the sound
answers as a class. off can be an effective way to highlight non-verbal communication.
When a speaker uses a clear example of non-verbal communication,
such as a particular hand gesture, facial expression, or body posture
or motion, pause the video. Discuss what the speaker did and what
it conveys. Then rewind and watch that part of the video again
with sound. Pause again and discuss how the non-verbal element
complements the verbal aspect.

D Watch the final part of the video. Match each E Xaviar’s mother suggests that becoming an
D • Nominate a student to read the first
statement to the person who says it. independent person will be dangerous for statement from the video aloud. As a
a. Anastasia (Xaviar’s mom) Xaviar. In groups, discuss these questions class, discuss which person is most
related to this point.
b. Dr. Wood likely to have said it, and why. Repeat
1. What dangers might Xaviar experience if he for the remaining five statements.
c. Xaviar decides to travel the world?
c And then you put it back in the Then have students complete the
1. 2. What dangers might Xaviar experience if
case ... call 911. he decides to go to college?
exercise and review the answers as a
2. a I used to focus on the theories about class.
3. Think of one more common life
why allergies happen. experience. What dangers might Xaviar
3. a If we raise a child who is confident face if he has this experience?
and happy with himself, hopefully he’ll be just While they are talking, monitor and
F In different groups, complete the tasks.
fine. facilitate. Then have students share
1. Xaviar’s mother says that some people
4. b It is very important to be ready for an think food allergies are not real. Discuss with the class the most interesting
accidental reaction. points they heard during the
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why people might think this.
5. a It’s a combination of physical and 2. These days, people often use social discussion.
emotional stuff we go through. media to spread a message. Discuss how
F • Have students complete the tasks
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6. b The hygiene theory says that our you could use social media to persuade
environment is too clean. people that food allergies are real and while you monitor and facilitate. As
that they should be more careful. When
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you have finished discussing, share your you walk around the room, make a
ideas with the class. note of groups who are discussing
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particularly interesting ideas. At the
end of the discussion, ask these
groups to share their ideas with the
c
class.
i • Optionally, have students do the

ph
expansion activities.
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Elicit or explain how to use the words
g
allergy and allergic. Then divide

the class into two groups: those
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who are allergic to something, and

those without any allergies. Have
students in the first group discuss
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how their allergies affect their lives.

Have students in the second group
discuss how they could change
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their behavior to make life easier

for people with allergies. Monitor
and facilitate during the discussion.
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Then call on a few volunteers

127 willing to share their views with the
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whole class.
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Teaching Tip: Personal Information Expansion Activity 2

Explain that it is relatively common
Whenever you ask students to share information about their personal lives, be
for speakers to say things like I
aware that some students may feel uncomfortable doing so. This is especially
have an allergy to hard work. Or I
true if you are asking students to share something related to their physical
think he must be allergic to getting
or emotional health. It is good practice to have at least one alternative task
up before eight o’clock. Elicit
in mind for such situations. In the case of Expansion Activity 1, for instance,
whether or not these statements
if students who have allergies would prefer not to talk about them, have the
are supposed to be taken seriously.
whole class discuss the second group’s question.
Also ask whether students say
something similar in their native
languages. Then have a class
discussion about how people who
do have allergies might feel when
they hear such “jokes,” and why.

UNIT
10
UNI T
Unit Theme
A mystery is anything secret,
10 Mysteries
unexplained, or unknown. This broad
term covers a huge range of fields from
phenomena that science is currently
unable to explain, to unsolved crimes,
and even to episodes from history that
have only been understood partially.
These mysteries have inspired many
people to search for answers. Mysteries
are an important part of entertainment,
too. Around the world, detective stories—
in the form of books, movies, and even
video games—are extremely popular with
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people of all ages who enjoy trying to
figure out who committed a crime.
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Unit Overview
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This unit focuses on real-life mysteries
related to the universe, to history, to
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medicine, to psychology, and to the
natural world, as well as on mysteries in
fiction. Lesson A explores a question that
c
continues to puzzle astronomers—Where
i
ph
is everybody?—and covers using modals
to make suggestions about past events
or possibilities. Lesson B introduces
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medical mysteries related to famous

A visitor looks at the glowing
figures from the past. Through the topic
rock walls and ceiling of
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of mystery stories, Lesson C focuses on

Waitomo Caves in Waitomo,
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noun clauses and language for talking New Zealand.

about how to solve mysteries. Lesson D
introduces the idea of conspiracy
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theories and asks why some people

believe such ideas. Lesson E covers how
to describe objects and focuses on two
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mysterious artifacts from the past. Finally,

the Video Journal features a short film
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about the impact of ancient civilizations

on the modern world. 128
128
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• Speculate about a Mystery Modals to Discuss the Past Mysteries of the Listening for General
• Discuss Why People Study the Past It’s a possibility that an Universe Understanding
• Talk about Solving Mysteries earthquake could have Mystery Stories A Conversation:
happened. Discussing Historical
• Discuss Theories and the Truth Figures
Noun Clauses
• Describe a Physical Object
The detectives did not
know who did it, but
they did know when and
where it happened.
128 UNIT 10: Mysteries SAMPLE COPY, NOT FOR DISTRIBUTION

Look at the photo and 1 What other words do you think of 2 What unsolved mysteries have
answer the questions: when you hear the word mysteries? you heard about?
About the Photo
Photographer Dylan Toh took this photo
of himself looking at glow worms in
the Waitomo Caves, New Zealand. To
produce this picture, Toh had to combine
three separate photos: one picture of the
glow worms that was taken in the dark,
another picture of some light shining on
the cave walls, and a third picture taken
with the camera flash pointing away from
the glow worms. Toh explains that it was
challenging to take pictures in the cave
because water was dripping from above
and the humidity level was 100 percent.
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• Have students read the caption and
elicit ideas for what might cause the
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glow. Explain that the glow is caused by
worms. Ask if students know any other
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examples of organisms that produce
internal light. Examples include fireflies,
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some fish and jellyfish, and certain
species of mushroom.
c
• Before students discuss the first question,
elicit or explain what word association
i
ph
is. Optionally, do an example word
association chain with the class to clarify
the concept. Then have students discuss
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the first question as a class. Write the

UNIT 10 GOALS
words they associate with mysteries on
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A. Speculate about a Mystery the board and discuss them.

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B. Discuss Why People Study • Have students work in groups to

the Past discuss the second question. Monitor
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C. Talk about Solving Mysteries and facilitate while they are discussing
and make a note of any particularly
D. Discuss Theories and the Truth interesting mysteries that you hear. Then
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E. Describe a Physical Object ask the students who spoke about the
mysteries you noted to share what they
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know with the class.

129
129 • Have students read the unit goals aloud.
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Ask if anything is unclear and elicit or

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Talking about Studying the Past Back to the Moon? Writing a From Ancient to Modern
Describing Mysterious Objects Description In this National Geographic video,
Intonation for Lists we learn how ancient cultures have
influenced our contemporary culture.

LESSON
A
A GOAL Speculate about a Mystery
A Read the text. Then, discuss your reaction to it with a partner.
• As a warm-up, elicit the concept of
riddles and write the following on The universe is huge. The number of stars in the universe is uncertain, but scientists think there may
the board: What gets wet when it be as many as 400 billion in the part of the universe where Earth is located. Many of those stars may
is drying? Have students suggest have planets, and many people believe that life may exist on at least some of them. So, some people
wonder, “Where is everybody?” Many people have speculated about this mystery. They have come up
solutions as a class until somebody
with many theories to explain why we have not yet found any alien life. Here are three of them:
gives the correct answer: a towel.
• One possibility is that life is very rare and that Earth is incredibly special; in other words, perhaps
Repeat with a few more riddles:
humans are alone in the universe.
What has two hands but cannot hold
• The universe is very ancient, so life could have existed on other worlds in the past but then died
anything? (a clock or watch); What
out before we could meet it.
has four legs but cannot walk or run
• Another suggestion is that we do not have enough knowledge to recognize other life; aliens
anywhere? (a chair or table); What
might have tried to contact us, but our technology was too basic to notice.
has something gold inside and can
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We have not discovered other life in our universe yet, but we continue to look for it. Perhaps we
only be opened by being broken?
will get a message from another civilization soon. If that happens, there is no doubt it will have a very
(an egg); What has a head but no
big impact on all of our lives.
hair, a mouth but no teeth, and a bed
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but never sleeps? (a river). Explain
the solutions if necessary. Then have
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B Circle the correct option to complete the definitions of the blue words in the text.
students work in groups to challenge 1. Something that is uncertain may or may not be true / used to exist but no
each other with riddles they know.
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longer does.
Monitor and facilitate while they are 2. To wonder means to read and learn / think and ask about something.
working. If you hear any interesting 3. To speculate means to think and discuss things that are impossible / could
riddles, share them with the class. happen.
c
4. A theory is an explanation for / a message about something, but it may not
A • Dictate the sentences in the Word
i be true.
ph
Bank. Help students understand the 5. A possibility is something that people do not expect / might happen.
meaning and use of the words in
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bold. Follow up by asking students

questions that include the target
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words, such as Have you ever seen

a UFO? Did you ever want to be an
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The Allen Telescope Array in Hat

astronaut? Would you like to meet
Creek, California looks into space
an alien?
and searches for alien life.
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Word Bank: Space Exploration

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A satellite orbits around a planet;

the moon is a natural satellite.
An astronaut travels through space
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on a spacecraft or rocket.
An alien or extraterrestrial is a 130 Unit 10
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living creature not from Earth.

Our solar system is part of a galaxy,
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which is part of the universe.

A UFO, or unidentified flying object, Encourage discussion if there are any Grammar
is a mysterious thing in the sky. differences of opinion.
• Have students close their books
and elicit what they know about
• Have students complete the exercise individually, in pairs, or in groups while using modals to talk about certain
while you monitor and facilitate. Call you monitor and facilitate. Review the or uncertain events in the past. For
on volunteers to share their reactions answers as a class. Optionally, have example, students might know some
with the class. students reread the text to find words modals that can be used in this way
that they think will be useful for them. or that the present perfect is often
B • To maximize communication, have
Elicit or explain different forms of used in such cases. Write their ideas
students complete the exercise
these words. For example, if students on the board.
with a partner. Then review the
feel located might be useful, also
answers by having students read
cover the forms locate and location.
the correct definitions aloud.

6. Something ancient is very old or happened a long time ago / has happened
many times.
D
7. A suggestion is an idea, plan, or action somebody orders / recommends. • Have students complete Exercise D
E
8. Knowledge is equipment that helps you learn / information you know about while you monitor and facilitate.
a topic. Review the answers. Then complete
9. A civilization is a society in which few people live / with a high level of the first sentence in Exercise E as a
development.
class by eliciting as many ideas as
10. To have doubt means to feel unhappy about a situation / unsure if something
is true.
possible. Have students complete
the rest of the exercise and review
C Expand your vocabulary by learning the verb form of doubt, knowledge, and the answers. Optionally, elicit whether
suggestion; the noun form of speculate, uncertain, and wonder; and the adjective
must could be used in any of the
form of doubt, possibility, and theory. verb forms: doubt / know / suggest
noun forms: speculation / uncertainty / wonder sentences and ask students why or
adjective forms: doubtful / possible / theoretical why not.
Grammar
• Give students more practice using
Modals to Discuss the Past modals to discuss the past (see
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Grammar Practice: Modals to
To talk about past possibilities or It’s a mystery why people stopped
something that is uncertain about the living in that city. One theory is that an
Discuss the Past). You may also
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past, use could / may / might + have + earthquake could / may / might have
past participle. happened. grammar reference in the back of the
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To talk about something that is certain She has a lot of knowledge about dozens student’s book for additional review
or almost certain about the past, use of ancient civilizations. She must have and practice.
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must have + past participle. studied hard for many years.
F • Have students complete the exercise
D Read the grammar information. Then, in pairs, underline examples of modals that while you monitor and facilitate. Then,
discuss the past in the text in A. as a class, have students share any
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E Complete these sentences in your own words in your notebook. Then, in pairs, interesting things they heard during
compare your answers. How similar are your sentences?
i the discussion (see Teaching Tip).
ph
1. There was a flash of bright light under the water. It may have been .
2. Something moved very quickly through the sky. It might have been . Teaching Tip: Discussion
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3. Some scientists discovered a mysterious signal. It could have been . Follow-Up Tasks
4. Many ancient species suddenly died out. The cause may have been . When following up after a discussion,
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it is good practice to have students

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F MY WORLD In pairs, talk about mysterious events you have experienced.

respond in some way to what they
heard from their peers. For example,
you could have a student summarize
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GOAL CHECK Speculate about a Mystery or paraphrase a partner’s ideas, or

perhaps have a student describe
In groups, discuss these questions. Then, share your ideas with another group.
something that was learned or that
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1. The text in A gives three theories that explain why we have not found alien life. stimulated interest. These tasks
What other explanations can you think of? involve using a greater variety of
2. The same text says that finding other life “will have a very big impact” on us. skills and language than would
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Think of some ways this might change our lives. usually be required, by asking
students to repeat ideas or opinions
Mysteries 131
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they have already expressed.

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Grammar: Modals to Discuss Grammar Practice: Modals to GOAL CHECK

the Past Discuss the Past
• Have students discuss the questions
Modals are used in a wide variety of ways Practice the grammar with a drill. Prompt
in English. For example, it is relatively a student with a statement, such as while you monitor and facilitate.
common to use must have + past When I went out, the ground was wet. You may wish to make the second
participle to show that you understand Have the student add a follow-up question a class discussion.
how somebody felt during a situation. It is statement using a modal of uncertainty
also common to use could/may/might have or certainty, such as It must have rained.
+ past participle to criticize somebody’s Or Somebody might have dropped a
actions. Should have + past participle cup of coffee. Other possible prompts
gives a stronger criticism. include the following: He had a huge
smile on his face; She didn’t get the job;
They ran very quickly; Ben failed the test;
Martha ate five hamburgers.

LESSON
B
B GOAL Discuss Why People Study the Past
Listening Listening
A Look at the list of famous people and choose two or three that you are most
• As a warm-up, tell students you are interested in learning more about. Then, find someone who chose different
thinking of a famous person who is people and take turns giving reasons for your choices.
still alive. Tell them that they can ask • Akhenaten, a pharaoh from Egypt • Florence Nightingale, a nurse
yes/no questions to find out who it • Claudius, an emperor from Rome • Mozart, a musician and composer
is. Elicit or suggest a few example • Edgar Allan Poe, a mystery writer • Pericles, a politician from Greece
questions and say how you would
answer these based on the person B 47 Listen to the conversation and choose the two correct answers for each
you have in mind. Then have students question. Then, listen again to confirm your answers.
take turns asking you questions. If a 1. What do the speakers say about the book?
student cannot think of a question, A statue of
Akhenaten at the a. It discusses people’s deaths.
or produces an incorrectly formed Egyptian Museum b. It has just one chapter.
sentence, encourage other students in Cairo, Egypt. He
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was the Pharaoh of c. It was published in Egypt.
to help. After students have guessed Egypt from about d. It was written by a doctor.
who you are thinking of, have them 1353 to 1336 BC.
play several more rounds in groups, 2. What do they say about Akhenaten?
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with one member of each group a. He did not look like most people.
thinking of somebody and the other
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b. He had a lot of treasure.
members asking questions. c. His child was also a pharaoh.
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d. His family faced many problems.
3. What do they say about Pericles?
talking. If you notice any students a. He died from a well-known disease.
c
giving particularly interesting reasons b. He died when he was 25 years old.
for the people they chose, ask them
i c. He was a soldier and a politician.
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to share their ideas with the class. d. He was from the city of Athens.
4. What do they say about the people of
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Athens?
and review the answers as a class. a. A quarter of them died.
Then review the Listening Strategy
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b. They had long and unusual heads.

with students. Write the common
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c. Their disease caused vomiting.

reasons why answers are wrong
d. They were poisoned.
on the board and then follow up by
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doing Expansion Activity 1. 5. What do they say about Claudius?

a. He had a fever and a heart attack.
b. He may have been killed by somebody.
Listening Strategy: Multiple
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c. He was a doctor before he was a ruler.

Choice Distractors
d. He was one of the emperors of Rome.
In multiple choice listening and
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reading questions, distractors are

answer choices that distract from
132 Unit 10
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the correct option. Knowing the

most common ways they do this
can help students answer these
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questions. First, a distractor may

contradict or change information
stated by the speaker or writer. Expansion Activity 1
Second, a distractor may make a Have students take notes while they listen again to the conversation.
point that the speaker or writer did In groups, have students analyze the two incorrect answer choices
not mention. Third, a distractor may for each question in Exercise B and decide why they are wrong,
paraphrase the speaker or writer using the information in the Listening Strategy as a guide. Monitor
but not be a valid answer to the and facilitate while students are working. Then review the reasons for
question for which it is one of the wrong answers as a class. Encourage students to support their
the options. views if there are any differences of opinion.

C Discuss the questions in groups.
1. Would you like to read the book that the speakers discussed? Why? C • Have students discuss the questions
2. Do you think it is likely that future scientists will solve any of the medical in groups while you monitor and
mysteries discussed in the book? Why?
facilitate. Then call on volunteers to
PRONUNCIATION: Intonation for Lists share their ideas with the class.
When saying a list of things, speakers often say or or and before the last item in
the list to show that the list is about to finish. In these cases, the first items in the
Pronunciation
list will have a rising intonation, and the last item will have a falling intonation.
e.g., We don’t know when he died, where he died, or how he died. silently. If there are any questions,
In some cases, the speaker may leave the list unfinished. In these cases, the last
ask students to wait until after the
item in the list will also have a rising intonation. next exercise.
e.g., We don’t know when he died, where he died, how he died ... D • Have students listen to the
information and then read the two
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D 48 Listen to the information about intonation. example lists aloud. Next, have
students practice the intonation
E 49 Listen to excerpts from the conversation in B. Circle the phrase that
patterns with a drill. Prompt a
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completes each list. Then, mark either rising or falling intonation.
student with a question that requires
1. . . . chapters about people like Christopher Columbus, Beethoven, Mozart /
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and Mozart rising a list in the answer, and say either
2. . . . some leaders from the ancient world, including Egypt, Greece, Rome /
finished or unfinished to indicate the
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and Rome falling state of the list. The student should
3. . . . statues of Akhenaten show that he had an unusual face, body, legs / answer the question with a list and
and legs falling use appropriate intonation. Some
c
4. . . . the disease had many nasty effects, including vomiting, headache, fever / possible questions are: Who are
and fever rising some of your good friends? In which
i
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places have you lived? What are
some subjects you like? What foods
are your favorites? What hobbies do
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GOAL CHECK Discuss Why People Study the Past you enjoy?
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At the end of the conversation, the man says, “I wonder why people spend time E • Have students complete the exercise.
studying the past.” In groups, discuss some reasons why people do this.
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GOAL CHECK
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follow up by doing Expansion
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Activity 2.
Mysteries 133
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Dictate some quotations or sayings about the past, or write them on the board. For
example: The past can’t hurt you anymore, not unless you let it. (Alan Moore, graphic
novelist); Don’t let yesterday use up too much of today. (Will Rogers, actor and writer);
Whenever we think of the past, we must not be prisoners to it. (Barack Obama, politician);
Think about the past if you want to know the future. (traditional saying); Those who fail to
learn from history are condemned to repeat it. (Winston Churchill, politician). Divide the
class into as many groups as you have quotations. Assign one quotation to each group
and have students discuss what they think their quotation means. You may wish to let them
use dictionaries. Also have them discuss how much they agree with it, and why. Monitor
and facilitate while students are discussing. Then have each group summarize their
discussion for the other groups.

LESSON
C
C GOAL Talk about Solving Mysteries
Language Expansion: Language Expansion: Mystery Stories

A Complete the text with the correct singular or plural form of the words in bold.
Mystery Stories
• A character is a person in a story, • A detective is a person who tries
• As a warm-up, write the following a movie, or a play. to find clues to solve a crime.
title on the board: Truth or Lie. Below • A clue is a piece of information • An investigation is the act of
the title, write the following: Have that helps solve a mystery. looking into a crime to solve it.
you ever …? Elicit various ways to • A crime is an action or activity • Evidence is information that answers
complete the question and write these, that is against the law. a question or solves a crime.
too. Have a student ask you one of the • A deduction is a specific idea • Proof is information that shows
questions on the board and answer that is based on logic and evidence. something is definitely true.
with Yes, I have, regardless of whether
your response is true. Explain that In 2013, a mystery story called The Cuckoo’s Calling was published.
students can ask you five follow-up This book was apparently the first novel by a man called Robert Galbraith.
questions to determine if you are
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Like most mysteries, the main (1) character in the book was a
telling the truth or not, such as When detective crime
(2) trying to solve a (3) . As part of his
did it happen? After five questions,
(4) investigation , the detective looked for several (5) clues
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reveal whether you were lying. Then
have students work in groups and to explain what had happened. After he found some (6) evidence
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repeat the process until all students about where and when the crime took place, he made a correct
have had a turn answering questions (7) deduction about who did it. People liked The Cuckoo’s Calling,
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and several turns asking questions.
but it did not sell many copies at first. Soon after the book was published,
Make sure students understand that
some people said the writer was actually JK Rowling, the author of the Harry
they must answer Yes, I have to the Lello Bookstore,
Potter stories. As soon as there was (8) proof / evidence that this theory
c
initial Have you ever …? question. located in Porto,
Portugal, inspired
JK Rowling’s
i was correct, sales of the book increased by 4,000 percent.

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writing of the Harry
while you monitor and facilitate. Then Potter books.
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Encourage discussion if there are

differences of opinion.
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• Review the concept of collocations

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(see Teaching Tip). Write the

expressions from the Word Bank
on the board and elicit or explain
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what each one means. Have

students choose two or three of the
collocations and write sentences
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using them. Monitor, facilitate, and

give feedback while students are
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working. Write particularly good or

interesting sentences on the board 134 Unit 10
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and elicit or explain their positive

features.
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Teaching Tip: Collocations • Follow up by having students

Word Bank: Collocations Related to
Collocations are words or phrases find other examples of common
that are commonly and naturally collocations in the text. Suggested: Mysteries
used with other words or phrases. a mystery story, solve a crime, solve an enigma/a mystery/a puzzle
Examples include verb + noun answer/ask a riddle
collocations, such as solve a crime;
look for clues, find proof, publish
adjective + noun collocations, such a book, a correct theory, increase make a deduction/a judgment
as a bestselling book; and verb + sales. Optionally, also have arrive at/come to/draw/reach a conclusion
adverb collocations, such as think students find common collocations come up with/develop a theory
deeply. Learning collocations in the definitions above the text in
can help students use English discover/find a clue/evidence
Exercise A.
more naturally and effectively, confirm/prove a theory
so it is good practice to look for carry out/conduct an investigation
opportunities to teach collocations
explicitly or draw attention to them.

Grammar
Noun Clauses
Grammar
Noun clauses act as nouns in a sentence. They usually The detectives did not know who did it, but • Elicit or explain the technical
follow this pattern: wh- word + (subject) + verb + (object). they did know when and where it happened. difference between a phrase and
Noun clauses can act as the subject of the sentence when Where it took place is a complete mystery. a clause. A phrase is a group of
they come before the verb. Why she committed the crime is unknown. words that does not include a subject
Noun clauses can act as an object when they come after a I found clues that explained why he did it,
and a verb. In contrast, a clause
verb or a preposition. but I have no ideas about how it happened. does include a subject and verb.
(Sometimes, phrase is used in a
B Read the information about noun clauses. Then, underline the noun clauses in non-technical way to mean any group
the text in A and the conversation in C. Finally, compare your answers in pairs. of related words, even those with a
subject and verb.)
Conversation
C 50 In pairs, discuss which words from A best complete the conversation. B • Have students read the information.
WORD FOCUS
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Then, listen and check your answers.
To figure
To figure out
out
Then ask concept-checking
José: Is that another book about how famous people died, Hanna? something means
something means questions to confirm their
crime to understand
to understand itit understanding. Examples include:
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Hanna: No, it’s one of Agatha Christie’s (1) stories. by thinking
by thinking deeply
deeply
José: I don’t know her. Is she famous? about it.
about it. Can the word “how” be used to begin
Definitely! She’s one of the best-selling writers in history. Her most a noun clause? Is the following a
ar
Hanna:
famous (2) character is a (3) detective called SPEAKING STRATEGY correct noun clause: “Where is it?”
Hercule Poirot, who is great at finding (4) clues and We use
We use Me,
Me, neither.
neither. • Have students complete the exercise.
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other kinds of evidence. to agree
to agree with
with aa
negative statement
negative statement of
of
Review the answers as a class. You
José: Oh, it’s a mystery story? I don’t like those. I can never figure out who
the previous
the previous speaker.
speaker. may also choose to direct students
did it!
to the grammar reference in the back
c
Hanna: Me, neither. And I always wonder how mystery writers come up with
their ideas. Still, I love reading their books. Anyway, do you like any
i review and practice.

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other kinds of books, José?
D Complete the tasks. C • Have students complete the exercise.

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1. In pairs, take turns practicing each role in the conversation.

2. Find a different partner. Extend the conversation by adding two new lines D • Draw students’ attention to the Word
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each for both José and Hanna. Then, practice your extended conversation
and present it to a different pair of students. Focus and Speaking Strategy features
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in the student’s book. Then write the

following on the board: Me, too; So
GOAL CHECK Talk about Solving Mysteries do I; Neither do I. Elicit what each
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In groups, take turns talking about a mystery story you have read or a mystery movie expression means and how and when
or TV show you have seen. Explain what happened and how it happened, who did it,
it is used.
who solved the mystery, how they solved it, and so on.
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while you monitor, facilitate, and
provide constructive feedback.
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Encourage students to use at least

Mysteries 135 one noun clause in their extensions of
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the conversation. Make a note of any

pairs of students who came up with
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especially interesting ways to extend

the conversation, and ask them to
Grammar: Noun Clauses Grammar Practice: Noun Clauses perform it in front of the class.
Adjective clauses can begin with some Write We asked … on the board. Elicit a
wh- words and can also include a subject noun clause starting with what that could
and verb, so students may sometimes
confuse them with noun clauses. You can
complete the sentence, such as what
happened. Then have students work in
GOAL CHECK
help students recognize the difference groups to complete the sentence with
by explaining that, as a general rule, noun clauses that start with who, how, • Elicit or explain the concept of a
noun clauses come before or after a where, when, why, how long, how much, spoiler and allow students to ask their
verb as either the subject of a sentence how often, which, and whether. Monitor peers to stop explaining if there is
or the object of the verb. For example, while students are working, but do not danger of spoilers being revealed.
A detective asked who committed this provide assistance yet. Then have groups Have students complete the exercise
crime. read their sentences aloud. Assign one
point for each correctly formed sentence,
plus a bonus point for the group with the
longest sentence for each wh- word.

LESSON
D
D GOAL Discuss Theories and
GOAL
Reading Reading
the Truth
A Before reading, discuss these questions in

Back
to the
• As a warm-up, have students
groups. Then, read the first paragraph of the
divide themselves into three groups
text and check your answers.
depending on whether they would
1. How far is the moon from Earth? 238,855 miles
most like to discuss scientific facts
Moon?
about the moon, traditional stories 2. In what year did the first human step on the
moon? 1969
about the moon, or unusual ideas
3. In what year did humans last visit the moon?
about the moon. In their groups, have 1972
students share what they know about 4. In total, how many humans have visited the
moon? 13 On July 16, 1969, the Apollo 11 rocket
their chosen topic. If your classroom
was launched into space. Sitting inside
setup makes it possible, you may B Read the text. Then, write T for true F for false or were Neil Armstrong, Buzz Aldrin, and
wish to allow groups to research NG if the information is not given. Michael Collins. After a journey of around
information. Monitor and facilitate F 1. One quarter of people in the world 238,855 miles and almost 110 hours,
ng
while students are discussing. Then think the moon landings were real. Armstrong and Aldrin became the first
humans to step onto the moon and on the
have groups share the most NG 2. Some people believe that winds
blow on the surface of the moon. surface of another world. Over the next three
interesting things they discussed.
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years and five months, five more rockets
T 3. The flag seems to be moving because traveled to the moon, and another 10 men
A • Have students complete the exercise. of a problem with the equipment.
ar
stood on its surface. Or at least, this is what
Review the answers as a class. T 4. Astronauts on the moon could see most people think.
stars, but their cameras could not.
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B • If you have any students taking Some people, however, have a different
T 5. Believing in conspiracy theories idea. Their belief is that humans never
IELTS, explain that this exercise is gives some people positive feelings. traveled to the moon. They feel that all of
similar to a question type on that test. the evidence for the moon landings is fake.
C In groups, discuss what most interested you about
c
Have students complete the exercise the text, and why.
How many people believe this conspiracy
theory? Some people may not want to admit
and then review the answers as a
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ph
they believe it, so the true number is in doubt.
class. However, research suggests that up to one
GOAL CHECK quarter of people in some countries think that
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In groups, read the statements and discuss whether humans have never visited the moon.
either in groups or as a class. Monitor they describe a theory or the truth. These people mention details that support
and facilitate while they are working.
g
• Humans have landed on the moon several times. their opinion. For example, they mention two
Optionally, follow up by asking • Aliens have already visited Earth. points about videos and photographs from
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students to suggest alternative titles • Human activity has changed Earth’s climate. the moon’s surface. First, they say these
• Technology companies spy on their customers. pictures show flags moving in the wind, but
for the text.
there is no wind on the moon. As a result,
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they argue that these pictures must have

been taken on Earth. They also say that the
pictures show no stars in the sky, so they
could not have been taken by astronauts
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standing on the surface of the moon.

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136 Unit 10
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Teaching Tip: Adapt and Adopt

It is good practice to look for ways to make lessons more effective,
more engaging, and more focused. In general, there are two basic
approaches to doing this: adapting something or adopting something.
If you find that a particular exercise is not a good fit for your classroom
context, for example, you may choose to adapt it to be a better fit.
Or if something that works very well emerges from an exercise, you
may choose to adopt it for future classes. In the case of the warm-up
exercise in Lesson A, for example, if a student comes up with a riddle
that is especially clever, you may choose to use that riddle as one of
your examples when teaching that lesson again.

Do these points show that the moon landings NASA, the National Aeronautics and Space
did not happen? The answer is no. The piece of Administration, has said it will send humans to
metal holding the top of the flag was damaged. the moon again. The current plan is that this will GOAL CHECK
It was not straight, so the flag could not hang happen within the next 10 years. Depending on
straight down. As a result, it looks like it is moving. what you think, the next trip to the moon will be • Have students complete the
And no stars can be seen in the photographs either the seventh or the very first.
exercise. While they are discussing,
because the sun is very bright on the moon. conspiracy theory
conspiracy theory aa belief
belief that
that an
an event
event did
did not
not happen
happen
It is so bright, in fact, that although there were the way
the way most
most people
people think
think monitor and facilitate. Make a note of
many stars in the sky, they did not show up in the astronaut aa person
astronaut person who
who travels
travels into
into space
space in
in aa rocket
rocket examples of natural English that you
pictures. So, there is no doubt about the moon hear when students are talking. Have
landings: they did happen. groups share the highlights of their
However, why so many people believe discussions. Then write the examples
conspiracy theories is much more of a of natural English that you noted on
mystery. Research suggests there
the board and elicit or explain their
might be several reasons. First,
life in our modern world can be meaning and why they sound natural.
difficult, and people may feel • Optionally, have students share
their lives are uncertain. This and discuss other examples of
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feeling can make people very conspiracy theories that they know
uncomfortable. Conspiracy
theories can give people a
about.
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feeling of certainty, which is
attractive. In addition, people For Your Information: Apollo
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who believe conspiracy theories Program
may feel they have secret
Apollo was the name NASA used
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knowledge that other people
for missions that were part of its
do not have. This is also an
program to send astronauts to
attractive feeling.
the moon. The first Apollo flight to
land on the moon was Apollo 11 in
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1969. After that, Apollo 12, also in
i 1969, Apollo 14 and Apollo 15 in

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Super blue blood full moon over water 1971, and Apollo 16 and Apollo 17
in 1972 also landed on the moon.
The missing flight, Apollo 13, was
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supposed to land on the moon in

1970. Unfortunately, there was a
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problem during the journey. Luckily,

the astronauts on the rocket and the
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engineers at NASA were able to fix

the problem and Apollo 13 safely
returned to Earth.
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Reading Strategy:
Summarizing Texts
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Summarizing a text is rarely

Mysteries 137 necessary to answer reading
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comprehension questions, but it

can help students understand it to
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a greater extent. Students may find

writing a summary from scratch to
Expansion Activity be challenging, especially if the
text is long. However, producing
Have students produce a summary of one paragraph of the text by following the method a summary by subtraction is often
explained in the Reading Strategy. As a class, summarize the first paragraph. For each sentence, more straightforward for students.
elicit which words can be removed from each sentence and write the remaining content on the The method involves looking at each
board. Then add linkers and other words needed to form a grammatically correct paragraph. sentence and asking what parts of
Next, have students work in groups. Each group should summarize a different paragraph. it can be removed without losing
Monitor and facilitate while they are working. Then have groups share their summaries orally or in essential details. In some cases,
writing. Make any necessary corrections and provide constructive feedback. students will decide they can remove
some of the words; in other cases,
they may decide they can remove the
whole sentence because it adds only
minor details to the text.

LESSON
E
E GOAL Describe a Physical Object
A Read the two descriptions and look at the photos. Then, in pairs, discuss which
• As a warm-up, group students into text describes which photo.
teams. Dictate the following clues
about common objects (or come 1. This object looks a little bit like a ball. It has about twelve sides that have holes
up with your own clues) and have in them and many small round things that stick out. It seems to be made of
a golden metal. It is about 1.6–4.3 inches. It was made approximately in the
teams try to guess them: People second or third century AD in Europe. There is doubt about why and how
might use this object, which starts people used it. Paragraph 1 describes the Roman dodecahedron.
with the letter “A,” to travel to a 2. This object looks similar to an airplane. It has something that looks like
hospital. (ambulance); People put eyes on the front, wings at the sides, and a tail at the back. It seems
this object, which starts with “B,” to be made of gold. It is roughly 2.3 inches long. It was made in South
America almost 1,000 years ago. People are uncertain what it is and why it
into electronic devices to give them was made. Paragraph 2 describes the Quimbaya artifact.
power. (battery); People use this
object, which starts with “C,” to
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B In different groups, read the statements and discuss how likely each one is.
keep track of dates and schedules. Then, come up with other ideas.
(calendar); People use this object,
• It could have been a children’s toy. • It might have been a type of
which starts with “D,” to better
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• It may have been a piece of money.
understand a language. (dictionary); jewelry.
This object starts with “E” and always
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has buttons but never has a zipper.
(elevator). Give teams one point per
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Roman Dodecahedron Quimbaya Artifact
correctly guessed object, plus one
bonus point per correct spelling. As
an optional tiebreaker or final round,
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give teams a three-point bonus if they
can come up with a clue that other
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ph
teams cannot guess.
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while you monitor. Review students’

ideas as a class and then confirm the
g
answers and discuss the main clues

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in each text.
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ask groups to summarize their
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discussions. Write new ideas for what

the objects might be on the board.
Then have a class vote on what
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students think was the most likely

purpose for each object. 138 Unit 10
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• Optionally, elicit some everyday

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objects with unusual shapes, such as

a selfie stick or staple remover, and
write these on the board. In groups, • Have students read the examples
have students choose one object and aloud. Then have them write
discuss what people 1,000 years in sentences that modify the examples
the future might think its purpose was to describe a real object. For
if they found it. Monitor and facilitate example, a student might write,
during the discussion. Then have A melon is about as big as a
groups share their ideas with the basketball. Or My dog is a sort of
class. yellowish-white color. Monitor and
• Have students read the information facilitate while students are writing
about describing objects. Give them and, if necessary, help them think
an opportunity to ask questions of objects to describe.
and either elicit responses from
other students or give explanations
yourself.

COMMUNICATION SKILL: Describing an Object
When you describe an object, your goal is to help other people get a picture of it in their C • As a class, discuss the first two
minds. To do this, you need to describe details such as the object’s shape, size, weight,
color, the material it’s made from, and so on. If the object has special or unusual features, statements for which the answers
you should describe those as well. are given. Elicit or explain that
If you are not certain about specific details or not sure how to describe a feature, use the answers describe the general
vague language in your description: function, or purpose, of the first
It’s about as big as a baseball. / It weighs roughly two pounds. two sentences in each text. Still as
It seems to be made of metal. / It’s a sort of reddish-gold color. a class, write a description of the
It has something that looks like eyes on the front. / It has little round things that function of the third sentence in
stick out. each text on the board. Then have
students complete the exercise while
C Read the information in the box. Then, reread the texts in A and complete
you monitor and facilitate. Review
statements 3–6 with your own words.
students’ ideas as a class and, if
1. The first sentences of both paragraphs give a description of what the objects .look like
necessary, give a definitive way to
2. The second sentences give specific details about the objects
ng
.
complete each statement.
3. The third sentences describe what the objects are made of . • Follow up by eliciting or explaining
4. The fourth sentences mention the size of the objects . the benefit of looking at texts in this
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5. The fifth sentences say when the objects were made . way (see Teaching Tip).
6. The final sentences explain mysteries about the objects
ar
.
Teaching Tip: Text Analysis
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Writing Analyzing a text to determine the
D In pairs, choose an object in your classroom and write a description, but do not function of each sentence can
write the name of the object. Share your description with another pair of students. help students in several ways. In
Can they recognize the object you described? terms of reading, it can not only
c
help students better understand
i the structure and organization of

ph
texts, but also help them develop
their ability to make inferences,
since the purpose of each sentence
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will not be stated directly. In terms

of writing, it suggests that good
g
sentences need a clear purpose in

addition to being correctly written.
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GOAL CHECK Describe a Physical Object

Think of an object you know well. Write a description of it that does not mention its
Writing
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name. Present your description to the class without using your notes. How many of
your classmates recognized the object that you described?
D • Suggest that students use the texts
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about the Roman dodecahedron

and Quimbaya artifact as models.
Optionally, write a description of
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another object on the board as an

Mysteries 139 additional model. Do this interactively
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by asking questions about grammar,

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vocabulary, spelling, and punctuation

throughout the process. Then have
natural expressions. Finally, ask them students complete the exercise while
GOAL CHECK to present their descriptions and let you monitor and facilitate. Optionally,
their classmates guess the objects. let students choose any common
object rather than just one that is in
exercise. While you are monitoring
the classroom. Review the answers
and facilitating, make a note of
as a class. Then either have students
common errors and useful phrases or
complete the third task in groups or
collocations that you see. Write them
on the board and, as a class, discuss discuss it as a class. In either case,
which ones are good examples of encourage students to support their
language they may want to use. Then opinions with specific details.
discuss the mistakes and how to fix
them. Have students edit their own
work to fix errors and/or use more

VIDEO JOURNAL
Video Journal
About the Video FROM ANCIENT TO MODERN

This video discusses the influence of
four ancient societies—Mesopotamia,
Egypt, Greece, and Rome—on modern
Western culture. The first of these
societies is probably the least well-
known to most people, but as the video
explains, Mesopotamian culture has
had a surprisingly large impact on the
modern world.
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• As a warm-up, elicit examples of
museums that students have visited
and write them on the board. Have
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students discuss what they liked
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and disliked about each museum
and whether or not they would
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recommend it to others, and why.
Then tell students to stand up and
form a line in the classroom with the
student at one end being the person
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who most likes going to museums,
i
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and the person at the other end
being the person who least enjoys
museum visits. Monitor and facilitate
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while they are doing this, but avoid A In groups, discuss what you know about ancient a. came up with the first system of writing
providing too many suggestions Mesopotamia, Egypt, Greece, and Rome. Then, b. created the first democracy known to history
g
discuss which culture is represented in the

about how to complete the exercise c. developed three different kinds of columns
museum in the photograph.
eo
(see Teaching Tip). d. had a big impact on the vocabulary of

B In the same groups, predict which two statements English
from a–h describe which ancient society.
e. had a major influence on astronomy and the
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Teaching Tip: Learner Agency 1. Egypt g and h law

For most classroom exercises, 2. Greece b and c f. influenced languages like Spanish and
students are given clear instructions 3. Rome d and f Portuguese
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not only about what to do, but also a e g. introduced the 24-hour day and 365-day
4. Mesopotamia and
about how to do it. However, letting year
students work out how best to do
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h. invented useful ways to bring water to fields

something can be an effective
technique from time to time. One 140
at
reason is that it is closer to real-

world situations in which students
N
must find a way to communicate

with others but are not given
guidelines for how to do so. Another
reason is that less structured Teaching Tip: Pronouncing Difficult Words
exercises are more likely to result If students are not confident how to say something, it can affect their
in emergent language appearing. willingness to take part in discussions. It is therefore good practice to
Finally, it gives students more pre-teach the pronunciation of names or technical words before having
responsibility, which can give them students engage in discussions that use them. You may also wish to teach
a greater sense of agency. other forms of unfamiliar words to facilitate the discussion. In the case of
Exercise A, for instance, this would mean teaching the adjective forms
A • Elicit or explain how to pronounce Mesopotamian, Egyptian, Greek, and Roman.
the names of each ancient culture
(see Teaching Tip). Then have
you monitor and facilitate. Review
students’ ideas as a class.

ideas as a class, but do not give the
correct answers yet.
D • Have students work in groups to
predict the answers. Call on students
to share their predictions. Also have
them provide the clues they used
to make their decisions. If there are
different opinions, have students
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discuss which word seems most
likely. Then have them complete the
exercise and review the answers as
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a class.
ar
Human-headed winged bulls at the
E • For the first and third questions,
Louvre, in Paris, France.
either have groups share ideas with
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the class after discussing or just
discuss the questions as a class.
• Students may find the second
c
question difficult because no
C Watch the first part of the video.
i mysteries are mentioned directly in

ph
Check your answers in B.
the video. Before asking students
D Watch the second part of the video. Complete
each sentence with the word the speaker says. to discuss, you may wish to ask
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E In groups, discuss these questions. Support your students to raise their hands if
1. It was located between two major ideas with reasons and examples.
rivers : the Tigris and the Euphrates. they have any ideas. If only a few
g
1. “The story of writing, astronomy, and law . . . suggestions are offered, it would be
2. It was a good place for farming because of its the story of civilization itself begins in one
better to do this as a class exercise
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climate and lots of fresh water . place.” What does this quote mean? How is it
3. People there started living in cities related to the video? rather than in groups so that you can
around 6,000 years ago. 2. What mystery do you think the video elicit ideas by asking questions to
lG
4. The empire had many wars , but its covered? guide students’ thinking. Suggested
people also built palaces and temples. 3. Why do you think people still study these mysteries could include which
5. The society developed an advanced societies and learn their languages? culture most influenced modern
na
system of mathematics and astronomy. Western society and what caused

F MY WORLD What ancient societies existed in
6. The most important innovation this society the area where you were born? In what ways have Mesopotamian civilization to end.
developed was probably writing .
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those societies influenced the modern world? • As an optional whole-class exercise,
141
have students discuss their reactions
at
to the video. These could include

what they felt as they watched it,
N
and why; what information surprised

them, if any; what questions they
would like to ask as a result of
watching it; and/or how and why their
impression of these ancient cultures
has changed.
F • Have students discuss the questions
as a class. Optionally, allow students
to discuss any ancient societies that
they know about.

UNIT
11
UNI T
Unit Theme
In recent years, the concept of learning
11 Learning
has expanded far beyond the traditional Elementary school students in Hunan
classroom to encompass a broader Province, China, learn science using
array of settings and approaches. Today, virtual reality headsets.
people of all ages learn new subjects
and skills in a variety of ways. College
students can take courses and even
complete entire degree programs online
without setting foot in a classroom, and
continuing education programs provide
courses to adults for professional
development and personal enjoyment.
Increasingly, learning is seen as a lifelong
ng
activity, not something that requires a
fixed number of years of formal schooling.
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Unit Overview
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This unit focuses on the topic of
education and learning from a variety
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of different perspectives. Lesson A
takes a look at the impact of technology
on learning and covers using modals
c
to express what could have or should
i
ph
have taken place. Lesson B introduces
some ideas about what leads to
effective learning. Lesson C covers the
ra
educational choices that people make

throughout their lives and explains how to
g
talk about plans for the future that were

eo
made in the past. Lesson D suggests

that playing games has many benefits
for both children and adults, including
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benefits related to learning. Lesson E

focuses on talking about problems and
solutions, especially problems that often
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occur in educational contexts. Finally, the

Video Journal features a short film about
io
a passionate and inspiring educator

whose school in Afghanistan aims to
142
at
educate the next generation of leaders

and impact-makers.
N

• Discuss Technology and Learning Could have, Should have, Technology and Listening for General
• Talk about Learning Would have Learning Understanding
I should have applied for a Educational Choices A Talk: Research into
• Discuss Educational Choices
scholarship. the Experience of
• Talk about the Value of Play The Future in the Past Learning
• Describe Problems and Solutions He was going to study
German in Berlin, but he had
to cancel when his mother
got sick.
142 UNIT 11: Learning SAMPLE COPY, NOT FOR DISTRIBUTION

Look at the photo and 1 How interested are you in 2 Do you think VR technology can
answer the questions: virtual reality (VR)? Why? help people learn?
About the Photo
This photo shows a group of children at
an elementary school in China’s Hunan
Province. The students are studying
science, and the purpose of using the
VR headsets is to help them learn more
about nature. People who support using
VR technology in education say that it
can give students amazing experiences
that make history seem alive and bring
nature into the classroom. They also
claim that students who use VR are more
engaged and motivated to learn.
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• Discuss the two questions as a class.
Encourage students to support their
views.
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• While students are reading the caption,
ar
write the following on the board: VR
technology is a great tool for teaching
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children about nature. Have students
join one of two groups, depending
on whether or not they agree with the
c
statement, and ask them to discuss their
i ideas. Monitor and facilitate while they

ph
are doing this. Then have an informal
class debate.
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• Elicit the different stages of the

education system that students have in
g
their native countries. Write the stages

(with typical ages) on the board in order
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UNIT 11 GOALS
from kindergarten, or its equivalent,
A. Discuss Technology and Learning up to college. Have students consider
lG
B. Talk about Learning which stage they believe to have been

the most enjoyable. Then designate one
C. Discuss Educational Choices area of the classroom for each stage
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D. Talk about the Value of Play and have students go to that area to
discuss in a group what they liked most
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E. Describe Problems and Solutions

about it.
at

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Talking about Learning Games: More Than Writing an Email Sola Power
Describing Problems and Just Fun Giving Suggestions In this National Geographic video,
Solutions Shabana Basij-Rasikh explains the
Enunciation importance of education for girls.

LESSON
A
A GOAL Discuss Technology and Learning
Vocabulary
Vocabulary
A In pairs, discuss whether you need to add a, an, or nothing to complete the
• As a warm-up, elicit examples of definitions. Then, compare your answers with another pair.
past and current technology used 1. Something academic is connected to — education or studying.
by teachers and students, such 2. To achieve something means to reach a goal after a lot of work.
as chalkboards or VR headsets an
3. To attend a school, a college, or event means to go there.
respectively, and write these on the
4. To concentrate on an idea means to think about it very deeply.
board. As a class, discuss which
ones were/are the most important, 5. Confidence is a feeling of — trust in somebody or something.
and why. Then have students work 6. A curriculum is all of the topics studied as —/a part of a course.
in groups to speculate about what 7. A degree is a qualification you can get after studying at college.
future educational technology might 8. An expert is a person with a lot of — knowledge about one topic.
be like. Monitor and facilitate while 9. Motivation is a strong feeling of — interest in doing something.
they are discussing. Then have —
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10. training is teaching or learning skills that are useful for life or work.
groups share their ideas with the
class. B In pairs, expand your vocabulary by learning the verb form of motivation and
training, the noun form of academic, achieve, attend, and concentrate, and the
ni
A • Elicit rules for when to use a, an, and adjective form of confidence. verb forms: motivate / train noun forms: academics
zero article (see Teaching Tip). Then or academy / achievement / attendance / concentration adjective form: confident
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have students complete the exercise C In new pairs, complete the text with words from A or B. Check your answers with
while you monitor. Review the another pair.
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answers as a class. If there are
differences of opinion, have students WORD FOCUS
Technology is now part of most aspects of our daily lives, including
A digital native is a
justify their answers before you education. Educators are using computers, apps, and other kinds of
c
person who has used
explain the correct option. technology from a technology more and more. The reason is that many students these days
very early age.
i are digital natives. Some of them may find it easier to (1) concentrate
ph
when learning from a screen than from a book. They may also feel more
Teaching Tip: Knowledge Gaps (2) confident that they can trust what they are learning. These two
A powerful technique to help things can help them (3) achieve greater success both inside and
ra
students learn is to set up a outside the classroom.

situation in which they recognize a Technology brings another big benefit: it helps more people get a good
g
gap in their knowledge. Once they education and high-quality (4) training . It takes a lot of time and
attend academic
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notice such a gap, they are usually money to (5) college or another (6)
motivated to fill it. In the case of institution. But with technology, people can study online for a college
indefinite articles, for example, (7) degree when it is convenient for them and for a much lower
lG
write the following on the board: price. And in fact, technology makes it possible to get a great education for
hour, MBA, one-way ticket, and free. Some universities have uploaded the entire (8) curriculum for
university. Have students decide if some programs to the internet. So, people who are highly (9) motivated
each phrase needs a or an. They expert
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can study the material on their own and become an (10) in a

may think an comes before words wide range of subjects from A to Z.
starting with a vowel and a comes
io
before consonants, and so will be

surprised by the answers. That
makes this a perfect time to fill 144 Unit 11
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this knowledge gap by eliciting or

explaining that, in fact, an and a are
N
used before words that start with a

vowel sound or consonant sound, C • Have students complete the exercise
respectively. Word Bank: School Facilities
while you monitor. Review the
administration athletic stadium
answers as a class. building
B • Have students complete the exercise • Dictate the expressions in the Word
cafeteria classroom
while you monitor and facilitate. Bank for students to write. Ask if there dormitory gymnasium/gym
Allow students to use dictionaries if are any unfamiliar expressions and, if
lecture hall library
you wish. Review the answers as a so, briefly define them. Elicit different
class. Optionally, practice the words types of educational institutions, such medical center performing arts center
from exercises A and B with a drill: as high school and college, and write student center swimming pool
Say one of the words and a part of them on the board. Have students
speech, such as attend, noun. Then work in groups to decide which of
call on a student to say the matching the facilities in the Word Bank can be
form, such as attendance. found at which institutions. Monitor
while students are discussing. Then
share ideas as a class.

Grammar
Could Have, Should Have, and Would Have

Grammar
Use should have + past participle to say I should have done a degree online • Have students close their books.
that doing (or not doing) something was a instead of attending a college in another Write the following on the board
good idea. state.
in two columns: could have,
Use could have + past participle to say that With more motivation, he could have should have, and would have;
something was possible. achieved a lot of success.
and something was a good idea,
Use would have + past participle to say I think Tim would have become something was likely, and something
that something was likely to happen or an expert in math, but he chose to
somebody was likely to do something. concentrate on history.
was possible. In groups, have
students match the three modals
D Read the grammar information. Then, circle examples of could have, should to the three functions. Discuss the
have, and would have in the sentences below. answers, but do not confirm yet.
1. I should have used my phone to find a discount code. I could have saved
money. D • Have students compare their ideas
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2. I shouldn’t have gone running this morning. I wouldn’t have hurt my leg. from the previous task with the
grammar information. Then have
3. Both of my parents were great at art, so I could have been a good artist, too.
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4. I should have texted you that I was going to be late. I’m sorry that I didn’t.
Review the answers. Then have
5. I should have studied harder in class. I would have passed the test easily.
students practice saying the
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E In your notebook, copy the sentences from D, but rewrite the bold phrases in your sentences. Optionally, first elicit that
own words. Then, share your sentences in pairs. have in these phrases often sounds
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like of or / v/. You may also choose
GOAL CHECK Discuss Technology and Learning to direct students to the grammar
reference in the back of the student’s
c
In groups, complete the tasks.
book for additional review and
1. Take turns saying what your school could have or should have done five years
i
ph
ago in order to use technology more effectively.
A young student practice.
tests ideas at
2. Share your positive and negative experiences of technology and learning. a new robotics
center in Kiev,
Discuss how you think technology will affect learning in the future.
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Ukraine. while you monitor and facilitate. Then,

as a class, have volunteers share an
g
interesting sentence they heard from

their partner.
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GOAL CHECK
• Have students complete the tasks
na
while you monitor and facilitate. You

may wish to make the second task a
io
class discussion.
Learning 145
at
N
Grammar: Could Have, Should Grammar Practice: Could Have,

Have, and Would Have Should Have, and Would Have
The difference between should have for Have students write their name on a piece
saying something was a good idea and of paper and then write a single sentence
should have for criticism often comes that uses two modals from could have,
down to context. In It’s raining! We should should have, and would have. Monitor
have stayed home, the context suggests and assist while they are writing. Then
nobody is to blame, so this usage is not collect the papers and use them to do a
criticism. However, in It’s raining! I told drill: Read one sentence aloud without the
you we should have stayed home, the modals and ask a student to repeat the
criticism is clear. Ought to have can also sentence with the correct modals added.
be used to say something was a good Then ask the sentence writer to explain
idea or to criticize, but it is less common why the answer is correct or incorrect. If
than should have. necessary, discuss any alternative ways to
complete each sentence. Repeat for all of
the sentences you collected.

LESSON
B
B GOAL Talk about Learning
Listening
Listening
A In groups, discuss what each saying or quotation means and how much you agree
• Tell students that you are thinking of with it.
something you would like to learn (or • Practice makes perfect. (traditional saying) In order to become great at doing
something, you need to practice it a lot.
learn to do) in the future. Have them • Play is our brain’s favorite way of learning. (Diane Ackerman) Humans, not only
love play, but we can learn a lot when we are playing.
ask you yes/no questions to find out • Anyone who stops learning is old, whether at twenty or eighty. (Henry Ford)
what it is. After students have found Humans should keep learning throughout their lives.
• One child, one teacher, one book, and one pen can change the world. (Malala
out what you would like to learn, Yousafzai) One person, one book, and one piece of writing can change people’s minds and
have them think of something they their behavior.
• It is not enough to learn how to ride; you must also learn how to fall. (traditional
want to learn and then, in pairs, saying) Always succeeding is good, but it is also important to know what to do when you
take turns asking yes/no questions fail.
to find out what their partner would B MY WORLD In pairs, discuss any sayings about education or learning that you
like to learn. Finally, have several know or ones that you may have in your country.
volunteers share what they would C 52 Listen to part of a talk. Take notes. Then circle the correct option.
ng
like to learn, and explain why.
1. The speaker is probably a ...
A • Have students complete the exercise a. former educator. b. university student.
ni
while you monitor and facilitate. Then 2. The best title for this talk is ...
call on groups to summarize their a. Research into Learning. b. Effective Skills for Teachers.
ar
discussions about one saying or A student takes 3. The speaker suggests that learning styles ...
quotation. Ask other groups to a break from
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a. are something that few people b. may or may not be something
studying for an
express agreement or disagreement. exam in Anhui,
know about. people have.
Optionally, allow students to choose China.
the saying or quotation they find most
c
interesting, discuss it with others who
feel the same way (see Teaching
i
ph
Tip), and then share their ideas.
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Teaching Tip: Learner Agency

Having students discuss questions
g
in random groups is common,

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especially when they are all

discussing the same topic. However,
if the situation allows, it can be
lG
effective to let students choose their

own groups based on the topic they
would prefer to discuss. This can
na
give students a greater feeling of

agency and increase their level of
motivation and engagement.
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B • Have students complete the exercise 146 Unit 11

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while you monitor. Then review the

sayings as a class.
N
C • Review the Listening Strategy with

students. Then have them complete Listening Strategy: Understanding Question Types
the exercise. Review the answers as In most cases, listening comprehension questions are
a class. If there are differences of written in the same order as the information is spoken.
opinion, have students justify their However, this may not be true for items that ask about the
identity of the speaker, such as The speaker is probably a …,
ideas. or items that ask about the main idea, such as The best title
for this talk is …. To answer these questions, students often
need to have heard the whole script. If students preview
the questions before listening, it can help them understand
which questions can be answered while they listen, and
which they should answer after the track ends.

4. The speaker explains that getting enough sleep ...
a. can help people exercise more
often.
b. improves how well people
remember.
Pronunciation
5. The speaker suggests that language learners ... • Have students read only the title of
a. learn more if they repeat what b. may benefit from learning while the Pronunciation box and then elicit
they hear. working out.
their ideas about what enunciation is.
6. According to the speaker, effective practice ... Do not provide students with an
a. can be done just once or twice b. should be done frequently but explanation at this point.
but for a long time. for short periods.
D • Have students read the information
PRONUNCIATION: Enunciation
as they listen. Then elicit two kinds of
Enunciation is the act of speaking clearly. Listen to this sentence twice: once situations from students and write
spoken normally, and once enunciated clearly. them on the board: situations when
They should have spent more time studying for their exams. enunciating more clearly than usual
Notice how the words were clearer the second time because the speaker: would be a good idea, and situations,
ng
• said the beginning and end of each word clearly.
such as chatting with friends, when it
would be unusual to enunciate very
• paused slightly after each thought group.
carefully (see Teaching Tip).
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When you enunciate well, people will understand what you are saying more easily.
Research suggests they may better remember what you said, too. Learning Teaching Tip: Explaining the
ar
how to enunciate can help you communicate more effectively in English and / or
achieve a higher score on a speaking test.
Value of Exercises
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Students may not always recognize
how learning something will
D 53 Read and listen to the information in the box.
improve their ability to communicate
E 54 Listen to the sentences. Check (✓) the ones that the speaker enunciates effectively in English. As such, it can
c
well. Then, in pairs, take turns enunciating all of the sentences. be beneficial to state explicitly the
i connection between something you

ph
1. He was planning to attend a training course next week. ✓
want students to learn or do and
2. I would have done better if I had felt more confident. ✓ the benefit to them. Some students,
3. She could have gotten a degree from a great school. for instance, may not immediately
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4. They were going to talk to an expert about the topic.

recognize how clear enunciation
is relevant to their lives. However,
✓
g
5. We should have concentrated harder in grammar class. in situations where clear speech is
important, such as when taking an
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English test, giving a presentation,

GOAL CHECK Talk about Learning being interviewed for a job,
speaking on the phone, or talking
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In groups, discuss these questions. to a police officer, being able to

1. What is the most interesting thing about learning that the speaker in C enunciate could be essential.
discussed? Why?
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2. Will you change how you study or learn after listening to the talk? If yes, what
will you change, and how and why will you change it? If no, why? E • Have students complete the
io
class. Then have students practice

Learning 147 enunciating the sentences. As a
at
follow up, give students additional

enunciation practice with a drill:
N
First, say a sentence with normal

pronunciation features such as linked
Teaching Tip: Authentic Language GOAL CHECK speech and omission of unnecessary
To help students deal with the kind of
language they will meet outside of the
sounds (see Teaching Tip). Then
• Have students complete the exercise have a student repeat the sentence
classroom, it is good practice to look
for opportunities to use or bring in more while you monitor and facilitate. Call with clear enunciation. Repeat until
authentic language. One way to do this on volunteers to share their answers every student has practiced.
is to switch off your “teacher voice” to the second question with the class.
occasionally. For instance, when doing
the enunciation drill, instead of speaking
normally, you may choose to speak more
quickly than usual, or to mumble some
of your words. This would add several
layers of challenge (and probably result
in some laughs), but it is a challenge with
a serious, principled purpose.

LESSON
C
C GOAL Discuss Educational Choices
Language Expansion: Educational Choices
Language Expansion:
A Read the text. Then, complete the definitions with a blue word or phrase.
Educational Choices
During their lives, people make many choices about their education.
• Write the following on the board:
Most young children attend the closest public school, but parents who can
School uniforms are bad for children,
pay for private school may choose to send their children to one. If it is a
bad for parents, and bad for society.
In groups, have students first decide boarding school, the child will live there, too. Some other parents may feel
whether they mostly agree or mostly that homeschooling is the best option for their children. Between the ages of
disagree with the statement and then 16 and 18, most students start thinking about going to college and getting
come up with arguments to support a degree. They must decide whether to go, where to go, and when to go.
their view. Monitor while students are These days, taking a gap year is popular because students feel they will
discussing. Then have groups share have life experiences that will help them in the future. When students enroll at
their opinions and ideas with the class. a college, they choose which subject to major in: business and economics
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are popular majors these days. Students also need to choose whether to
A • To maximize communication, have
live on campus or not. Finally, continuing education is growing more popular
students complete the definitions with
because people want to learn useful new skills; so, even adults in their thirties
a partner and then compare ideas
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with another pair of students and or older may need to make educational choices.
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reach a consensus about which word
1. continuing education education available for adults
correctly completes each definition. homeschooling
2. when parents teach their children at home
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• Dictate the abbreviations from the
3. gap year traveling and working before college
Word Bank for students to write
4. private school a school run by a private company or organization
down. Elicit or explain the meaning
of each abbreviation. Many of the boarding school
c
5. a place where students live and study
abbreviations start with a vowel 6. campus buildings and land that are part of a school
i
ph
sound, so you may choose to review 7. major in to specialize in a subject at college
the use of a and an. Follow up by 8. enroll to start a program of study at a school
doing the Expansion Activity. Then
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have students practice combining

Boys from Eton College in the UK taking part in a traditional event
the Word Bank expressions with the
g
subjects from the Expansion Activity.

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For example, I did a BA in history. Or

I’d like to do an MS in biology.
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Word Bank: Academic

Abbreviations
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BA: Bachelor of Arts

BS: Bachelor of Science
JD: Doctor of Law
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MA: Master of Arts

148 Unit 11
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MBA: Master of Business

Administration
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MD: Doctor of Medicine

MEd: Master of Education
Expansion Activity
MFA: Master of Fine Arts
Have students work in groups. Say some clues that describe
MS: Master of Science academic subjects and have students write the answers.
PhD: Doctor of Philosophy For example, students learn about past events (history); the
study of books written in English (English literature); studying
elements like hydrogen, carbon, or sodium (chemistry). Then
have groups come up with clues to describe three more
subjects. Monitor and assist while students are working. Then
have groups read their clues aloud while other groups write
the answers. Finally, review the answers as a class, giving one
point per correctly deduced clue, plus one bonus point for
correct spelling. Finish with an optional class discussion about
which subjects students are interested in, and why.

Conversation
B 55 In pairs, choose words from A to complete the conversation. Then, listen
B • Have students read the incomplete
and check your answers.
conversation and ask if there are any
Oscar: Did you ever decide where to send your twins to school, Rachel? unfamiliar words. Elicit or explain
Rachel: We were planning to enroll them in a (1) boarding school , but we
SPEAKING STRATEGY as necessary. Then have students
changed our minds.
private school Use
Use but
but (we)
(we) changed
changed complete the exercise and review the
Oscar: So are they attending a (2) every day?
Rachel: No. We were going to send them to one, but the fees were too
our minds when
our minds when you
you answers as a class.
want
want toto introduce
introduce aa
expensive. different
different action.
action.
C • Have students practice the
Oscar: Yes, private schools can be costly.
homeschool conversation while you monitor and
Rachel: So my husband said he would (3) them. We tried
that for a month, but it was too much work for him. facilitate. Then suggest that students
Oscar: Oh, so where do your children go to school? could adapt the conversation in the
Rachel: We decided to (4) enroll them in a local public school. student’s book as a way to create a
Luckily, they love it there! new conversation. Elicit one way to
Oscar: Is that the one just around the corner from your house? If so, that’s change the first two lines and write
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convenient. these new lines on the board. For
C Practice the conversation in pairs, taking turns playing each character. Then, example, you might write: Oscar:
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create a new conversation about educational choices related to going to college. Where are your children going to
college, Rachel? Rachel: My son
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Grammar attends Harvard, and my daughter is
enrolled at MIT. Then have students
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The Future in the Past practice their new conversations while
Use the future in the past to talk about plans for the future that He was going to study German in Berlin, but
you monitor and facilitate. Finish by
were made in the past (or to refer to plans you made that did he had to cancel his plans when his mother asking for several pairs of volunteers
c
not happen). got sick. to perform their new conversations in
i front of the class.

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There are three common patterns for using the future in the past: (1) They were going to send their children to a
(1) was / were going to + infinitive private school.
(2) was / were + -ing form
(3) would + infinitive
(2) She was planning to live on campus.
(3) He said he would major in economics.
Grammar
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• Have students close their books. Write

D Read the grammar information. Then, underline the examples of the future in the
the following on the board: the future
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past in the conversation in B. Finally, compare your answers in pairs.

in the past. Explain that this refers to
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a grammar structure and elicit ideas

about what the structure is. Do not
GOAL CHECK Discuss Educational Choices
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confirm students’ ideas yet.

Review the educational choices mentioned in A. Then, in groups, complete the steps.
1. Discuss which of the choices are made by parents alone, parents and children D • Have students compare their ideas
together, or by the children. from the previous task with the
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2. Plan a short talk about educational choices in your life. Your talk should grammar information. Then have them
mention one educational opportunity you missed, one plan you made that you complete the exercise. Review the
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were not able to do, and one choice you would like to make in the future.
answers as a class. Give students
Learning 149 more practice by doing the Grammar
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Practice exercise. You may also

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Grammar: The Future in the Past Grammar Practice: The Future in student’s book for additional review
Because of its name, students may feel the Past and practice.
that they need a future verb form to Elicit some time expressions that could
express future in the past ideas. In fact, indicate the past and write these on
past verb forms are correct. Students the board. When you have as many GOAL CHECK
may also feel that they should only use expressions as students in the class,
the future in the past for things they choose one of the expressions and have
thought would happen that actually • Have students complete the steps
a student use it in a future in the past
did happen. Again, this is incorrect: sentence about their life, such as Last while you monitor and facilitate. Then
the future in the past is often used to summer, I wanted to find a job. If the time have students deliver their talks
talk about things that a person thought expression would also be natural at the either in their groups or in front of the
would happen but which did not, in fact, end of the sentence, ask the student to class. For each talk that you see, offer
take place. change the word order: I wanted to find a constructive feedback.
job last summer.

LESSON
D
D GOAL Talk about the Value of Play
Games:
Reading Reading
A Complete these sentences with your own ideas.
• As a warm-up, elicit exactly 16 Then, share them in groups. Who gave the most
examples of well-known games, interesting answers?
More Than
• As a child, my favorite type of play was ...
such as board games (chess, for
• The last time I played something was ...
example), card games (bridge), • In my country, people think play is ...
children’s games (tag), party games
(charades), or even video games.
Write the name of each game on the
board and, if necessary, help the
B Read the text. Then, complete each statement
with a word or number from the text.
1. Most people think education is serious, but
some experts say it should be fun.
Just Fun
student who suggested the game
2. Gamification’s name is not very
explain how to play so everyone
well known, but the idea is easily understood.
understands what it involves. Then
call out two of the games at random 3. One of the advantages of gamification is that
students might feel more motivation / .
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and have students raise their hand confidence
4. An example of gamification in a public space
to show which of the two they would took place roughly ten years ago.
prefer to play. Erase the losing
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5. Finland’s example shows children can start
game—if necessary, your vote is the school at seven and still do well.
tie-breaker. Repeat the process until
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6. Games can help people with PTSD concentrate
half the number of games remain. better and worry less about life .
Then repeat three more times until
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7. Because games have many benefits, they
just one game remains. As a class, may be good for adults as well as
discuss why this game was the most children.
popular one.
c
C In pairs, choose one of the two situations below
and come up with an idea to gamify it. Share your
i
ph
idea with the class and explain the benefits.
while you monitor and facilitate. After • Get people to recycle more
students have decided who gave • Help people learn a language
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the most interesting answers in their

groups, have them share these with
GOAL CHECK
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the class.
In groups, complete these tasks.
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B • If you have any students taking 1. Discuss how you think you would feel if you
IELTS, explain that this exercise is could not play for one whole month.
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similar to a question type on that 2. Discuss how your life might change if you
test. Write the following on the board: played for one hour a day for a whole month.
Which answers should be a number? 3. Come up with a sentence that explains how
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important play and games are for humans.

Which answers should be a singular
noun? Which answer should be an
uncountable or plural noun? Monitor
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while students discuss the questions

in pairs. Call on individual students to 150 Unit 11
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share their ideas. In all cases, elicit

the textual clues that helped students
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answer the questions.

Reading Strategy: Understanding Vocabulary from Context
If there are different opinions, have It is highly likely that most texts a student reads will contain unfamiliar
vocabulary. As a result, a key reading skill is the ability to get a sense
students justify their views.
of the meaning of new words or phrases from the context in which
• Review the Reading Strategy with they are used. In the text about gamification, some students may not
students. Then do the Expansion know expressions such as disorder (noun) in the sixth paragraph. If
Activity. they analyze the context in which that word is used, however, they will
see clues to its meaning, such as Doctors, dangerous situation, very
worried, and improve their lives.

Many people think they need a good education to get
a good job. As a result, they spend hundreds of hours and C • Have students complete the exercise
thousands of dollars a year on their studies. For these people, while you monitor and facilitate.
education is a serious matter. But does it have to be? A growing
Optionally, elicit or explain several
number of experts say that learning can, and should, be fun.
more examples of gamification so
Gamification is one way to make learning more enjoyable.
The name may be unfamiliar, but the idea is easy to
that students fully understand the
understand. One common definition is that gamification is concept.
using ideas from games to make non-game situations more • Elicit some characteristics of games
fun and enjoyable. and write these on the board. For
Gamification is becoming popular because studies suggest example, games often have rules,
it has many benefits. For example, students tend to enjoy award points, and involve turn-taking.
studying more when their lessons are gamified. Gamification
Explain that students’ gamified idea
may also help learners concentrate for longer periods and feel
more motivation to study. All of these things can build students’ will probably include at least some of
confidence and improve their academic results. these elements. Monitor and facilitate
while students are working. Then
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Gamification also brings benefits outside of the classroom.
A famous example happened in Stockholm, Sweden about have pairs share their ideas with the
ten years ago. The stairs at Odenplan subway station were class.
ni
turned into a piano. When people stepped on them, the stairs
made music. Walking up and down the stairs became fun, and
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the number of people who used the escalator went down by
about 66 percent. GOAL CHECK
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Gamification is not the only way people can learn while
playing. In countries around the world, some schools have a • Have students complete the
play-based curriculum. The idea is that informal play is better for exercise. While they are discussing,
young children than formal training. The country that is the best monitor and facilitate. Make a note of
c
example of this is Finland, which has one of the best education
examples of natural English that you
systems in the world. Children there do not start formal school
i hear when students are talking. Have

ph
until they are seven. Instead of learning to read or do math,
younger children spend their time playing creative games. groups share the highlights of their
Doctors are finding that play has benefits for adults, too, discussions. Then write on the board
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and not just in terms of learning. Some people who experience the examples of natural English that
a dangerous situation may develop PTSD (post-traumatic you noted and elicit or explain what
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stress disorder). People with PTSD may feel very worried they mean and why they sound
about life. Recent studies show that playing certain video
natural.
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games can help people manage PTSD and improve their lives.
To sum up, games are more than just fun. Famous
educators like Maria Montessori have suggested that play
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is the “work” children should do. Given its many benefits,

perhaps adults also should work hard at play.
na
escalator
escalator aa moving
moving stair
stair that
that carries
carries people
people to
to higher
higher or
or lower
lower floors
floors in
in aa
building
building
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Learning 151
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Expansion Activity
Have students find several unfamiliar words or phrases in the reading.
Optionally, allow them to look in the texts in lessons A, C, and E, too.
Have students write these words in their notebooks and then write
definitions for them based on context clues they find in the text.
Monitor and facilitate while students are working. Then have students
each share an unfamiliar word plus the definition they came up with.
You may also choose to have students share the context clues they
used to develop their definitions. If necessary, correct
the definitions.

LESSON
E
E GOAL Describe Problems and Solutions
Communication
• As a warm-up, dictate the following
problem for students to write down:
A friend wants to attend a famous
college but can’t afford to pay the
tuition. Then have students work in
groups to come up with a solution
that has exactly 20 words (see
Teaching Tip). Monitor and facilitate
have groups share the solutions
they came up with. As a class, vote
on which solution was the most
ng
interesting, and why.
Students studying
Teaching Tip: The Advantages
ni
in the Student
Learning Center at
Communication
of Setting Limits Ryerson University A 57 Listen to a conversation. Check (✓) the problems that the woman has.
ar
Setting limits on an exercise requires in Toronto,
Canada. She needs more time for studying.
students to think critically about
✓ She forgets details she has learned.
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how best to complete it. This can
lead students to use language they ✓ She is finding it hard to concentrate.
may not otherwise have used and/ She doesn’t understand some ideas.
or spark greater creativity. In the
c
warm-up exercise, for example, B In pairs, take turns saying which of the problems in A you have experienced.
asking for solutions with exactly
i Then, discuss any other study problems you have experienced.
ph
20 words will mean students have
to think about and discuss the C Read the email. Then, in groups, put Tommy’s suggestions in order from most to
language they use more carefully least useful. Finally, share your ideas and reasons with another group.
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than usual. Other examples of

potentially beneficial limits include
Hi Mia,
g
asking students for responses that

use a conditional or that have no I was thinking about your problem. I have a few suggestions that might help. First,
eo
WORD FOCUS if I were you, I’d visit the Study Center on campus. I’m sure the people who work
words that start with w. And although
A font is a particular there could give you some helpful advice. Second, have you heard about this new
students are unlikely to have to write size, weight, and style
exactly 20 words in a real-world font called Sans Forgetica? Apparently, it can help you remember things better
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of letters used in a
situation, they are likely to have text. because it makes your brain do more work when reading. Why don’t you download
to write a minimum or maximum the font or at least look up the name to learn more? I’ve been using it for a month,
number of words or characters, and I really feel it’s helped. Finally, my advice is to take care of your body. I find
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especially on standardized tests like that my memory and concentration are better when I sleep well, exercise regularly,
TOEFL or IELTS. eat healthily, and drink enough water.
Tommy
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A • Have students complete the 152 Unit 11

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class. Then have students work in
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groups to discuss and make a note

C • After students have read the
of possible solutions to the woman’s
email, have them share which of
problems. Monitor and facilitate
the solutions they came up with in
during the discussion. Finally, explain
Exercise A were the same as Tommy’s
that you will ask students to share
suggestions in the email. Then have
their possible solutions later.
B • Have students complete the exercise you monitor and facilitate.
while you monitor and facilitate. • Optionally, follow up by showing
Then call on volunteers willing to students what the Sans Forgetica font
share which study problems they looks like and reading more about the
have encountered. Encourage these science behind it. Then, as a class,
students to say how they solved each have students discuss whether or not
problem, too. they would use this font, and why.

D Read the information in the box. Then, reread the email from C and answer the
questions in pairs.
D • Have students read the information.
COMMUNICATION SKILL: Making Recommendations or Suggestions Elicit other expressions of
When you discuss a problem, you may want to recommend or suggest an action or recommendation or suggestion,
a solution. You can use various expressions to introduce your recommendations and such as Have you considered …? or
suggestions: You could … and write these on the
My recommendation is to ... / Why not ... ? / If I were in your shoes, I would ... board. Then have students complete
In general, it is a good idea to support your suggestions with one or more reasons or the exercise while you monitor and
benefits. These can be general comments, things you have read or heard, or even per- assist. Review the answers as a
sonal experiences. You may also wish to mention how somebody can get more informa- class.
tion about your suggestion.
1. In the email, which three expressions does Tommy use to introduce his Writing
recommendations? If I were you, I’d ... / Why don’t you ...? / my advice is to ...
2. How does Tommy support his first suggestion. Does he use a general E • Optionally, provide an additional
F model paragraph by choosing a
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comment or a personal experience? a general comment
3. How does Tommy support both his second and third recommendations? with personal experiences problem and writing suggestions as
4. For which suggestion does Tommy explain how to get more information? his second suggestion a class.
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Writing exercises while you monitor and
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facilitate.
E Choose a common study problem. It can be one of the problems in A or another
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problem, such as having too much work to do or not feeling motivated. Imagine
that one of your English-speaking friends is having this problem. Write some
suggestions for how he or she could deal with this problem. Use the email in GOAL CHECK
C as a model.
c
F In pairs, share your writing from E. Give each other feedback. Then, work • Have students complete the steps
i while you monitor, assist, and

ph
together to write improved second drafts.
facilitate as necessary.
• Optionally, follow up with a class
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GOAL CHECK Describe Problems and Solutions discussion. Ask students to say
which of the suggestions from this
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Complete these steps.

lesson they might adopt, and have
1. Present your ideas from E and F to the class, using notes rather than reading them explain why.
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your writing aloud.

2. In groups, discuss which were the best suggestions you heard, and why.
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3. In different groups, discuss some other problems that you or your friends often
have and talk about possible solutions to them.
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Learning 153
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Teaching Tip: Using Connected Devices

There are many possible in-class uses for devices like cell
phones, tablets, and laptops. Students could use them to take
photos of material on the board, research topics, find examples
or photos, or look up definitions. Because these devices can be
a distraction, however, it is good practice to set clear guidelines
for when and how they can be used. One effective way to do
this is to discuss and negotiate these guidelines as a class
and then have students write them up for display. This not
only generates authentic language, but also ensures students’
preferences are taken into account.

VIDEO JOURNAL
Video Journal
About the Video SOLA POWER

This short film includes an interview with
educator Shabana Basij-Rasikh and
profiles her school: the only boarding
school in Afghanistan that is exclusively
for female students. During the film,
Shabana talks about why she became an
educator, the importance of educating
women, and the kind of education that
students at her school, SOLA, receive.
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• As a warm-up, write the following on
the board. The most
thing I learned at school was …. Elicit
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adjectives, such as interesting or
unusual, that could fill the space, and
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write these on the board. Optionally,
allow -est superlatives, too, and elicit
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how to modify the sentence. Have
students copy and complete the
sentence into their notebooks while
c
you monitor and facilitate. Then have
students read their responses aloud
i
ph
but without saying the adjective from
the space. Have other students listen
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and infer the missing adjective.

A • Optionally, elicit adverbs of frequency
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that are not listed in the instructions.

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Write all of the adverbs (including

the ones in the student’s book) on
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the board in order from most to

least frequent.
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call on volunteers willing to share
(and support) their reasons with the
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class.
154
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while you monitor and facilitate. Then,
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as a class, have students share their

views. Write students’ ideas on the Video Strategy: Non-verbal Focus
board. Then have students reach a For obvious reasons, language classes tend to focus
consensus on the three ideas that on verbal communication, even though non-verbal
would most improve education for communication also conveys a lot of meaning. Having
people in a country. students watch the video with the sound off can be an
effective way to highlight non-verbal communication.
When a speaker uses a clear example of non-verbal
communication, such as a particular hand gesture,
facial expression, or body posture or motion, pause
the video. Discuss what the speaker did and what it
conveys. Then rewind and watch that part of the video
again with sound. Pause again and discuss how the
non-verbal element complements the verbal aspect.

A In pairs, discuss the questions. Use rarely, sometimes,
usually, or always in your answers.
C • Write the following on the board:
1. Should governments spend more money on education?
Which answers should be a number?
2. Should girls and boys have equal access to
education? Which answers should be a singular
3. Do children from poor families have the same access
noun? Which answer should be an
to education as other children? uncountable or plural noun? Monitor
while students discuss the questions
B In small groups, discuss how governments and individuals
in pairs. Call on individual students to
can improve education for everyone in a country.
share their ideas. In all cases, elicit
C Watch the first part of the video. Complete this summary the textual clues that helped students
with the word or number that the speaker says. answer the questions.
It is important that everyone receive an • Have students complete the exercise.
(1) education . However, in some places, it may

not be available to girls. UNESCO says that around the D • Have students complete the
ng
world, up to (2) 130 million girls are not in exercise. Review the answers as a
school. This is not only a problem for these girls: just class. Follow up by doing Expansion
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one extra (3) year of school can help a Activity 1.
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woman make (4) 20 percent more money
when she is an adult. As a result, it can be a problem for
Write the following incomplete
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(5) society when girls are not educated.
sentences (see Teaching Tip)
D Watch the whole video. Circle the correct option. on the board and have students
complete them in their own words
c
1. UNESCO is the United Nations Educational, Scientific
while you monitor and facilitate:
and Cultural Operation / Organization.
i I was surprised to learn from the

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2. Shabana Basij-Rasikh’s school is called SOLA: the video that . My opinion
School of Leadership / Learning Afghanistan. about Shabana Basij-Rasikh is that
3. Shabana says that just six / sixteen percent of women . I definitely agree with
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in Afghanistan have a college degree. Shabana’s point that .

4. Shabana mentions that some students at her school Thinking about the students at SOLA,
I hope that . Then have
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learn how to drive a car / ride a bicycle.

5. Shabana feels that educating a girl will also educate students work in small groups and
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her family / friends and her community. share their sentences. Finally, ask
each student to share a sentence
6. The common challenge for SOLA students is to
written by a classmate and explain
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discuss education / speak English all the time.

why he or she chose that sentence.
7. Shabana says her students are the solution to
their family’s / the world’s most serious issues.
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E MY WORLD Are boarding schools popular in your Teaching Tip: Scaffolding Writing
Shabana Basij-Rasikh country? Why? Discuss in groups. Some students find writing more
shows teenage girls how
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to ride a bicycle. challenging than the other skills.

As a result, it is good practice to
155 look for ways to scaffold writing
at
exercises to provide more support.

In Expansion Activity 1, for example,
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every partial sentence ends with

the subordinating conjunction
Expansion Activity 2 that. This helps students because
Have students work in groups to design a school that would benefit they can complete every sentence
a specific group of people. They can use the following questions with a clause. To ensure that
as a guide: What will the school be called? Where will the school students receive the benefit of this
be located? Who will be allowed to study there? What benefits will scaffolding, you may choose to
it offer students? What will students learn each day? What other draw attention to it explicitly.
activities will students do? How often will students get to play? What
kinds of technology will it have? Monitor and facilitate while students
are working. Then have groups present their ideas to the class. E • Have students complete the exercise.
Encourage students to enunciate and make sure that every group Monitor and facilitate while they are
member speaks. working. Make a note of any students
who make interesting points and ask
them to share their views with the
class. Follow up by doing Expansion
Activity 2.

UNIT
12
UNI T
Unit Theme
Think about the world when you were
12 Innovation
five years old. In many ways, life then
was probably similar to life now, but
undoubtedly the world has also seen
many innovations in those years. The
food you eat, the clothes you wear, the
places you visit, the ways you buy, and
the technology you use have all changed
in small or large ways. Not every change
is for the better, of course, but on the
whole, human ingenuity and innovation
has improved our lives. And the hope is
that people will continue to come up with
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innovations that make our lives better
and solve some of the major problems
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affecting the world today, such as disease,
hunger, poverty, and climate change.
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Unit Overview
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This unit focuses on the topic of
innovation: what it is, who does it, how
it happens, and why it is important.
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Lesson A looks at the history and future
i
ph
of computers and covers using modals
to make speculations about what
might happen in the future. Lesson B
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introduces the idea that competition

and challenge can lead to innovation
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and other positive outcomes. Lesson C

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explores how inventors come up with

their inventions and introduces various
grammar structures for discussing
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the future. Lesson D explores some

habits that successful innovators often
have. Lesson E continues the theme
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of challenges leading to innovation

and focuses on discussing purposes
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and results. Finally, the Video Journal

features a TED Talk by Simone Giertz,
156
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an innovator from Sweden who shares

what developing “useless” inventions has
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taught her.

• Speculate about the Future Modals to Discuss the Inventions General and Focused
• Talk about Positive Outcomes Future Inventors and Listening
• Describe Inventors and Inventions I will probably get a new Inventions A Podcast: Competition
device soon. and Innovation
• Talk about Good Habits
This innovation may make
• Discuss Purposes and Results a lot of money.
Talking about the Future
I’m going there tomorrow.
156 UNIT 12: Innovation SAMPLE COPY, NOT FOR DISTRIBUTION

Look at the photo and 1 What does innovation mean 2 Why is a mobile weather
answer the questions: to you? station innovative and useful?
About the Photo
When he was younger, Mark Kamau
wanted to be a professional soccer player.
He was good enough to be chosen as a
goalkeeper for the Kenyan national team,
but stopped playing for financial reasons.
When he was 20, Kamau studied digital
Mark Kamau of BRCK, a company design in Nairobi. This was the first time
focused on connecting Africa to the he had ever used a computer. Kamau
internet, holds a prototype for a mobile made design his career, and now works
weather station in Nairobi, Kenya. at BRCK, a start-up company that aims
to find innovative ways to provide wifi
access to people across Africa.
ng
• Write innovation on the board and elicit
its prefix, root, and suffix. Then elicit
and write other words that start with
ni
in- (and, optionally, its variant spellings:
im-, il-, and ir-). As a class, categorize
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the words according to whether the
prefix means in/into or not. Then elicit
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and write other words with the root nov
and elicit that it generally means new.
Elicit and write other nouns ending with
c
-ation and elicit that it signifies an action.
i
ph
Finally, put everything together to elicit a
definition of innovation, such as “the act
of developing something new.”
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• Explain that the first question is asking

UNIT 12 GOALS for students’ views or feelings about
g
innovation. Elicit the meaning of mobile

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A. Speculate about the Future

in the second question. Then have
B. Talk about Positive Outcomes students discuss the questions in
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C. Describe Inventors and Inventions groups while you monitor and facilitate.
Then, as a class, have students share
D. Talk about Good Habits
their answers to the second question.
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E. Discuss Purposes and Results Optionally, elicit some other things

that would be useful if they were made
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mobile.
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Talking about Positive Outcomes Daily Habits Writing about Why You Should Make Useless
Discussing Purposes and Results of Successful Purpose and Things
Innovators Results In this TED Talk, Simone Giertz
Stress in Compound Nouns
describes how playing and asking
questions can lead to innovation.

LESSON
A
A GOAL Speculate about the Future
A Read the text. In groups, discuss whether computers really are the most
• As a warm-up, explain the well- important invention in history. What other important inventions are there?
known saying by Arthur C. Clarke
that very advanced technology What is the most important invention in history?
seems to work like magic. Have Some people say it is the computer. This makes sense:
students work in groups to come we can use them for many purposes, to find solutions
up with inventions or advances in to many problems, or to achieve many outcomes.
We think of computers as modern machines. After
the modern world that would seem
all, using computers every day is a habit for many of
like magic to somebody 100 years
us. However, they have a surprisingly long history.
ago. Monitor and facilitate during the In 1822, a mathematician called Charles Babbage
discussion. Then have groups share designed a device that could do math. He did not have
their thoughts with the class and enough money to build it during his life. However, the
reach a consensus on the three most Science Museum of London used his plans to build
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“magical” technologies. one in the 1980s. The experiment was a success and
this early computer worked perfectly.
A • Have students complete the exercise The invention of microchips in the 1950s was also
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while you monitor and facilitate. As a a significant development. These small parts have
class, review students’ ideas about led to electronic computers that keep getting smaller,
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faster, and more powerful. What will happen next? How
the importance of computers and
will people use computers to develop their creativity
other inventions.
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and improve the world? Nobody knows, but it will be
interesting to find out.
B • To maximize communication, have
students complete the exercise Charles Babbage’s
c
in pairs. Monitor and assist while invention was
designed B Complete the definitions with the words in blue.
students are working. Then review to complete
i 1. device : a machine, such as a smartphone, that people use
ph
the answers as a class. complete complex
2. success : a positive result or a positive situation
mathematical
problems. invention
C • Have students complete the exercise 3. : a useful thing, such as the wheel, created by a person
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alone or in pairs. Allow the use of 4. electronic : describes a machine that is powered by electricity
dictionaries if you wish. Review 5. significant : describes something very important, special, or large
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the answers as a class. Optionally, 6. habit : something good or bad that a person does regularly
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practice the words from exercises 7. creativity : the ability to come up with innovative ideas or designs
B and C with a drill: say one of the 8. purposes : the reasons for something or the functions of something
words and a part of speech, such
lG
9. outcomes : the results or effects of a thing that somebody has done

as creativity, verb. Then call on a verb forms: create / invent /
solutions
solve / succeed 10. : ways to deal with problems or to answer questions
student to say the matching form, adjective forms: creative /
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such as create. inventive / successful C Expand your vocabulary by learning the verb forms of creativity, invention,
noun forms: electronics /
• Write the words from the Word Bank solution, and success; the adjective forms of creativity, invention, and success;
significance
noun forms that refer to a and the noun forms of electronic and significant. Then learn the noun forms of
on the board in a random order. Then
io
person: creator / inventor creativity and invention that refer to a person.

dictate the definitions twice. Have
students work in groups to write each 158 Unit 12
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definition correctly and decide which

word on the board it matches. Review
N
the answers as a class and answer

any questions that students have. Word Bank: Computers and Computing
• Optionally, ask questions using the
application/app: program that runs on a monitor: screen connected to a computer
words in exercises B, C, and the computer or a phone that displays information
Word Bank. For example, What file: information, such as text, music, or a network: group of computers that are
computing device do you use most picture, saved on a computer connected to one another
often and what is its operating hardware: physical parts of a computer, operating system/OS: software that controls
system? Encourage students to use such as its hard drive how a computer works
the target words in their responses. hard drive: part of a computer where software: programs or operating system
system files and user documents are stored that a computer runs
microchip/chip: small piece of material that virus: program that travels from device to
is part of a computer’s circuits device and causes damage

Grammar
Modals to Discuss the Future

Grammar
Use will + verb to describe things that are Jim will send us the solution later today. • Have students read the information.
certain to happen. If they are not certain, I will probably get a new device soon.
use an adverb like probably or almost
Then draw a table with two rows and
certainly. two columns on the board. Elicit how
to express ideas that are very unlikely
Use may / might / could + verb to This innovation may make a lot of money.
speculate about things that are possible His habits might change if we talk to him.
to happen and ideas that have zero
but not certain to happen. The invention could become very popular. percent chance of happening (see
Grammar: Modals to Discuss the
D Complete these sentences in your own words. Then, share your answers in pairs. Future). Then elicit example sentences
How similar are your sentences? that match the grammar patterns you
1. Next week, I will . have elicited. Finally, have students
2. Next month, I will probably . copy the chart in the student’s book
3. Next year, I may . into their notebooks with the two rows
ng
4. In a few years, I might . on the board added. You may choose
5. Within ten years, I could .
to direct students to the grammar
reference in the back of the student’s
ni
book for additional review and
practice.
ar
GOAL CHECK Speculate about the Future computers
In groups, choose two inventions from the box and discuss how they might change Grammar: Modals to Discuss
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the internet
in the future. When you have finished, share your ideas with the class. telephones the Future
televisions
Invention Changes To speculate about something
vehicles
c
that is not very likely, use adverbs
watches like probably or almost certainly
i with not. For example, I will almost

ph
certainly not get a new phone this
year. To say that something has
zero percent chance of happening,
ra
use will definitely not or will not.

I think computers might become smaller. I agree. They’ll probably become faster, too.
In addition to using modals, it is
g
possible to discuss the future with

eo
A complex circuit
is/are + almost certain/very likely/
board probable/possible/doubtful/unlikely/
impossible + infinitive. For example,
lG
Computers are likely to become

smaller and faster in the future.
na

io
Optionally, have students add one

Innovation 159 more sentence that expresses an
at
idea that is unlikely or certain not to

happen. When students have finished,
N
call on volunteers to share with the

class the most interesting sentence
Grammar Practice: Modals to GOAL CHECK that their partner wrote. Then do the
Discuss the Future
Grammar Practice exercise for further
Practice the grammar with a drill. Prompt • Have students complete the exercise practice.
a student with a statement. The student while you monitor and facilitate.
must speculate about the future using
Optionally, allow students to discuss
that statement. For example, if you
prompt with computers will get bigger how any invention might change in
and slower, the student might respond the future, not just the ones in the
with computers will almost certainly not box. When students are sharing their
get bigger and slower. Optionally, have ideas, and while listening, make
students come up with statements to a note of errors using modals to
prompt one another. discuss the future and correct them
after all students have shared.

LESSON
B
B GOAL Talk about Positive Outcomes
Listening
Listening A In groups, discuss the questions.
• As a warm-up, dictate the following 1. How often do you use a computer mouse, a microwave oven, and a tablet
negative situations (or come up with computer. When and why do you use it?
your own) and have students write 2. How would your life change if you could no longer use each device? Be specific.
them down: losing your job, breaking B 58 Listen to the beginning of a podcast. What is the speaker mainly going to
your phone, having an argument discuss?
with a friend, missing a flight. Elicit a. Some people who are famous innovators
a possible positive outcome for
b. Some ideas for how to be more innovative
two of the situations. For example,
c. Some ways competition leads to innovation
losing a job may make somebody
decide to follow their childhood C 59 Listen to the whole podcast and complete the table.
dream, and breaking a phone might
cure somebody’s addiction to social 1945 business Doug Englebart
ng
media. Then have students work in 1960s the Space Race Percy Spencer
groups to come up with as many 2010 war Steve Jobs
possible positive outcomes for
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each situation as they can. Call on Researched by: (1) Doug Englebart
Computer mouse Invention date: (2) 1960s
groups to share their ideas of positive
ar
What competition: (3) the Space Race
outcomes that they wrote down.
Idea discovered by: (4) Percy Spencer
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A • Have students discuss the questions Microwave oven Invention date: (5) 1945
What struggle: (6) war
while you monitor. Then call on
several volunteers to share their Imagined by: (7) Steve Jobs
c
Ipad tablet Release date: (8) 2010
responses as a class. business
i What competition: (9)

ph
B • Tell students to take notes as they
D There is a saying in English that “Necessity is the mother of invention.” This
listen. Then have them complete the
means that when people really need something, they will invent it. In groups,
exercise. Review the answer as a
ra
discuss whether the examples mentioned in the podcast support this saying,
class. Optionally, have the class use and why.
their notes to recreate the exact words
g
that the speaker uses to give the PRONUNCIATION: Stress in compound nouns
eo
answer: Competition usually means Compound nouns have two parts. Sometimes the two parts join to make a single word.
that somebody wins and somebody For these compounds, the stress is usually on the first part.
laptop, notebook
lG
loses. However, when competition Sometimes the two parts are separate. For these compounds, the stress can be on the
leads to innovation, it can have a first part or the second part. If you are not sure which part to stress, check a dictionary.
positive outcome for everybody. Write laser printer, digital camera
na
the recreated script on the board. If

necessary, elicit words or phrases
that would logically fill any gaps. Then
io
listen one more time to confirm.

160 Unit 12
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C • Review the Listening Strategy with

students. Then have them complete
N
the exercise. Review the answers as

a class. If there are differences of Listening Strategy: Effective Listening
opinion, have students justify their The process of effective listening generally requires three separate elements: First,
ideas. Optionally, follow up by asking understanding what the speakers say; second, judging if that information is likely to be
students whether or not they tried important; and third, making a note of important information. In some cases, there may also
to follow the steps in the Listening be a fourth element: choosing or writing the correct answers to the questions. Students
Strategy and if they found it useful. may find it challenging to do all of these elements simultaneously, but as with most skills,
the more they practice, the easier it will become. Students can also think of ways to make
some of the elements easier to do. In the case of Exercise C, for example, students could
write short abbreviations for each answer while they listen and then write the full answer
afterwards. So, for example, instead of writing out Doug Englebart as an answer, which
might distract students from understanding, judging, and taking notes, they could just
write DE. This strategy is especially effective for standardized English tests like IELTS that
give students time after the listening section to finalize their answers.

while you monitor and facilitate. Call
on volunteers to share their group’s
ideas with the class. Then, as a
class, have students translate and
share similar expressions from their
native languages, or other sayings
they know that relate to innovation or
invention.
Pronunciation
• Have students read the information.
Elicit or explain answers to any
ng
questions they have.
ni
(see Teaching Tip). Review the
ar
answers as a class. Follow up by
doing the Expansion Activity for
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additional practice.
Mars Exploration
Rover project
E 60 Look at these compound nouns from the talk. Underline where you think staff react as
Teaching Tip: Utilizing Students’
c
the stress will be. Then listen to check your answers. images from Knowledge
the Opportunity
1. microwave oven
i rover lander Students sometimes know more
ph
successfully than they think about English,
2. Space Race
arrived at Mission and it is good practice to look
3. rocket ships Control at NASA for opportunities to help them
ra
in Pasadena,
4. computer data California.
recognize this. In the case of
5. smartphones compound nouns, for example,
g
students may think they do not know

6. grandmothers which syllable to stress. However,
eo
if they were to practice saying

the noun a number of times, each
GOAL CHECK Talk about Positive Outcomes time giving a different syllable the
lG
primary stress, in most cases they

In groups, discuss these statements. What do they mean? What examples from your would be able to recognize which
life support each one? stress pattern is right because one
na
1. Failure often leads to innovation. pattern would sound more natural

2. Great inventions are usually surprisingly simple. than the others. Students can use
the same idea to judge grammar,
io
3. Positive thinking leads to positive outcomes.

vocabulary, spelling, or punctuation.
Innovation 161
The method is not 100 percent
at
accurate, but helping students see

that they know more than they think
can foster confidence and increase
N
motivation.
Expansion Activity
Write a list of compound nouns on the board. For example (with the
syllable that has the primary stress underlined), art history, football, full
moon, motorcycle, New York, post office, smartphone, software. (The
GOAL CHECK
Word Bank in Lesson A has additional compounds.) Have students work
alone or in pairs and practice saying each compound with the stress • Have students complete the exercise
on each possible syllable until they find the stress pattern that sounds while you monitor and facilitate. Then
natural to them. Have students write each compound in their notebooks call on several volunteers to share
and underline the stressed syllable. Monitor and assist while students are their responses as a class.
working. Then review the answers as a class.

LESSON
C
C GOAL Describe Inventors and Inventions
Language Expansion: Language Expansion: Inventors and Inventions

Inventors and Inventions A In pairs, choose the correct phrases (a–h) to complete the
definitions of the words in blue.
• As a warm-up, dictate the following 1. Practical describes people that g
list of inventions for students to 2. Curious describes people that c
write down (in alphabetical order, 3. Smart describes people, ideas, or objects that e
with chronological order shown in 4. Ambitious describes people that h
parentheses): bicycles (9); elevators b
5. Beneficial describes things that
(7); eyeglasses (5); paper (4);
6. Enthusiastic describes people that d
photography (6); stone tools (1);
7. Essential describes things that a
telephones (8); televisions (10);
wheels (2); writing (3). Then have 8. Versatile describes people or things that f
students work in groups to put them
An example of a
in the order they were invented or
ng
chindogu invention: a. are completely necessary or e. are very intelligent or clever.
discovered, from earliest to most a book holder important.
f. can do many things or have many
recent. Monitor and facilitate while b. are helpful and useful. uses.
ni
students work. Then review their
c. are interested in knowing how g. can make or design useful objects.
ideas as a class before giving the things work.
ar
h. try hard to become rich and
correct order. Optionally, follow up by
d. are very excited about something. successful.
having students share with the class
Le
which of the modern inventions they
B Write words from A in the diagram. Then, in pairs, compare your answers.
would least like to live without, and
why. Words to describe Words to describe Words to describe
c
inventors both inventions
A • Have students complete the exercise ambitious, curious, practical, beneficial, essential
i
ph
enthusiastic smart, versatile
answers. Then, as a class, elicit
adjectives that could describe the Grammar
ra
chindogu invention shown in the

photo and write them on the board. Talking about the Future
g
These could be adjectives from the We’re going to meet at 9:00 a.m.
To discuss definite plans that you have already made, use (1)
eo
exercise or other adjectives that either be going to + verb, or the present continuous. (2) I’m going there tomorrow
students know (see Teaching Tip).
To make predictions or to talk about things that are certain (3) I’m sure Naomi will be OK with the new time
I think it is going to be great
lG
to happen, use either will + verb or be going to + verb. (4)

Teaching Tip: Cultural To describe decisions about the future made at the (5) I’ll call her later to check
Sensitivity moment of speaking, use will + verb.
na
Sometimes an exercise will involve To describe scheduled events in the future, use the (6) The design museum opens at 10:00
students expressing opinions about simple present.
something from one culture, such
io
as food, art, or entertainment.

With such exercises, there is the 162 Unit 12
at
possibility that a student from a

different culture may inadvertently
N
express an opinion in a way that

could cause offense. For example,
a student from Japan might
conversation while you monitor and Grammar
facilitate. Make a note of students
take offense at hearing negative
adjectives used to describe who came up with especially • Have students read the information.
chindogu inventions. Be alert to the interesting or funny conversations Elicit or give answers to any
possibility of cultural offense and, and ask them to perform in front of questions that students have. You
if you wish, remind students to be the class. may choose to direct students to the
sensitive to each other’s cultures. grammar reference in the back of the
• Write the Word Bank expressions while you monitor. Optionally, have and practice.
on the board. Elicit or explain their them also add the Word Bank
meaning. Have students work in expressions and any adjectives you
pairs to create a short conversation elicited in Exercise A to the diagram.
that uses some of the new words. Review answers as a class.
Give them time to practice their

C Complete the grammar chart with the correct example for each description. One
example has been done for you.
a. I’m going there tomorrow.
in pairs. Review the answers as a
b. We’re going to meet at 9:00 a.m.
class. For additional practice, do the
c. The design museum opens at 10:00.
Grammar Practice exercise.
d. I’m sure Naomi will be OK with the new time.
e. I’ll call her later to check. D • Have students complete the exercise.
f. I think it is going to be great. Review the answers as a class.
• Draw students’ attention to the
Conversation Speaking Strategy. As a class, have
them discuss when and where they
D 61 In pairs, choose words from A to complete the conversation. Then listen SPEAKING STRATEGY
and check your answers.
have heard people using these
Use
Use Sorry?
Sorry? or
or Huh?
Huh?
to
to show
show you
you don’t
don’t expressions. Also discuss other
Abby: There’s an exhibition of chindogu designs at the design museum. I’m understand.
understand. expressions that could show
going there tomorrow with Naomi. Do you want to come? Use
Use OK
OK to
to show
show you
you
understanding or a lack of it, such as
ng
James: Sorry? What kind of designs? do
do understand.
understand.
I see. Or What was that? Then have
Abby: Chindogu. They’re originally from Japan. They’re funny inventions
such as a book holder!
students work with a partner to take
ni
James: Really? That doesn’t sound useful or (1) versatile at all.
turns practicing the roles in the
Abby: That’s the point. Chindogu designs aren’t supposed to be conversation. Optionally, have
ar
(2) practical or beneficial. students make changes to the
James: Huh? Well, I’m (3) curious now, so I’d love to come. conversation and then perform it in
Le
Abby: Great! We’re going to meet at 9:00 a.m. so we can see the exhibition front of the class.
early.
James: The design museum opens at 10:00, so there’s no point in meeting
earlier than that. GOAL CHECK
c
Abby: OK. Then let’s meet at 10:00. I’m sure Naomi will be OK with the new
time, but I’ll call her later to check.
i
ph
• Have students complete the steps
James: You know, I’d never heard of chindogu before, but I’m really
(4) enthusiastic about seeing this exhibition now. I think it’s while you monitor and facilitate. Then
have students deliver their talks
ra
going to be great!
either in their groups or in front of the
class. For each talk that you observe,
g
offer constructive feedback.

GOAL CHECK Describe Inventors and Inventions
eo
In groups, complete the steps.

Word Bank: Words Related
lG
1. Come up with an idea for an invention. It could be something practical or a

chindogu-style idea. to Inventions
2. Prepare and practice a talk about your invention. You may want to draw a A brand new idea or product is one
picture of your idea. that is completely new.
na
3. Deliver your talk in front of the class. Then discuss which groups came up A breakthrough is a discovery that
with the best inventions. Share your decisions and reasons with the rest comes after a lot of work.
of the class.
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A patent lets just one person make

or sell a product or invention.
Innovation 163
at
A pioneer is the first person to

make, do, or study something.
N
A revolutionary invention is one

that has a huge impact on the world.
Grammar: Talking about the Future Grammar Practice: Talking about A spin-off is a new product that is
In English, time markers serve an important the Future based on an existing product.
function. These are words or phrases that Elicit six future time markers (see An ingenious person is someone
indicate when something has happened, Grammar: Talking about the Future) and who has smart, new ideas.
usually happens, or will happen. The write them on the board. Have students To design something is to decide
meaning of the time marker may depend work in pairs to write six sentences. Each how it will work and what it will
on the context. In the sentence I’ll see you sentence should use one of the grammar look like.
in the morning, for example, in the morning patterns explained in the grammar To devise something is to come up
is a future time marker, but in I saw her in information and one of the time markers with an idea or method.
the morning, the same phrase is a past on the board. Monitor and facilitate while
time marker. Sometimes, a time marker students are writing.
is the only thing that makes a sentence
future. For example, It opens at ten
o’clock tomorrow is a future sentence only
because of the time marker tomorrow.

LESSON
D
D GOAL Talk about Good Habits
Reading
Daily Habits
Reading
A Read the title of the text. In pairs, discuss what
• As a warm-up, elicit ideas about some of these habits might be.
what the child in the photo might
be thinking and, as a class, vote
B MY WORLD In groups, discuss if innovation can
be learned, or if it is something that some people of Successful
Innovators
on the best ones. Then write the are naturally good at.
following partial sentence on the
board and have students complete C Read the text. Choose the statement that best
summarizes each paragraph. Some are extra.
it in their own words: When I was
a child, I wanted to be a …. Next, Paragraph 1 h Paragraph 5 a
1 Some companies act in the way
Paragraph 2 c Paragraph 6 b
have students find a partner and they have always acted. But in our modern
Paragraph 3 e Paragraph 7 i world, being innovative is becoming
explain that they will have limited time j
Paragraph 4 increasingly important. As a result, these
to try to find out what their partner companies may find it hard to survive. In
a. A method for remembering innovative ideas
wrote by asking yes/no questions. contrast, companies like Microsoft, Apple,
ng
Monitor and facilitate while students b. A new variation of a traditional expression Google, Amazon, and Tesla find innovative
question a partner. After one minute, c. An answer to a question about innovation new ways to do things. The huge success
or whichever time limit you choose, d. Differences between innovation and creativity of these firms shows the true value of
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innovation.
tell students that it is their partner’s e. How new information leads to new ideas
chance to ask questions. After 2 Innovation is not just important for
ar
f. Ideas that might be successful in the future companies. It has value for individual
another minute, have students find g. Reasons why innovators make high salaries people, too. Some people feel being
a new partner and negotiate who
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h. A discussion of why innovation matters innovative is like being tall: you either
will ask questions first. Repeat until are, or you aren’t. Is this true? Research
i. The value of doing something every single day
students have questioned several suggests the opposite: that anybody can
other students. Then find out how j. The value of questioning traditional ways become more innovative by having certain
c
habits. This is important, as other studies
many of their partners’ sentences
students learned. Finally, have
i
D Complete the tasks. Then, in pairs, share your suggest that innovative people are more
ph
sentences. likely to have jobs that they enjoy and that
volunteers share how they completed 1. Write a sentence describing your feelings or pay well.
the sentence and explain why this is thoughts about the text. 3 In general, innovative people want
ra
what they wanted to be. 2. Write a sentence explaining which of the daily to learn. They read often, especially about
habits you would like to try and why?
A • Have students complete the exercises
g
B while you monitor and facilitate. Then

eo
review students’ ideas as a class. GOAL CHECK

In groups, take turns talking about a good habit
C • If you have any students taking
lG
you have. You should say what the habit is, how
IELTS, explain that this exercise is often you do it, why it helps you, and how much you
similar to a question type on that recommend it to other people.
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test. Do the first item as a class so

that students understand what to do
and how to do it. When they have
io
completed the exercise, have them

work in pairs or groups to compare 164 Unit 12
at
answers while you monitor. If there

are differences of opinion, encourage
N
students to justify their views. Finally,

review the answers as a class. Reading Strategy: Asking Questions to Improve Comprehension
• Review the Reading Strategy with
In textbooks, reading texts typically come with a set of comprehension questions.
students. Then follow up by doing the In the real world, though, texts rarely have questions. However, students can learn
Expansion Activity. to ask questions while they read. The answers to these questions may not be
immediately obvious, but they can often be answered through a combination of
reading the text closely, thinking about the questions deeply, and perhaps some
research. Asking and answering questions in this way can help students improve
their reading skills as well as their comprehension of what they have read.

a wide variety of topics. They talk to people about 7 Finally, innovators put in the hours to get
new ideas. They visit new places. They have new better and find new ways to do things. Some of
experiences. All of this new information goes into them follow an idea called “Don’t break the chain.” D • As a class, write short summaries
their brains. It can help innovative people see links They set a goal of doing something important every on the board of the daily habits
between ideas that other people cannot see. And day, such as reading a newspaper article or writing
this may help them come up with new ideas. a blog post. After it is done, they mark an X on the
discussed in the text. Some of the
calendar for that day. After a while, the calendar daily habits in the text are easily
4 Asking questions is another habit that many
innovative people have. Innovators want to know how
has a chain of Xs. Seeing this chain gives them a summarized, such as ask a lot of
positive feeling. And in order to keep that positive questions for the fourth paragraph.
something works, or why something happens, or how
feeling, they do the action each day.
long something takes. They also ask questions that Others, such as learn new things
help them find better ways to do things. For example, from a variety of sources for the third
many innovators ask, “Why do we do it this way?” or
“Is there a better way to do this?” These questions
paragraph, may require more work
help them find solutions to problems that other and thought to summarize.
people may not even notice. • Have students write their sentences
5 As a result of learning new things and while you monitor and facilitate.
asking questions, innovative people usually Continue to monitor while students
ng
come up with many ideas. In fact, they have share their sentences with a partner.
so many ideas that they forget some of
Finally, review all students’ answers
them. To avoid this problem, innovators
to the second question to find the
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often have a way to remember their best
ideas. Sometimes they will use a computer top three habits. Discuss why these
or tablet for this purpose. Many innovators, habits are more popular than the
ar
however, prefer old technology: a notebook others.
and a pencil.
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6 “If it’s not broken, don’t fix it” is a
common saying. Most people agree with
the idea. They think that if something GOAL CHECK
c
works well, there is no reason to change
it. Many innovators feel differently. They • Have students complete the
constantly look for ways to improve things,
i exercise. While they are discussing,
ph
even things that are already good. In other
words, “Even if it’s not broken, make it
monitor and facilitate. Make a note of
better” is an innovator’s saying. examples of natural English that you
ra
hear when students are talking. Have

groups share the highlights of their
g
discussions. Then write the examples

of natural English that you noted on
eo
the board and elicit or explain their

meaning and why they sound natural.
lG
For Your Information: Don’t

Break the Chain
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The “don’t break the chain” habit is

often called the “Seinfeld Method”
io
or “Seinfeld Strategy,” after famous

television comedian Jerry Seinfeld,
Innovation 165
at
who once described the method in

an interview. Seinfeld himself uses
the method but seems surprised
N
that it has become so popular and

so well known. In other interviews,
Expansion Activity Seinfeld said that he feels the
Write the following questions on the board: Why might some companies find it advice is almost too obvious to be
hard to survive? (Paragraph 1) What is the value of innovation for individuals? useful and that he was not even the
(Paragraph 2) Why might reading a newspaper article be important for an first person to suggest it. Despite
innovator? (Paragraph 7). Divide students into four groups and have them discuss Seinfeld’s feelings about it, there are
the questions while you monitor and facilitate. Then have students share and psychological reasons related to
discuss their ideas as a class. Finally, assign either the third, fourth, fifth, or sixth how our brains work that explain why
paragraph to each group and ask them to come up with a question based on the adopting this habit can be beneficial.
information in that paragraph and discuss how to answer it. Monitor and facilitate
while students are working. Then have groups share their question and answer
with the class. Finally, elicit or explain how students’ questions helped them
comprehend the text to a greater extent.

LESSON
E
E GOAL Discuss Purposes and Results
Writing Writing
WRITING SKILL: Stating Purposes and Results

at the photo and write four lists When you write about something, you may want to say why something happened or why somebody did
something. To give this information, you can use purpose or reason expressions:
of words that they associate with
• in order to / so as to / so that / because (of) / due to / as / since
babies: nouns, verbs, adjectives, and
After you give the purpose or reason, you may want to give the result of what happened. To do this, you can use
adverbs. Monitor and assist while result expressions:
students are doing this. Then divide • so / so ... that / such ... that / as a result (of) / As a result, ...
the class into two teams. Call on a Stating the purpose, reason, or result of something will help people follow your ideas.
student from the first team to read a
word from one of his or her lists. Call
A Read the information about stating purposes, reasons, and results. Then
on a student from the second team complete the paragraph with words or phrases from the box. Two answers are
to say what part of speech the word possible in some cases.
is and either its spelling, its meaning,
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or its noun, verb, adjective, or adverb In the 1930s and 1940s in Finland, many babies died soon after they were
form. Repeat until each team has born. (1) In order to / So as to improve this situation, the government gave
had 10 chances, giving one point per new mothers a box. The box had clothes to keep the baby warm as well as
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correct answer. Optionally, follow up other useful things. And (2) because / as the box also had a mattress
with a discussion about why these and blankets, it could be used as the baby’s bed. (3) Because / As a result of
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the boxes, fewer babies died. The effect was (4) so positive
words are associated with babies. that
(5) the government of Finland has continued to give baby
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A • Have students read the information. If boxes away. In addition, other countries have recently begun to copy this
innovative idea.
there are any questions, elicit answers Finnish baby box
with sleeping baby
or explain them yourself. Then ask
c
concept-checking questions to
make sure that students understand
i
ph
some of the nuances of using these
expressions. For example, How could
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we express “in order to” or “so as

to” in a shorter way? (with to only);
g
What is the difference between “so

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that” for purpose and “so … that”

for result? (the latter has a word or
phrase between so and that); What
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can go between “so” and “that” in

result expressions? (an adjective,
such as so positive that ; an adverb,
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such as so quickly that ; or a noun

phrase, such as so many babies/
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much information that or so few

ideas/little time that). Then have 166 Unit 12
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you monitor and assist. Review the
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answers as a class.
B • Do the first two or three steps as a
Teaching Tip: Effective Controlled Writing Practice
class so that students understand As a general rule, controlled writing practice is an effective way to build
students’ writing ability. Often, though, controlled writing practice involves
what to do and how to do it. Elicit having students fill in blanks or complete sentences. These exercises have
how to rewrite the sentences based their place, but they require students to do little actual writing. Exercise B,
on the prompts and write them on in contrast, is a controlled writing exercise that requires students to write a
the board. Have students copy these whole paragraph. As such, it provides useful and beneficial practice. The
sentences into their notebooks and exercise can easily be adapted for use with other texts that provide a model
piece of writing.
then complete the exercise in groups
Follow up by asking students to share
their thoughts and feelings about the
exercise, such as how easy or useful
they found it (see Teaching Tip).

B In groups, rewrite the paragraph in A by following these steps.
1. Rewrite the first sentence so that it starts with “Many babies died ...” C • Write the first two or three sentences
soon after they were born in the 1930s and 1940s in Finland.
2. Rewrite the second sentence so that it starts with “The government gave ...” as a class. Elicit what to write based
new mothers a box in order to improve this situation.
3. Rewrite the third sentence so that it includes the phrase “such as” in the middle. on the prompts and write the
The box had useful things such as, clothes to keep the baby warm.
4. Rewrite the fourth sentence so that it starts with “The box could be used as ...”
the baby’s bed because it also had a mattress and blankets.
sentences on the board. Make
5. Rewrite the fifth sentence so that it starts with “Due to ...” the process interactive by
the boxes, fewer babies died.
6. Rewrite the sixth sentence so that it uses the expression “such ... that ...” asking students questions about
The baby boxes had such a positive effect that the government of Finland has continued to give them away.
7. Rewrite the final sentence so that it ends with “... as well.” grammar, vocabulary, spelling, and
Other countries have recently begun to copy this innovative idea as well.
punctuation. Then have students
C In pairs, write a paragraph based on these notes. Use the paragraph in A as a model.
copy the sentences into their
• some babies who are born early die cannot stay warm
Some babies who are born early die because they cannot stay warm. notebooks and complete the exercise
• some students who attended Stanford Univ innovative solution
Some students who attended Stanford University came up with an innovative solution to this problem. with a partner while you monitor
• created a special blanket Embrace Care infant warmer and facilitate. Finish by discussing
They created a special blanket called the Embrace Care infant warmer.
• blanket can be heated electricity / hot water mistakes or examples of natural
The blanket can be heated with either electricity or hot water.
ng
• stays warm for hours safer for babies English you noticed while monitoring.
It stays warm for hours, so it is safer for babies.
• Embrace products helped 1,000,000 early babies cheap / easy-to-use
As a result of being cheap and easy to use, Embrace products have helped one million babies who were born early. Communication
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Communication
D • Ask students the following: Could
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D In groups, discuss these questions. Give reasons for your opinions.
“the most” replace “more” in the first
1. Which is more innovative: Finland’s baby boxes or Embrace Care infant warmers?
question? Could “might” replace
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2. What emotions would new parents who get the baby box or the Embrace Care “would” in the second question?
blanket feel?
Could “additional” replace “other”
3. What other solutions to its problem could Finland have adopted?
in the third question? Could “with”
c
4. What other solutions to keeping babies warm can you come up with?
be cut from the final question?
i As a class, elicit students’ ideas

ph
E In pairs, read the situation and discuss a solution. Then present your solution to the
class. Use expressions of purpose, reason, and result. and reasons before explaining the
answers: no, yes, yes, no. (See
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In most countries in the world, women spend much more time looking after young babies
than men do. This is not fair. In order to improve the situation, your government wants to
Teaching Tip.)
get men to spend more time looking after infants.
g
Teaching Tip: Setting

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Language Challenges
GOAL CHECK Discuss Purposes and Results Theories of language acquisition
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suggest that frequent exposure

Complete the steps. to language is necessary before
1. Write three things you have done this week. Make a note of your purpose and it is learned. Posing occasional
the result of what you did. grammar or vocabulary challenges
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2. In groups, take turns sharing the things you did, your purpose for doing them, is good practice because it
and the results of what you did. provides this exposure. These
challenges could be related to
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any aspect of English, including

Innovation 167 grammar, vocabulary, punctuation,
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or pronunciation. A positive effect

of setting such challenges is that
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it creates a learning environment

in which students ask themselves
GOAL CHECK questions about the language and
feel confident about asking these
• Have students complete the steps questions in class, if they are unsure
of the answer.
Follow up by asking groups to share
the most common things that they • Have students discuss the questions
discussed doing. while you monitor and facilitate.
Review students’ ideas as a class.
while you monitor and facilitate. Give
constructive feedback after each pair
has presented its solution.

VIDEO JOURNAL
Video Journal
About the Video WHY YOU SHOULD MAKE

Simone Giertz describes herself as a USELESS THINGS
“Mistress of Malfunction” and “Mother
of Terrible Inventions.” In this amusing SIMONE GIERTZ
talk, she demonstrates some of her Inventor, Robotics Enthusiast
unusual inventions and talks about her
struggles with anxiety, how she became Simone’s idea worth spreading is that
an inventor, why she chooses to make sometimes useful innovation can come from
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“useless” play or just from asking questions.
“useless” inventions, and what she has
learned from doing this.
As a warm-up, elicit what the
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•
invention in the photo probably does.
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Then have students work with a
partner to come up with an invention
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to make one of the following common
tasks easier or better: giving a
presentation, cutting somebody’s
hair, chopping vegetables, or waking
c
somebody up. Monitor and facilitate
i
ph
have them present their ideas to
the class.
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A • Elicit that useless in the Idea Worth

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Spreading is in quotation marks to

suggest that, in fact, the inventions
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may not be useless after all. Then

have students discuss while you
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monitor and facilitate. Call on

volunteers willing to share and
support their reasons with the class.
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B • Have students complete the exercise,

optionally as a class discussion
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rather than in groups.

168
at

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• Optionally, do a quick review of

infinitives and -ing forms (see units 2 Video Strategy: Speaking Skills Focus
and 4). Have students find examples
Many videos feature speakers who are accomplished
of -ing forms in the quotations and presenters. By watching these videos with a focus on things
elicit the most common pattern of like delivery and intonation and use of visuals, students can
usage: -ing something is / was …. pick up ideas and strategies for giving talks or presentations.
Then have students write example Divide the class into three groups. Have one group listen (but
sentences using this same pattern not watch) for examples of clear delivery. Have a second
and some of the adjectives in the group watch for examples of great visuals. Have the third
group watch for other things, such as humor or gestures,
box. Monitor and facilitate while they
that improve the presentation. Then have groups compare
are working. Then have each student their ideas. Finally, watch together as a class. Pause every so
share with the class the sentence that often and have each group share what they thought about the
he or she thinks is the best and give delivery, visuals, or other things they see or hear.
constructive feedback.

A In a group, discuss what Simone Giertz’s idea 4. “Building useless machines is really
fun , but how is this in any
worth spreading means and how true you
think it is. way or form a business?” D • Have students complete the tasks.
B Watch the first part of the talk. In groups,
5. “I often get asked if I think I’m ever going to After each task, have volunteers
build something useful , and
discuss which of Simone’s inventions is your share their ideas with the class. You
maybe someday I will.”
favorite. Why?
true
may also wish to have students work
6. “To me that’s the beauty
C Predict how to complete each quotation from of making useless things, because it’s this in different groups after each task
the talk with a word from the box. Some words acknowledgment that you don’t always know (see Teaching Tip). If you wish, follow
are extra. Then watch the second part of the what the best answer is.” up by doing the Expansion Activity.
talk to check your answers.
D Work in a group. Complete these tasks.
boring / fun smart / stupid 1. Summarize Simone’s reasons for creating Teaching Tip: Varying Student
difficult / easy useful / useless her inventions. Then discuss how good you
false / true think these reasons are. Why? Groups
2. In Lesson C you learned about chindogu The goal of discussion exercises is
1. “But building things with hardware, especially inventions. Discuss how similar Simone’s to give all students opportunities to
if you’re teaching yourself, is something that’s inventions are to chindogu. speak and interact with their peers.
difficult
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really to do.” In any group, though, some students
3. In Lesson D you learned about some habits
2. “And even though I didn’t realize it at the time, of innovative people. Discuss which of these will be more confident and willing to
building stupid things was habits you think Simone probably has, talk. For exercises that ask students
smart
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actually quite .” and why. to discuss more than one question,
3. “And identifying a problem is the first step in 4. Think of a problem and discuss what this can lead to a situation in which
useless
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my process of building a invention (useful or useless) Simone might some students feel demotivated or
machine.” develop to solve it. Then share your frustrated because other students
problem and invention with the class. are dominating the discussion. One
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E MY WORLD Work in a different group. effective way to avoid such a situation
Take turns talking about a time when is to have students work in a new
you did something playful or “useless” group after each question. If you
c
that led to real innovation. specify which groups students should
join, you can vary the dynamics
i
ph
and ensure all students have
opportunities to shine.
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E • If possible, talk about a time when

g
you were innovative after doing

something playful or “useless.” This
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will give students a model of what to

say and some language they could
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use. If you can talk about something

Simone Giertz tries out her invention.
that shows a broad view of what
innovation could be, it may also
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help students come up with ideas

to talk about.
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169
For Your Information: Simone
at
Giertz
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Simone Giertz was born in Sweden

in 1990, but now she lives in San
Expansion Activity Francisco. She is very active
on social media, especially
Find three or four pictures of unusual objects. Divide the YouTube, where she has millions
class into three or four groups and give one picture to of subscribers. Many of Simone’s
each group. Give students a few minutes to discuss what videos showcase inventions
they think the object is and write down their idea. Repeat designed to create funny solutions
the process until each group has seen all of the pictures. to everyday problems. In 2018,
Then have groups read their ideas for each object aloud. Simone was diagnosed with a
Praise good writing and smart ideas and then, if necessary, brain tumor and had to undergo
explain the actual purpose of each object. an operation.

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Shimbun/Getty Images; 10–11 (spread) Alan Akmen/Anadolu Agency/Getty Images; 146 Jianan Yu/Reuters; 148 Tom
Dawson/Alamy Stock Photo; 13 Krzysztof 80–81 (spread) Vincent van Gogh (Dutch, Stoddart Archive/Hulton Archive/Getty
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Images; 14–15 (spread) Robin Hammond/ × 94.3 cm (29 1/4 × 37 1/8 in.), 90.PA.20 Images; 152 Doublespace/View Pictures/
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The J. Paul Getty Museum, Los Angeles; Universal Images Group/Getty Images;
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National Geographic Image Collection; 16–
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Universal Images Group/Getty Images; (c) Album/Alamy Stock Photo; (bc) The National Geographic Image Collection;
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Andrzej Wojcicki/Science Photo Library/ Images News/Getty Images; 86–87 (spread) Jenner, 2009/Shutterstock.com; 159 John
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Getty Images; (tc2) Douglas Sacha/Moment/ Hannibal Hanschke/Reuters; 102 Anthony (tc1) Fotoluminate LLC/Shutterstock.com;
Wallace/AFP/Getty Images; 104 Guven (tc2) ibreakstock/Shutterstock.com;
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107 Drazen/E+/Getty Images; 108– T-235 (cl) Isaak/Shutterstock.com;
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News/Getty Images; 36 Victor Tyakht/Alamy

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National Geographic Image Collection; Getty Images; 110 AdShooter/E+/Getty (cr) Thomas La Mela/Shutterstock.com.
41 VSanandhakrishna/iStock/Getty Images; Images; 112–113 (spread) © Stacie
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170 Credits SAMPLE COPY, NOT FOR DISTRIBUTION
WE3e_TB3_Credit_170_ptg01.indd 170 8/31/19 3:31 PM

Audio Scripts
AUDIO SCRIPTS
Unit 1
2 Professor: Hello, everyone. Let’s get started, OK?
In recent classes, we’ve been studying types of migration. So far, we’ve discussed emigration, which is
when people move away from a place, and immigration, when people move to a place. Today I’m going to
talk about factors that cause migration. In other words, why do people move? There are two main reasons.
We call them “push factors” and “pull factors.”
Can anyone say how they’re different?
Laura: I think push factors are negative. They make people want to leave a place. And pull factors are
positive. They make people want to move to a place.
Professor: That’s right, Laura.
ng
3 Professor: Hello, everyone. Let’s get started, OK?
In recent classes, we’ve been studying types of migration. So far, we’ve discussed emigration, which is
ni
when people move away from a place, and immigration, when people move to a place. Today I’m going to
talk about factors that cause migration. In other words, why do people move? There are two main reasons.
ar
We call them “push factors” and “pull factors.”
Le
Can anyone say how they’re different?
Laura: I think push factors are negative. They make people want to leave a place. And pull factors are
c
positive. They make people want to move to a place.
Professor: That’s right, Laura.
i
ph
Most push and pull factors fit into one of three groups. Economic factors are connected to money. For
example, if there are few good jobs in a city, some residents might move to a different city.
ra
Can anyone give me another example?

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Hannah: My parents have moved several times to places where the houses are cheaper.
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Professor: Good example, Hannah.

Next, we have environmental factors. For instance, good weather could make people want to move to a
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place. On the other hand, hard winters might push people away from a place. OK?
And finally, there are factors connected to society. Some people call these social or political factors, but
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I prefer the name “cultural.”

Example anyone?
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Michael: This city has a really good quality of life. Is that a cultural pull factor?
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Professor: Yes, it is. Thanks, Michael.

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So, any questions?

Hannah: Yeah, I’d like to ask can the same thing be both a push factor and a pull factor?
Professor: What do you mean, Hannah?
Hannah: Well, you said jobs can be a push factor. But what if a city has a lot of good jobs? Isn’t that a pull
factor?
Professor: Good point. Yes, some things can be either a push factor or a pull factor. If good jobs are
limited, some people will leave a place. In contrast, if there are many good jobs, people might move
to a place.
More questions?
Michael: Are there other kinds of push and pull factors? I mean, I’ll leave home soon because my sister’s
kind of annoying ... but she isn’t an economic, cultural, or environmental factor.
SAMPLE COPY, NOT FOR DISTRIBUTION Audio Scripts T-171
WE3_TB3_EM_AS_171_193_ptg01.indd 171 8/31/19 3:27 PM

Professor: When we talk about push and pull factors, we usually focus on things that affect many people
in society. But as Michael’s joke about his sister tells us, there are also things that affect just one or two
people. We could call these “personal factors,” I guess.
4 1. we’ve discussed ...
2. I’m going to talk ...
3. ... they’re different ...
4. ... I’d like ...
5. ... he has finished ...
6. ... I’ll leave ...
7. ... my sister’s kind of ...
8. ... we had moved ...
5 Tom: I’m doing some research about family histories. Could you tell me about your background?
ng
Julie: Sure! I have a diverse background. I was born here, but my mom comes from Mexico and my
dad’s from Brazil, but his parents were born in Japan. So, I guess I’m also one-half Mexican, one-quarter
ni
Brazilian, and one-quarter Japanese.
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Tom: Wow! Your family’s really multicultural. Why did your parents choose to come here?
Julie: They thought that the quality of life here was so high that they should immigrate.
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Tom: This city does have a good quality of life, but it’s really expensive. I get so little money from my job
that it’s hard to live here.
c
Julie: You’re right. House prices are rising so quickly that I’ve been thinking about moving somewhere
cheaper.
i
ph
6 QUALITY OF LIFE
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Each year, several organizations publish a list of world cities with the best quality of life. These organiza-
g
tions include the Economist Group and the magazine Monocle. Recently, cities like Melbourne in Australia,
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Vienna in Austria, Tokyo in Japan, and Vancouver in Canada have been on these lists. The organizations
look at various factors to make their lists. For example, cities with a good quality of life usually have a
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stable government, little crime, and good public transportation and hospitals. They are also usually close
to nature, have attractive buildings, access to museums, nice weather, and a clean environment.
For residents of these cities, life is generally great. However, even the best cities have some issues. In
na
addition, approximately half of the world’s population lives in cities with a lower quality of life. These
people may dream of migrating somewhere better, but this may not be possible. A more practical
io
alternative is for these people to find a way to improve the quality of life in their own communities.
at
Erik Ahlström provides a good example of this kind of personal action. Several years ago, he moved to
Stockholm, the capital of Sweden. In general, Stockholm has an excellent quality of life. However, Ahlström
N
felt that there was too much trash on the city streets. He decided to combine picking up the trash with
jogging. He called this new activity plogging, and soon other people were helping him. Ahlström’s idea
for cleaning up the streets and parks of his community is simple. However, it has become so popular that
people now go plogging in communities all over the world.
Mary Clear and Pam Warhurst are also good examples. They live in Todmorden, a small town in northern
England. It’s a nice place to live, but the two women wanted it to be even nicer. They found some areas of
land nobody was using and began growing vegetables, fruit, and herbs. Their idea was that local resi-
dents could pick and eat them. People from other places soon heard about this “incredible edible” idea
and wanted to know more. Todmorden now has so many visitors that residents there joke that they have
invented a new form of tourism called vegetable tourism. Nowadays, at least 500 groups in places all over
the world have started doing the same thing to improve their communities.
T-172 Audio Scripts SAMPLE COPY, NOT FOR DISTRIBUTION

7 Speaker 1: My son is beginning to follow my instructions.
Speaker 2: My young daughter loves dancing and singing.
Speaker 3: I have two girls who both hate eating broccoli!
Speaker 4: My boys managed to break our TV last week.
Speaker 5: My son just finished reading an interesting book.
Speaker 6: My seven-year-old girl hopes to become a doctor.
Unit 2
8 Host: Hello. My guest today is Tania Collingwood, who’s going to talk about some ways our minds can
trick us. Tania?
Tania: Thank you. Most people trust themselves to make good decisions, but sometimes cognitive biases
can have an effect.
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Host: Cognitive biases?
Tania: Yes. Cognitive means how people think and understand. And a bias is something that’s not equal
ni
or fair.
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Host: So, a cognitive bias can change how we think or understand something?
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Tania: That’s right. For example, the halo effect is one cognitive bias. When we think a person or thing is
attractive, our minds believe that he, she, or it has other skills or benefits. This feeling can have an effect on
what we do. For example, think about advertisements on TV. The actors are usually attractive people, right?
c
Host: Yeah.
i
ph
Tania: We find the actors attractive, so our minds tell us that the products they’re advertising are probably
good quality or useful. And so, we might decide to buy those products.
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Host: But what if the products are not good quality or useful?
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Tania: Doesn’t matter. The halo effect makes us think they are.
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Host: Wow!
Tania: Here’s another cognitive bias. Imagine you see a mother with her son. The boy’s crying but the
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mother looks angry and doesn’t hug him. Is she a bad parent?
Host: Hard to say, but probably yes.
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Tania: OK, now imagine you’re with your son. He’s crying because he’s in trouble. He told you a lie. You
want to hug him, but you also want him to know that lies are bad. Are you a bad parent?
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Host: Well, no. I mean, children need to learn lying is bad, right?
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Tania: People often do this: they think the behavior of other people is bad but see their own behavior as
good. Why? It’s a cognitive bias we call the actor-observer effect.
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Host: So, when I do the action, I see it in a positive way, but when another person does it, I see it in a
negative way?
Tania: Yes. Right.
Host: So, both the halo effect and the actor-observer bias change how our minds see things? Am I right?
Tania: There are other cognitive biases that have different effects, but you’re right about the actor-observer
effect and the halo effect.
Host: Can we stop them from affecting our minds?
Tania: Some people are affected by biases a lot, and some people are affected a little. Still, if we know
about cognitive biases and keep them in mind, we can reduce their effects.
9 Tania: We find the actors attractive, so our minds tell us that the products they’re advertising are probably
good quality or useful. And so, we might decide to buy those products.

Host: But what if the products are not good quality or useful?
Tania: Doesn’t matter. The halo effect makes us think they are.
Host: Wow!
Tania: Here’s another cognitive bias. Imagine you see a mother with her son. The boy’s crying, but the
mother looks angry and doesn’t hug him. Is she a bad parent?
10 Ellen: I’m not getting along with my roommate. I may move out.
Ali: Really? Why? Your roommate seems very nice to me.
Ellen: For one thing, she’s not easygoing. My friends came over last night, and she asked us to make less
noise.
Ali: Well, exams are coming up soon. She could have wanted to study.
Ellen: You might be right ... but still, every time I invite her out, she says “no.” Doesn’t that seem kind of
rude?
ng
Ali: Not really. She may just be shy and introverted rather than outgoing like you.
Ellen: Maybe ... You know what? I might talk to her this evening and find out more about her personality.
ni
Ali: I think that’s a good idea.
ar
11 HOW MEMORIES ARE MADE
Le
These days, there are many sports competitions that are a physical challenge to the athletes. Well-known
and popular examples include the soccer World Cup and the summer and winter Olympic Games. There
are other events, however, that are less well known, but also very challenging. Examples include the Mind
c
Sports Olympiad, the Memoriad, and the World Memory Championships. These events are not physical
i
ph
competitions, but mental ones. At the World Memory Championships, for example, competitors have to
memorize people’s names and faces, random images, or playing cards.
ra
The people who win gold at these events are very good at using their minds and their memory. Yanjaa
Wintersoul is a memory athlete who was born in Mongolia but grew up in Sweden. At an international
g
memory competition in Indonesia in 2017, Yanjaa achieved two world records. One for remembering
eo
212 names and faces in 15 minutes, and one for remembering 354 images in five minutes. At a different
event in 2017, Munkhshur Narmandakh, another woman from Mongolia, not only became the memory
lG
world champion, but also set a world record by remembering 1,924 playing cards in one hour.
Yanjaa and Munkhshur definitely have amazing mental abilities, but anybody can improve their memory.
na
One method for developing a better memory has been known for a long time: A famous Roman named
Cicero wrote about it more than 2,000 years ago. This method has many names, including the memory
io
journey. The process is simple. First, think about a familiar place or journey, such as the rooms in your
home or your daily walk to work. Next, think of some items to remember and connect each item in your
at
mind to one room in the place or one location on the journey. Funny, crazy, or interesting connections are
best because they are easier to remember. Finally, to remember the items, “walk” the journey in your mind
N
and “see” the items in each location.

Imagine you need to remember a shopping list. You might connect each item to the rooms in your home.
For example, you might imagine seeing some bananas “sleeping” in your bed. You could also imagine
opening a bedroom door made of bread and watching some eggs rolling down your stairs. Finally, you
might imagine swimming across a river of orange juice outside your front door. Then, when you go
shopping, you “walk” from your bedroom to your front door in your mind and “see” what you need to buy:
bananas, bread, eggs, and juice.
12 Carlos: I didn’t know that London used to have bad pollution. Did you?
Sofia: Actually, yes. I was told about the Great Smog by a friend.
Carlos: Was he living there when it happened?
Sofia: No way! He’s the same age as us!

Carlos: Have you ever experienced bad pollution?
Sofia: There was a lot of pollution in my city last year. A law was passed by the government, and people
were told not to drive their cars for a week.
Carlos: Wow. What happened?
Sofia: The law worked. The level of pollution was reduced a lot.
Carlos: Good. I bet many people were unhappy about not driving, though.
Unit 3
13 Host: Our guest today is Dr. Eva Rivera. She’s going to discuss extreme weather events. Welcome,
Dr. Rivera.
Dr. Rivera: Thank you.
Host: First, could you explain what an extreme weather event is?
ng
Dr. Rivera: Of course. When the weather is much worse than usual, we call it an extreme weather event or
EWE. Often, these events cause a lot of damage.
ni
There are several ways the weather could be worse than usual. For example, the weather event may be out
ar
of season. Snow in Canada in January would probably not be an EWE, but a lot of snow in July probably
would be.
Le
Or the weather could be more powerful than expected. For instance, a small tornado that causes little dam-
age would not be an extreme weather event, but a huge tornado that causes millions of dollars of damage
c
would be.
i
ph
Or the weather event could be something that usually doesn’t happen in a place. To give an example, many
parts of Australia are very dry, so a serious flood there would be an extreme weather event.
ra
Finally, an extreme weather event could last longer than normal. It gets hot in the summer, of course. If
very hot weather lasts for days, we call it a heat wave. Short heat waves are common. If the temperature
g
remains high for weeks, that would be an EWE.

eo
14 Host: I see. And how often do extreme weather events happen?

Dr. Rivera: That’s hard to answer, but generally, a few extreme events are expected every year ... actually,
lG
I should say a few extreme events were expected every year.

Host: What do you mean?
na
Dr. Rivera: Well, extreme weather events are becoming more common. We might feel this from watching
the news. For example, we often see stories about strong storms or big floods. But this is not just a feeling,
io
it’s actually happening. The science is clear.

at
Host: That sounds serious. So, what’s the cause?

Dr. Rivera: Why are extreme weather events happening more? The most likely reason is climate change.
N
A hotter climate leads to warmer summers, but also heavier rain, colder winters, more storms, and so on.
How can we fix it? One way would be to produce clean energy.
Host: Thank you. We’ll hear more from Dr. Rivera right after these messages.
15 Dr. Rivera: Why are extreme weather events happening more? The most likely reason is climate change.
A hotter climate leads to warmer summers, but also heavier rain, colder winters, more storms, and so on.
How can we fix it? One way would be to produce clean energy.
16 Kenzo: Look at this photo, Paula. It was taken by my grandma.
Paula: That’s not a pig, is it, Kenzo?
Kenzo: No, it’s a wild boar. It was standing outside her front door one day.
Paula: Wow! What did she do?

Kenzo: She called the police, but by the time they arrived, the boar had gone.
Paula: That sounds so scary. I’m glad it didn’t happen to me!
17 IS COFFEE IN DANGER?
Around the world, coffee is grown in dozens of countries by 25 million farmworkers on about 27 mil-
lion acres of land. That’s more than seven percent of the Earth’s surface! Just in Brazil, the world’s largest
coffee grower, almost 6.2 billion pounds of coffee are grown each year. That’s the same weight as about
380,000 school buses. The world needs this much coffee because every year, people drink more than
500 billion cups. Businesses in the United States spend about $5.5 billion to bring coffee into the country
and make more than $12 billion by selling it. In other words, coffee is big business.
Unfortunately, climate change could be a big threat to this business and the people who depend on it. To
grow good coffee, the weather must be just right. If it is too hot or too cold, or if there is too much or too
little rain, the plants might die, or the coffee beans might be poor quality. Climate change is making the
world hotter and changing where and how much rain falls. This means many regions that have perfect
ng
weather for growing coffee now, will not be good places to grow coffee in the future. In Brazil, for example,
scientists say that more than half of good coffee land will not be usable by the year 2050.
ni
Even worse for coffee, an insect called the coffee berry borer beetle that likes to eat coffee beans also loves
ar
hotter weather. This means that as the climate changes, there will be more of these insects living in more
places. And if there are more coffee berry borers, more coffee plants will be attacked. They already cause
Le
$500 million in damage each year; how much will they cause in the future? In addition, diseases such as
coffee rust (a disease that causes the tree to lose its ability to produce berries/beans) become more com-
c
mon when the weather is hotter and wetter. In Central America in 2011, this disease began to spread from
i
coffee farm to coffee farm. In total, it affected more than half of the land that was used for growing coffee,
ph
and 350,000 people lost their jobs.
Coffee is the favorite drink of people all over the world. But unless humans work together to stop climate
ra
change and protect coffee, it could become part of our history, not our future.
g
eo
Unit 4
18 Ian: What’s that you’re reading, Josh?
lG
Josh: It’s a book by a guy called Drew Dudley called This Is Day One. It’s about becoming a better leader.
Ian: Is it good?
na
Josh: I haven’t finished, but so far, it’s good. Dudley writes about “lollipop moments” that can change
io
people’s lives in a good way.

Ian: Did you say, “lollipop moments?”
at
Josh: Yeah. When Dudley was at college, a woman spoke to him one day. She told him that she was
N
worried on her first day at university. She thought college was not the right place for her. She wanted to go
home, in fact.
Then she met Dudley. He was giving out candy—lollipops—to new students because he wanted people to
donate money to a charity. Dudley gave a lollipop to a student next to her and told him to give the lollipop
to the woman. The student gave her the lollipop, and she took it. Then Dudley made a joke. He said it was
dangerous to take candy from people you don’t know. The joke made the woman feel better. She thought
about staying at college and decided to.
Ian: Decided to stay you mean? Wow, so Dudley’s words and actions changed the woman’s life?
Josh: Yeah. What he did seems small, but it had a big effect on her.
Ian: Actually, one of my teachers did something that changed my life.
Josh: Really?

Ian: Yeah. When I was ten, a new boy started at my school. I think his family was poor. He wore old
clothes that were out of fashion or had holes in them. Because of his clothes, nobody was friendly to him.
I guess he must have felt lonely.
Anyway, one day I came to school and my teacher had written a message on the board. Her message said,
“You’ve changed your clothes since yesterday. Why don’t you change your mind today?”
My friends didn’t pay attention to it, but her message really made me think. I realized that she was telling
us two important things. First, she was saying that a person’s clothes aren’t important. And second, she
was also saying that we should change the way we think about this boy.
Josh: So, what happened?
Ian: I started talking to this boy. And you know what? We became best friends. In fact, we’re still really
good friends.
Josh: That’s great.
Ian: Yeah, but I wish I had said thank you to my teacher for writing that message.
ng
Josh: Drew Dudley says it’s good to thank people who change your life. So why don’t you do that? I bet
you could get in touch with your teacher using social media.
ni
Ian: Good idea. I’ll do that!
ar
19 1. a woman spoke to him one day
Le
2. she wanted to go home, in fact
3. wanted people to donate money
4. it was dangerous to take candy
i c
5. staying at college and decided to
ph
20 Alessandra: David! I have great news! I was given a promotion today at work.
ra
David: That’s fantastic! Congratulations! You really deserve it.

Alessandra: Starting next month, I’m going to make $500 more per month.
g
David: Wow! That’s going to make a big difference in our lives.

eo
Alessandra: I know. Should we invest it or pay back our bank loan more quickly?
lG
David: Let’s repay our loan. And I think we should set aside more money each month. I want us to buy a
house so that we don’t have to pay rent every month. The rent was raised a lot this year!
na
Alessandra: I agree. And if anything is left after our bills have all been paid, we could give a little more
money to charity, too.
io
21 WANT A BETTER JOB? WORK FOR A BETTER COMPANY

at
Some people love working so much that it doesn’t feel like work. They wake up every day feeling excited
about their careers. But most people are not so lucky. They need money to live, so they need a job. How-
N
ever, they don’t love their work, and this can create problems. Because these workers are not satisfied with
their jobs, they feel unhappy. And because they are unhappy, they may not work hard. Luckily, some people
and companies are trying to improve things.
Dan Price is the CEO of a company based in Seattle. In 2015, he decided to pay the workers at his company
more money. He raised the salaries of all of his workers to $70,000 a year, which is much higher than the US
average income. To pay for this, he cut his own salary to the same amount. Interestingly, a study was pub-
lished by Princeton University in 2010 about salaries. According to this research, people who make around
$75,000 each year are happier and feel more satisfaction than those who make less or more money. Since
Price made his decision, his workers have been happier, and his company has been more successful.
Money is one reason why some workers are unhappy with their jobs. Another reason is working too many
hours. Perpetual Guardian, a company based in New Zealand, wanted staff to have a better work-life

balance. The company came up with a plan. Its staff were paid for five days, but they only had to work
four days each week. Not surprisingly, workers were happier and more satisfied with their lives. They also
worked harder, so the company was very pleased with the success of its plan.
Many studies about life satisfaction usually show that people who do things are happier than people who
buy things. So, for example, going on a road trip or learning to play the guitar is better than buying a car
or guitar. The famous company Airbnb wants its staff to have great experiences. Workers get $2,000 each
year to stay at Airbnb properties anywhere in the world. In addition, workers have the opportunity to visit or
work at offices in other countries. As a result, many people who work at Airbnb love their jobs.
Unit 5
22 Woman: I’d like you to start by looking at this photo. It’s obviously a fossil of some kind, but do you know
what species it is? Any ideas?
No? Well it’s a fossil of a horseshoe crab. This particular horseshoe crab died about 450 million years ago.
ng
After it died, it lay on the bottom of the ocean. Tiny pieces of sand and mud fell on its body for thousands
of years. As the layers of sand and mud got higher, they pushed down on the body and turned it to stone.
ni
Millions of years later, humans found it in a layer of rock and put it in a museum.
ar
Some people think all fossils are from species that have gone extinct, but that’s not true. For example,
there are many fossils of horses, but of course horses are still alive. The earliest fossils date from about
Le
50 million years ago. Those early horses look different from modern horses because horses have changed,
evolved, over the years. However, they also look similar to modern horses in a number of ways.
c
Fossils are interesting, but today, I want to focus on living fossils. In simple terms, these are species with
i
three key ... sorry, with two key characteristics. First, they’re still alive now. And second, they look almost
ph
the same as actual fossils from long ago. They aren’t the same, of course. Every species changes over
time. However, living fossils look similar to their actual fossils because they have changed less than other
ra
species.
g
23 Woman: I’d like you to start by looking at this photo. It’s obviously a fossil of some kind, but do you know
eo
what species it is? Any ideas?

No? Well it’s a fossil of a horseshoe crab. This particular horseshoe crab died about 450 million years ago.
lG
After it died, it lay on the bottom of the ocean. Tiny pieces of sand and mud fell on its body for thousands
of years. As the layers of sand and mud got higher, they pushed down on the body and turned it to stone.
na
Millions of years later, humans found it in a layer of rock and put it in a museum.
Some people think all fossils are from species that have gone extinct, but that’s not true. For example,
io
there are many fossils of horses, but of course horses are still alive. The earliest fossils date from about
50 million years ago. Those early horses look different from modern horses because horses have changed,
at
evolved, over the years. However, they also look similar to modern horses in a number of ways.
N
Fossils are interesting, but today, I want to focus on living fossils. In simple terms, these are species with
three key ... sorry, with two key characteristics. First, they’re still alive now. And second, they look almost
the same as actual fossils from long ago. They aren’t the same, of course. Every species changes over
time. However, living fossils look similar to their actual fossils because they have changed less than
other species.
The classic example of a living fossil is the horseshoe crab. Yes, the same species we discussed earlier.
They live off the Atlantic Coast of the United States and in the waters around India, China, Southeast Asia,
and Japan and Korea. And if you look at a modern horseshoe crab, it looks almost the same as fossil crabs
from hundreds of millions of years ago.
Nowadays, the coelacanth is considered another classic example of a living fossil. About 80 years ago,
however, people thought it was extinct. There were fossil coelacanths, but no scientist had seen a living
fish. That changed one day in 1938.

Marjorie Courtenay-Latimer was working at a museum in South Africa. She received a call about some-
thing strange that a fisherman had caught. When she saw the fish, she thought it might be scientifically
important, and she was right. The fish was a coelacanth. It was dead, of course, but her discovery showed
that coelacanths still lived in the oceans. And yes, they look very similar to fossil coelacanths.
Incidentally, Courtenay-Latimer is something of a hero of mine. Even today, it can be hard for women to
work in science. Back in the 1930s, it was even more difficult. So, I admire her because she worked hard to
be successful.
Anyway, let’s move on to discuss ...
24 Woman: Fossils are interesting, but today, I want to focus on living fossils. In simple terms, these are
species with three key ... sorry, with two key characteristics. First, they’re still alive now. And second,
they look almost the same as actual fossils from long ago. They aren’t the same, of course. Every species
changes over time. However, living fossils look similar to their actual fossils because they have changed
less than other species.
ng
25 Eric: Did you feel that earthquake last night? I thought I was going to get shaken out of bed! I hope that we
don’t get any more quakes. I hate them!
ni
Tom: Me, too. Actually, I kind of wish we lived in a place that didn’t have any natural disasters.
ar
Mel: Well, I wish that you both knew more about safety.
Tom: What do you mean?
Le
Mel: First of all, natural disasters can happen anywhere, so the danger is about the same wherever you
live. And second, they’re rare. You’re much more likely to get hurt in a traffic accident.
c
Eric: Really? Well, I hope nothing bad happens to any of us—accident or natural disaster.
i
ph
26 A BIRTHDAY TO REMEMBER
When he woke up on the morning of June 23rd, 2018, Peerapat Sompiangjai, whose nickname is Night,
ra
was excited. It was his seventeenth birthday, and his plans were to practice soccer and then have fun with
g
friends from his team, the Wild Boars. When they fell asleep that night, however, Night and eleven of his
eo
friends felt hunger, thirst, and terror.

What happened? To celebrate Night’s birthday, the Wild Boars explored the Tham Luang cave in northern
lG
Thailand. Their coach, Ekkapol Chantawong, went with them to keep them safe. Usually, it is OK to explore
the cave in June, but heavy summer rains suddenly started. The cave began filling with water and the Wild
Boars had to go deeper into the cave to survive. They were trapped!
na
When the boys did not come home that evening, their parents became worried. They found the boys’
bicycles, bags, and shoes outside the cave and raised the alarm. Soon, the story became big news around
io
the world. Volunteers from many countries traveled to Thailand to help.

at
Inside the cave, the situation was not good. They had a little water, but almost no food. They did not know
N
that people were looking for them. They did not even know what day it was or how long they had been
trapped. Coach Chantawong tried to help the boys. He let them eat his share of the food, and he taught
them how to meditate so they would feel less worried. He also told them to lie still in order to use less
oxygen.
At last, there was good news on July 2nd when three divers found the team alive. Around the world, people
were happy to learn of their discovery. Now that divers knew the boys’ location, they could bring food, air,
and medicine to them. However, the situation was not safe: the cave was full of water, the boys could not
swim, and they were far from the cave entrance.
More heavy rains were expected, and the rescuers came up with a dangerous, desperate plan. First, they
put diving equipment on the boys. Some divers then tied themselves to the boys and helped them swim to
a dry part of the cave. Finally, more than 100 helpers took turns carrying the boys to the cave’s entrance.

The plan was very dangerous, and sadly, diver Saman Kunan died while rescuing the boys. However,
despite the danger, all of the Wild Boars, including Coach Chantawong, were out of the cave and being
checked by doctors by July 10th. At last, after 17 days in the cave, they were all safe.
Unit 6
27 Host: Good morning, and welcome to Street Talk, the show that gives you a chance to share your views
about issues affecting our city.
Last week, the city government said that it has approved a new public art installation by the artist Zofira
who has said that the role of art is to improve people’s lives.
What is this art project? You know the corner of Elm and Chestnut where the Truman Department Store
used to be? Well, Zofira’s going to turn the whole site into a giant outdoor ball pit for kids and adults.
Apparently, the pit will contain millions and millions of plastic balls!
ng
What do you think about this controversial installation? Call in now with your views.
We’ve got Ted from Forest Heights first. Ted, what’s your view on all this?
ni
Ted: As far as I’m concerned, it’s a waste of money. Real art is portraits painted by geniuses on display in
galleries, not silly ball pits. And did you say millions of balls? These days we should be using less plastic,
ar
not more. For the environment, I mean.
Le
Host: Thanks, Ted. I should point out that corporate sponsors are paying for the ball pit, so it won’t cost
the city anything. Still, I’m sure some other listeners share your views ...
Next, we’ve got Linda from West Central on the line.
i c
Linda: I think public art is important because it adds character to the city. Take the area around North
ph
Avenue Market. These days, there’s a lot of graffiti there. Some of it’s just people’s names, which I don’t
like, but there are also faces and shapes, and those are interesting. So, from my perspective, we need more
ra
public art, not less.

g
Host: Thanks, Linda. Do you have any specific views on the ball pit?
eo
Linda: Uh, well, it doesn’t interest me personally—I’m too old to go jumping around—but like I said, I’m
in favor of public art.
lG
Host: Thanks. Next, we’ve got Aziz from Mountain Park. Aziz?
Aziz: I think the idea is brilliant! I can’t wait to try the ball pit myself, and I think it’ll benefit the city in
na
many ways.
Host: For example?
io
Aziz: Well, first, I think the ball pit is going to bring a lot of tourists into the city. Those tourists will spend
money, so the project will actually boost the economy. Also, I think the ball pit will make people in the city
at
smile. And with so much bad news these days, we all need more fun, more laughter, don’t you think?
N
Host: Thanks, Aziz.

Please continue to call in with your thoughts about Zofira’s controversial ball pit project. Next, we’ve got ...
28 1. As far as I’m concerned, // it’s a waste of money.
2. Real art is portraits // painted by geniuses // on display in galleries.
3. I think public art is important // because it adds character // to the city.
4. So, // from my perspective, // we need more public art, // not less.
29 Well, first, // I’m sure the ball pit is going to bring a lot of tourists // into the city. // Those tourists will
spend money, // so the project will actually boost the economy. // Also, // I think the ball pit will make
people in the city smile. // And with so much bad news these days, // we all need more fun, // more
laughter, // don’t you think?

30 Ella: My friend Ben, who works at the art gallery, told me about some new controversial art. Do you want
to go see it?
Hiro: Controversial art? Like what?
Ella: Well, there’s a work called Equivalent VIII, which is just a pile of bricks on the floor, by American art-
ist Carl Andre. And Ben said that Campbell’s Soup Cans, which I really want to see, is on display, too.
Hiro: What? Soup cans? Why are soup cans in a gallery?
Ella: No, I mean Campbell’s Soup Cans by the artist Andy Warhol, who is American.
Hiro: Really? Cans don’t sound much like art to me, but I’d like to see the exhibition!
31 THE ART BUBBLE

At an art auction in 1987, Irises by Vincent van Gogh was sold. The price made headlines around the world
because it was a record for a piece of art. Some people said that $53.9 million was too much. They claimed
that art prices would stop going up. They argued that the art bubble would pop. They were wrong.
ng
Over the years, art prices continued to go up and up and up again. Then, 30 years later, in 2017, Salvator
Mundi by Leonardo da Vinci was auctioned. The buyer paid $450.3 million. This price broke the previous
ni
record by more than $150 million. It also raises some questions: Is any painting worth so much money?
ar
Who can pay so much for art, and why do they do it? And what is next for the art world? In other words,
will prices continue to rise, or will the art bubble pop and prices fall?
Le
In the past, galleries usually bought important works to put on display for the public. These days, how-
ever, only the super-rich can afford to buy major pieces. For example, Kenneth C. Griffin, who is a wealthy
c
American, spent more than half a billion dollars to buy just two paintings. And Yusaku Maezawa, a
i
Japanese billionaire, spent $98 million on art in just two days in 2016.
ph
Why do these people pay so much? First, many artworks are unique. This makes them rare, and through-
out history, people have always paid more for rare things than common ones. Second, works of art are
ra
beautiful, and humans have always been willing to pay for beauty.
g
Are these paintings worth their sky-high prices? From an emotional point of view, the answer may be yes
eo
if the buyer truly loves the work. And from a financial point of view, the answer may also be yes: art prices
continue to rise, so buying art may seem like a good investment. This may not be true in every case, how-
lG
ever. For example, the idea that Leonardo da Vinci painted Salvator Mundi is controversial. Some experts
say that it was most likely painted by one of his students. If this is true, the work’s value could drop hugely.
Many experts think that the art bubble will not pop any time soon, which is bad news for society. Art has
na
both a financial value and a cultural value, and if people cannot see great works of art, they will see less
beauty and fewer examples of creative genius. Perhaps fewer people will become artists because the art in
io
galleries does not inspire them. We must hope that those who pay $100 million or more for art will follow
at
the example of Jack Gardner and his wife Isabella Stewart Gardner. They were wealthy collectors who
opened a museum in Boston to put their art on display for the public.
N
Unit 7
32 1. Transportation: a system for moving people from one place to another. Transportation.
2. Fuel: a material people burn or use to make energy to move. Fuel.
3. Aircraft: a machine that can fly, such as an airplane or helicopter. Aircraft.
4. Commute: go from home to work or school and then back again. Commute.
5. Explore: go to and travel around a place to learn more about it. Explore.
6. Launch: put something into space or the sky; start something new. Launch.
7. Passengers: people who take trips in or on vehicles. Passengers.
8. Journeys: trips, especially long ones, from one place to another. Journeys.

9. Distance: the amount of space between two places or two things. Distance.
10. Destination: the place somebody is going or something is being sent. Destination.
33 Host: I’d like to introduce Dr. Joshua Connolly, who is an expert on self-driving vehicles. He has spent
more than ten years working to bring cars that don’t need a driver onto our roads. Welcome, Dr. Connolly.
Dr. Connolly: Thank you.
Host: First, I understand that your company had a big success a few months ago. Could you tell us what
happened?
Dr. Connolly: Yes, it was an exciting time for us. One of our self-driving cars drove all the way across
the country without any problems. It went from west to east and then all the way back. The human operator
didn’t take control of the vehicle a single time. That might not sound like a big deal, but it’s a very big step
for a small company like ours.
Host: It’s impressive. Let’s back up a little, though. I was wondering how you first got into self-driving
vehicles. Were you always interested in cars?
ng
Dr. Connolly: Interested in cars? Not really, no. After college, I wasn’t sure what to do. A friend took
me to a talk by an engineer. She talked about creating an artificial intelligence system to let cars drive by
ni
themselves. That sounded like an exciting field to me. Plus, she seemed like a pretty cool person.
ar
34 Host: Let’s get back to your company’s plans. You have a car that drives itself across the country, and you
could have focused on that. But you want to launch a different business. Could you tell us about it?
Le
Dr. Connolly: I’d be happy to. We are developing self-driving public transportation. The vehicles pick you
up from your door any time. And then they take you to any place you want. The whole system is automatic.
c
All you need to do is get on and get off at your destination. Oh, and it’s going to be cheap; much cheaper
i
ph
than owning a private car, in fact.
Host: That sounds great, but what about safety? I mean, how can you get people to sit in a fast-moving
ra
vehicle with no driver?

Dr. Connolly: Safety is very important, of course. It’s something every company cares about. The thing
g
is, cars driven by humans are more dangerous than self-driving cars are. If you look at the data, human
eo
error causes most accidents. So, I think safety will come when we have more self-driving cars on the road.
Host: And you really think this is going to happen? Can you say when we should expect it?
lG
Dr. Connolly: In the next ten years. Personally, I’m looking forward to it. I drive a lot, but I don’t like it
much. I especially hate sitting in traffic because I can’t do anything useful while I’m waiting. I’m sure many
na
other people have felt the same way about traffic jams. So, these vehicles are great because people can
work while they travel.
io
Host: Dr. Connolly. Thank you for your time.

at
35 Host: You have a car that drives itself across the country, and you could have focused on that.
Dr. Connolly: The thing is, cars driven by humans are more dangerous than self-driving cars are.
N
Dr. Connolly: I’m sure many other people have felt the same way about traffic jams.
Dr. Connolly: So, these vehicles are great because people can work while they travel.
36 Edson: Excuse me, do you know whether the next bus goes to the airport?
Tracy: It depends. The Number 27 bus goes to the airport, but the 28 doesn’t.
Edson: I see. And how much is the fare?
Tracy: A one-way ticket costs three dollars. A return ticket is one dollar more.
Edson: Sorry to keep bothering you, but I’d also like to know how long it takes.
Tracy: To get to the airport? It depends on the traffic, but usually, it’s about 20 minutes.
Edson: That’s great. Thanks for your help.
Tracy: No problem. You must be a visitor. Where are you from?

Edson: I’m from Curitiba in Brazil. Do you know it?
Tracy: I’ve heard of it ... Oh, look. A bus is coming. Can you tell whether it’s the 27 or 28?
37 THE FUTURE OF “TRAVEL”?

Most of us travel each day. We commute to work, visit friends, or go shopping. This kind of travel may
be necessary, but it is not always fun. As a result, most of us also look forward to traveling somewhere
for a relaxing vacation. In theory, traveling is a wonderful experience. In practice, however, there can be
problems with taking a trip.
Cost is one issue. Vacations can be expensive, especially for people with children. Another problem is
time. In the modern world, many of us are too busy to take a relaxing trip away. And vacations can also be
surprisingly stressful. We might have to deal with lost luggage, unfamiliar food, large crowds, noisy hotel
rooms, or uncomfortable aircraft seats. And to top it all off, long-distance flights are bad for the environ-
ment because aircraft burn a lot of fuel.
ng
Because of these problems, staycations have become more popular. These are vacations in which you
stay at home. During a staycation, people will often visit nearby tourist attractions. They may also do other
fun things such as eat at restaurants more than usual, visit shopping malls, or go to local festivals. And
ni
because people do not have to fly to a distant destination or stay in a hotel, staycations cost less than
ar
vacations.
However, staycations are not a perfect solution. For one thing, visiting tourist sites and eating out is not
Le
cheap. Some people overcome this problem by choosing to be “armchair travelers.” They take a staycation,
but instead of spending money to visit nearby attractions or restaurants, they read books or watch docu-
c
mentaries about other places. The cost is very low, of course. Still, for many people, reading or watching a
i
show about a place is a poor alternative to going there.
ph
Virtual reality may offer a high-tech way for us to “see” the world. A “traveler” puts on a VR headset and
runs special software. The software takes her on a “journey” to another place, such as the mountains of
ra
Chile. The VR traveler feels she is really in that place. By turning her head, for instance, she will see moun-
g
tains behind or in front. The software may also let her “interact” with things. For example, she may be able
eo
to “pick up” something to look at it more closely.

VR travel is not a perfect solution, either. The VR experience may be enjoyable and realistic in some ways,
lG
but it is not the same as being there. And psychology studies show that having real experiences is impor-
tant for our happiness. Still, one major hotel chain already gives its guests the chance to enjoy VR travel
in their rooms. And the technology will get better. Perhaps in the near future, VR will give us the chance to
na
“explore” the moon or Mars.

io
Unit 8
at
38 Host: Welcome back to Sports Radio. Earlier, I spoke to Jordan Marsh, who won the city marathon
N
yesterday. I’m now joined by Grace Bekele, the fastest woman in that race. Welcome, Grace.
Grace: Thank you, but ...
Host: Now your time was just over two hours and 20 minutes, and that’s a pretty fast time for a woman,
isn’t it? You must be happy with that result, right?
Grace: Excuse me? A fast time for a woman?
Host: Uh, well, I ...
Grace: My time was two hours 20 minutes and 14 seconds. That is an elite time for any athlete, either
male or female. My time is good enough to go to the Olympic Games. Maybe even good enough to win
a medal. And I heard your interview with Jordan Marsh. You did not tell him that he ran a good time for a
man, so why say it to me?

Host: Well, I didn’t ... I mean, I ...
Grace: And you are wrong. Jordan did not win the marathon yesterday. He was the fastest man, but I was
three minutes faster than him. I won the race, OK?
Host: I’ve upset you, haven’t I? That wasn’t my intention. Sorry. Still, men generally do have more
speed—and strength—than women, don’t they? I mean, that’s just nature.
Grace: More speed? Maybe sometimes, but not more strength. For example, six months ago I gave birth
to a beautiful baby. Female runners do that all the time, but can you imagine any man running an elite
marathon just a short time after having a baby?
Host: Probably not, but ...
Grace: I am still talking. And female athletes don’t get the same support as male athletes. Do you know
when I first had a coach? Not until I was 19 years old. Why? No coach wanted to work with me. Why?
Because I am a woman.
Host: Well, but ...
ng
Grace: I am still talking. And when I got married, do you know what people expected of me? They
expected I would stop running and take care of my family. My husband is a professional soccer player, but
ni
nobody expected him to stop playing.
ar
Host: But if ...
Grace: I am still talking. I won the marathon yesterday, but Jordan got more money than me. Why?
Le
Because he is a man and male athletes usually get more than female ones.
Host: Yeah, but ...
c
Grace: I am still talking. So female athletes compete against society as well as against each other. And for
i
ph
that reason, I say women are stronger than men. How can we not be strong? We must fight every day for
everything.
ra
Host: You’ve made some very interesting points, Grace. You’re right that life is more difficult for women in
sports. Let’s discuss this more after this break ...
g
39 1.
eo
Grace: Excuse me? A fast time for a woman?

lG
2.
Grace: My time is good enough to go to the Olympic Games. Maybe even good enough to win a medal.
na
3.
Host: I’ve upset you, haven’t I? That wasn’t my intention. Sorry.
io
4.
at
Host: You’ve made some very interesting points, Grace.

40 Coach: I’d like you to be our new team captain, Sam. What do you say?
N
Sam: Me? Why? There are other players who are better. For example, I don’t have much speed or strength.
Alex and Chris are both faster than me and there are several people who are stronger than me.
Coach: Well perhaps, but you have excellent stamina. Nobody can keep running and running like you do.
Your balance and teamwork are good, too.
Sam: I guess, but ...
Coach: Plus, you have several skills which are really important for a captain. For one thing, your lead-
ership is very good. Everybody trusts you to make the right decisions. Moreover, your communication
skills are great, too. When you give advice, people listen. Finally, and most importantly, there’s nobody on
the team with as much commitment to winning as you. In fact, I’ve never coached anyone that is such a
competitor.
Sam: Wow! Thanks, Coach. I really appreciate it. And yes, I’d love to be captain!

41 WHEN LOSING MEANS WINNING
In sports, we expect that athletes and teams will play to win. In most cases, this is true. In unusual cases,
however, trying to lose may be better. Take the soccer World Cup in 2018. England had to play Belgium.
The team that won would stay in the competition but would play great teams like Brazil or France in future
games. The team that lost would also stay in the competition but would play less-famous teams like
Denmark or Sweden. In other words, the losing team would have easier games and so have more chances
to win the whole competition. In the end, Belgium won the game. But for England, losing did not feel like
failure: The team easily reached the semi-final, the country’s best result in almost 30 years.
In some North American sports leagues, losing can also mean winning. However, unlike the example of
England and Belgium, in these leagues, a team must lose many games in some years in order to win in
future years. The reason for this strange situation is something called a draft. Each year, every team gets
a chance to add the best young players from around the country. Teams with very bad records get the first
chances to pick players, and teams with good records get the last chances. So, losing a lot gives a team a
good chance to draft a great young player.
ng
Why is drafting players important? Well, a team that can add several top players can improve a lot very
ni
quickly. The team might even become good enough to win a championship. That sounds surprising, but
it has happened many times. In baseball, for example, the Chicago Cubs and Houston Astros were bad
ar
teams for years. They lost game after game. Losing let both teams draft many young players. These new
players were very good. They were so good, in fact, that the Cubs won the baseball World Series in 2016.
Le
Then just one year later, the Astros won it.
When a team tries to lose often in order to draft great players, it is called tanking. This is sometimes
c
unpopular with fans, but it is not against the rules. Still, how do teams actually do it? Trading players is
i
a common way. A tanking team can trade its best players to other teams. In return, it can get extra draft
ph
picks. This has two benefits. First, the tanking team is more likely to lose because it no longer has its best
players. Second, when the draft happens, the team can use the extra picks to get even more great young
ra
players. In this way, a tanking team can go from worst to first in just a few years.
g
eo
Unit 9
Becky: When I tell people that I’m a stunt person, they get very excited! They want to know all about my
lG
42
job, and they ask me a lot of questions.
Here’s the most common question I get: “Isn’t your job dangerous?” I read somewhere that the three most
na
dangerous jobs in the world involve cutting down trees, catching fish, and flying airplanes. I was happy
that doing stunts is not in the top three. Still, being a stunt person is definitely a job with many risks.
io
For example, a few months ago, a friend of mine broke both his legs. He was doing a stunt for a movie.
at
He had to jump over a car, but he was late, and the car hit him before he could jump. I haven’t broken
any bones, luckily, at least not while working as a stunt person. I’ve had a lot of minor accidents, but they
N
haven’t caused any long-term harm.

People also really want to know about the actors. They ask, “What is this person like?” or “Is that actress
nice?” I try to avoid those questions because my answers could be dangerous to my career. I mean, if I say
an actor behaves badly, he or she could tell a director to stop using me. Actors have much more power
than stunt people.
I don’t mind talking generally, though. Overall, some actors are wonderful, some are OK, and some are ...
well, let me just say that there are some actors I’ll never work with again.
People also really want to know how I got into this kind of work. I used to be an athlete, a soccer player in
fact. I was good, but then an injury stopped my career. I had to look for a job that needed someone with
both speed and strength.

A friend asked, “Why not become a stunt person?” Well, even as a child, I enjoyed doing dangerous
things. My hobbies were surfing, mountain climbing, things like that. Plus, I’d always loved movies.
So, getting into stunt work seemed like a good idea. A lot of my friends in the industry tell similar stories.
The final question people always ask is about the money. It’s usually rude to ask how much a person gets
paid, but that doesn’t stop people from asking: “Don’t you make millions like famous actors?” Well, the
answer is definitely no. I make some money, but I’ll be an old lady before I’ve earned even a single million.
Sometimes that upsets me. I mean, all the danger is mine, but the actor gets thirty, forty times more money
than me. And I face these risks for people’s entertainment. I’m not sure that’s a good reason to risk my life.
But at the end of the day, I love what I do. I love the excitement, the work, even the danger, in some ways.
So, all in all, it’s hard for me to imagine doing anything else. That being said, I’m 42 now, so I should think
about life after stunt work.
43 1.
Becky: I haven’t broken any bones, luckily, at least not while working as a stunt person. I’ve had a lot of
ng
minor accidents, but they haven’t caused any long-term harm.
Narrator: What does the woman imply when she says this?
ni
Becky: At least not while working as a stunt person.
ar
2.
Becky: I don’t mind talking generally, though. Overall, some actors are wonderful, some are OK, and some
Le
are ... well, let me just say that there are some actors I’ll never work with again.
Narrator: What does she imply when she says this?
c
Becky: Well, let me just say that there are some actors I’ll never work with again.
i
ph
3.
Becky: Even as a child, I enjoyed doing dangerous things. my hobbies were surfing, mountain climbing,
ra
things like that. Plus, I’d always loved movies. So, getting into stunt work seemed like a good idea. A lot of
my friends in the industry tell similar stories.
g
Narrator: What does she imply when she says this?

eo
Becky: A lot of my friends in the industry tell similar stories.

lG
4.
Becky: It’s usually rude to ask how much a person gets paid, but that doesn’t stop people from asking:
“Don’t you make millions like famous actors?” Well, the answer is definitely no. I make some money, but
na
I’ll be an old lady before I’ve earned even a single million.

Narrator: Why does she say this?
io
Becky: I’ll be an old lady before I’ve earned even a single million.
at
5.
N
Becky: But at the end of the day, I love what I do. I love the excitement, the work, even the danger, in some
ways. So, all in all, it’s hard for me to imagine doing anything else. That being said, I’m 42 now, so
I should think about life after stunt work.
Narrator: What does she suggest when she says this?
Becky: I’m 42 now, so I should think about life after stunt work.
44 1.
Becky: with many risks
2.
Becky: a few months ago
3.
Becky: speed and strength

4.
Becky: a friend asked
45 Tina: Oh my gosh! What happened to you, Greg?
Greg: When I was biking to work two days ago, I had an accident. I cut my head and scraped and bruised
my face.
Tina: You should always wear a helmet when you ride. Head injuries can be very serious.
Greg: I also sprained my ankle while I was jogging yesterday. That’s why I’m limping.
Tina: But it snowed yesterday. Don’t you know that you shouldn’t run if the streets are icy?
Greg: Oh, and as I was making breakfast this morning, I accidentally burned my hand.
Tina: You’re so accident-prone! Always check if something is hot before touching it. OK?
46 IS TOO MUCH SAFETY A RISK?

For most people, life today is safer than it was 1,000, 100, or even 10 years ago. However, the world still
ng
has some dangers, so most parents spend time and money keeping their children as safe as possible. They
buy them helmets to wear when riding a bike. They keep them away from things that could cause injury.
ni
They avoid letting their children be in any kind of harm. These actions seem good, but some people argue
ar
that too much safety may actually be bad.
These people say that children cannot learn how to stay safe if they are never in dangerous situations.
Le
They think children will not know how to deal with dangers or problems because they do not have experi-
ence doing these things. They also argue that children learn when they do dangerous things. For example,
c
they learn to take responsibility for themselves and their actions. They also learn to control things and be
i
independent. And as children often have little control or independence, those can be powerful feelings.
ph
According to the “hygiene theory,” keeping children too safe may also cause health issues. These days,
more and more children have allergies to foods like nuts or eggs. A possible reason is that people are
ra
protecting their children too much. They do not let their children play with other children who have an
illness, or they stop their children from playing outside. As a result, their children’s bodies are not used
g
to germs or dirt. And when these children eat a food that is normal, their bodies may have a dangerously
eo
strong reaction.
lG
So, what should parents do? Some people choose to be “free-range” parents who give their children
freedom to do things on their own. For example, they may let their children walk to a park and play there
alone. They feel that this kind of freedom will teach their children important skills. But some parents worry
na
that “free-range” parenting is too much. For these parents, there are books and websites that suggest some
dangerous activities children can do with an adult to help them. One of the most famous books is by Gever
io
Tully. His book is called 50 Dangerous Things (You Should Let Your Children Do). Examples of these
dangerous things include letting children drive a car or walk home from school alone.
at
So, is it true that too much safety can be dangerous? Perhaps the answer comes from Aristotle, the famous
N
Greek writer. He wrote that doing “everything in moderation” leads to the best life.
Unit 10
47 José: What’s that book you’re reading, Hanna?
Hanna: It’s called Post Mortem: Solving History’s Great Medical Mysteries. It’s by a doctor called Philip
Mackowiak.
José: Huh. Is it any good?
Hanna: Actually, it’s really interesting. It gives some theories about medical mysteries from history. It cov-
ers what diseases some people might have had and how they died. For example, there are chapters about
people like Christopher Columbus, Beethoven, Mozart ...

José: There’s doubt about what killed Mozart? I didn’t know that. So, what was it?
Hanna: I haven’t read that chapter yet, actually. So far, I’ve only read about some leaders from the ancient
world, including Egypt, Greece, and Rome. I’ve already learned some stuff I didn’t know.
José: Such as?
Hanna: The first chapter is about a pharaoh from Egypt called Akhenaten. I had never heard of him, but
apparently, he was the father of Tutankhamen, the famous pharaoh whose treasure was discovered. Any-
way, paintings and statues of Akhenaten show that he had an unusual face, body, and legs.
José: His face?
Hanna: Yeah, it was very long and had an unusual shape. Doctor Mackowiak suggests some physical
conditions that might have caused this.
Then the next chapter was about Pericles. He was a famous politician and soldier from ancient Greece ...
well, from the city of Athens which is famous for being the place where democracy first started.
Anyway, Pericles got sick and died about 2,450 years ago. The same disease affected hundreds of thou-
ng
sands of people in Athens, and around one quarter of them died. Anyway, the book names some of the
diseases that might have caused the sickness.
ni
José: Twenty-five percent of the population died? That sounds really bad!
ar
Hanna: Yeah, it must have been terrible. Apparently, the disease had many nasty effects, including vomit-
ing, headache, fever ...
Le
Anyway, the chapter I’m reading now is about Claudius, one of the Roman emperors. There’s some doubt
about how he died. I haven’t finished the chapter yet, but Doctor Mackowiak seems to suggest there are
c
two possibilities. First, he might have died of natural causes, such as a heart attack. And second, perhaps
i
ph
somebody gave him poison.
José: Poison? So not just a medical mystery, but kind of a murder mystery, too? The book does sound
ra
interesting. I might read it once you’ve finished.

Still, why did a doctor write a book about medical mysteries from history? I mean, there are plenty of
g
modern mysteries, so I wonder why people spend time studying the past.
eo
48 Narrator: When saying a list of things, speakers often say or or and before the last item in the list to show
that the list is about to finish. In these cases, the first items in the list will have a rising intonation, and the
lG
last item will have a falling intonation.

For example: We don’t know when he died, where he died, or how he died.
na
In some cases, the speaker may leave the list unfinished. In these cases, the last item in the list will also
have a rising intonation.
io
For example: We don’t know when he died, where he died, how he died ...
at
49 1.
N
Hanna: There are chapters about people like Christopher Columbus, Beethoven, Mozart ...
2.
Hanna: Some leaders from the ancient world, including Egypt, Greece, and Rome.
3.
Hanna: Statues of Akhenaten show that he had an unusual face, body, and legs.
4.
Hanna: The disease had many nasty effects, including vomiting, headache, fever ...
50 José: Is that another book about how famous people died, Hanna?
Hanna: No, it’s one of Agatha Christie’s crime stories.
José: I don’t know her. Is she famous?

Hanna: Definitely! She’s one of the best-selling writers in history. Her most famous character is a detec-
tive called Hercule Poirot who is great at finding clues and other kinds of evidence.
José: Oh, it’s a mystery story? I don’t like those: I can never figure out who did it!
Hanna: Me, neither. And I always wonder how mystery writers come up with their ideas. Still, I love read-
ing their books. Anyway, do you like any other kinds of books, José?
51 BACK TO THE MOON?

On July 16th, 1969, the Apollo 11 rocket was launched into space. Sitting inside were Neil Armstrong,
Buzz Aldrin, and Michael Collins. After a journey of around 238,855 miles and almost 110 hours,
Armstrong and Aldrin became the first humans to step onto the moon and on the surface of another world.
Over the next three years and five months, five more rockets traveled to the moon, and another ten men
stood on its surface. Or at least, this is what most people think.
Some people, however, have a different idea. Their belief is that humans never traveled to the moon.
ng
They feel that all of the evidence for the moon landings is fake. How many people believe this conspiracy
theory? Some people may not want to admit they believe it, so the true number is in doubt. However,
research suggests that up to one quarter of people in some countries think that humans have never visited
ni
the moon.
ar
These people mention details that support their opinion. For example, they mention two points about
videos and photographs from moon’s surface. First, they say these pictures show flags moving in the
Le
wind, but there is no wind on the moon. As a result, they argue that these pictures must have been taken
on Earth. They also say that the pictures show no stars in the sky, so they could not have been taken by
c
astronauts standing on the surface of the moon.
i
ph
Do these points show that the moon landings did not happen? The answer is no. The piece of metal
holding the top of the flag was damaged. It was not straight, so the flag could not hang straight down. As
a result, it looks like it is moving. And no stars can be seen in the photographs because the sun is very
ra
bright on the moon. It is so bright, in fact, that although there were many stars in the sky, they did not
g
show up in the pictures. So, there is no doubt about the moon landings: they did happen.
eo
However, why so many people believe conspiracy theories is much more of a mystery. Research suggests
there might be several reasons. First, life in our modern world can be difficult, and people may feel their
lG
lives are uncertain. This feeling can make people very uncomfortable. Conspiracy theories can give people
a feeling of certainty, which is attractive. In addition, people who believe conspiracy theories may feel they
have secret knowledge that other people do not have. This is also an attractive feeling.
na
NASA, the National Aeronautics and Space Administration, has said it will send humans to the moon
io
again. The current plan is that this will happen within the next ten years. Depending on what you think, the
next trip to the moon will be either the seventh or the very first.
at
N
Unit 11
52 Speaker: Hello, everyone. Thank you all for coming.
I wasn’t sure a talk about research would be very popular, so it’s a nice surprise to see such a big audience
and so many young people. Still, perhaps I shouldn’t be surprised. After all, there are several colleges
nearby, and learning is important for students!
Anyway, let me begin with a brief summary of the points I’ll cover. After that, I’ll go into each point in more
detail, OK?
Right, so the first research finding I’ll discuss is about learning styles. I’m sure you’ve all heard of these
many times. For example, visual learners supposedly learn best when they see things, auditory learners
learn from hearing, kinesthetic learners understand things best by doing, and reading/writing learners
benefit most from reading and writing, of course.

Sound familiar? Well, a growing number of experts feel there’s no scientific support for this idea. Not only
that, but trying to teach students according to their supposed learning style may cause problems. I have to
say that I taught full-time for years, and my experience suggests that some people do have preferred learn-
ing styles. Still, I’ll share the research with you and allow you to make up your own minds.
Next, I’ll share some research that suggests taking care of your body physically can improve learning.
We’ve all heard about how important sleep is, but new research shows that good sleep can improve our
memories. That’s obviously important for anyone studying for an exam!
Exercise seems to be important for learning, too. An interesting study shows that students who exercised
while learning remembered more than those who did nothing. This study focused on people learning a
language, but there’s no reason to think exercise will only benefit language learners.
Still on the subject of language learners, new research suggests listening is a very effective way to learn a
new tongue. This makes sense, of course, because we all learn our native language from listening to our
parents, teachers, siblings, friends.
ng
Anyway, the really interesting thing about this study is that even passive listening helps. In other words,
just listening to a foreign language can be useful. It is not always necessary to listen and repeat. In fact, the
ni
research suggests that it is not even necessary for students to focus their attention on what they are hearing.
And another study suggests that people remember more of what they hear when the speaker is easy to
ar
understand and speaks clearly. I hope I’m speaking clearly enough!
Le
Finally, a recent study shows that practicing a lot helps with learning. That sounds obvious, I know. But the
interesting part is that even very short periods of practice seem to have the same benefit as longer periods.
Most of us are busy these days, so this is an important finding.
c
Anyway, that’s the overview. Let’s move on and discuss each point in detail.
i
ph
53 Narrator: Enunciation is the act of speaking clearly. Listen to this sentence twice: once spoken normally,
and once enunciated clearly.
ra
They should have spent more time studying for their exams.
g
They should have spent more time studying for their exams.
eo
Notice how the words were clearer the second time because the speaker:
• said the beginning and end of each word clearly.
lG
• paused slightly after each thought group.

When you enunciate well, people will understand what you are saying more easily. Research suggests
na
they may better remember what you said, too. Learning how to enunciate can help you communicate more
effectively in English, and/or achieve higher scores on a speaking test.
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54 1. He was planning to attend a training course next week.

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2. I would have done better if I had felt more confident.

3. She could have gotten a degree from a great school.
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4. They were going to talk to an expert about the topic.

5. We should have concentrated harder in grammar class.
55 Oscar: Did you ever decide where to send your twins to school, Rachel?
Rachel: We were planning to enroll them in a boarding school, but we changed our minds.
Oscar: So, are they are attending a private school every day?
Rachel: No. We were going to send them to one, but the fees were too expensive.
Oscar: Yes, private schools can be costly.
Rachel: So, my husband said he would homeschool them. We tried that for a month, but it was too much
work for him.
Oscar: Oh, so where do your children go to school?

Rachel: We decided to enroll them in a local public school. Luckily, they love it there!
Oscar: Is that the one just around the corner from your house? If so, that’s convenient.
56 GAMES: MORE THAN JUST FUN

Many people think they need a good education to get a good job. As a result, they spend hundreds of
hours and thousands of dollars a year on their studies. For these people, education is a serious matter. But
does it have to be? A growing number of experts say that learning can, and should, be fun.
Gamification is one way to make learning more enjoyable. The name may be unfamiliar, but the idea is
easy to understand. One common definition is that gamification is using ideas from games to make non-
game situations more fun and enjoyable.
Gamification is becoming popular because studies suggest it has many benefits. For example, stu-
dents tend to enjoy studying more when their lessons are gamified. Gamification may also help learners
concentrate for longer periods and feel more motivation to study. All of these things can build students’
ng
confidence and improve their academic results.
Gamification also brings benefits outside of the classroom. A famous example happened in Stockholm,
ni
Sweden about ten years ago. The stairs at Odenplan subway station were turned into a piano. When people
stepped on them, the stairs made music. Walking up and down the stairs became fun, and the number of
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people who used the escalator went down by about 66 percent.
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Gamification is not the only way people can learn while playing. In countries around the world, some
schools have a play-based curriculum. The idea is that informal play is better for young children than
formal training. The country that is the best example of this is Finland, which has one of the best education
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systems in the world. Children there do not start formal school until they are seven. Instead of learning to
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ph
read or do math, younger children spend their time playing creative games.
Doctors are finding that play has benefits for adults, too, and not just in terms of learning. Some people
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who experience a dangerous situation may develop PTSD (post-traumatic stress disorder). People with
PTSD may feel very worried about life. Recent studies show that playing certain video games can help
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people manage PTSD and improve their lives.

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To sum up, games are more than just fun. Famous educators like Maria Montessori have suggested that
play is the “work” children should do. Given its many benefits, perhaps adults also should work hard at play.
lG
57 Tommy: Everything OK, Mia? You look kind of down.

Mia: I’m having a hard time studying these days. I can’t concentrate well. Instead of studying, I find myself
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spending time on social media or just looking out the window.

Tommy: That’s too bad.
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Mia: And even when I can concentrate, somehow nothing’s sticking in my memory. I don’t know why, but
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when I learn something, one hour later I’ve forgotten it.

Tommy: Sorry to hear that. Listen, I feel bad about this, but I have a class in a couple of minutes, so
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I have to rush off. Sorry. I wish I could stay and talk.

Mia: I understand.
Unit 12
58 Ian: Hello. This is Ian Smith with New and Improved, a podcast series about innovation ... or perhaps that
should be “Ian-novation.” Sorry! That’s a bad pun, I know. I often talk about people who are innovators.
In the last episode, for example, I shared the story of some people who became innovators by accident.
Today, I’m going to focus on something different. Competition usually means that somebody wins, and
somebody loses. However, when competition leads to innovation, it can have a positive outcome for
everybody.

59 Ian: Hello. This is Ian Smith with New and Improved, a podcast series about innovation ... or perhaps that
should be “Ian-novation.” Sorry! That’s a bad pun, I know. I often talk about people who are innovators.
In the last episode, for example, I shared the story of some people who became innovators by accident.
Today, I’m going to focus on something different. Competition usually means that somebody wins, and
somebody loses. However, when competition leads to innovation, it can have a positive outcome for
everybody.
Wars are obviously an example of competition. After all, in a war, one country is fighting another country.
Wars are bad in many ways, but it’s well-known that they also lead to important inventions. There are many
examples I could mention, but let’s talk about the microwave oven. This is something that most people in
this country have in their homes.
This machine was first developed in 1945. The story goes that an engineer called Percy Spencer was
working with a machine that produced high-power microwaves. He had some chocolate in his pocket, and
the machine melted it. As a result, he had the idea of using these waves to cook food. His idea was a good
one, and soon, his company was producing the first microwave ovens.
ng
The Space Race happened between the late 1950s to early 1970s. During this period, the USA and the
USSR both spent time and money sending rocket ships into space. This competition led to some important
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innovations. Again, there are many examples I could share. My personal favorite is a device that most of us
ar
use every day. I’m talking about the computer mouse.
The story goes that NASA wanted better ways to work with computer data. This was in the early 1960s.
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Doug Englebart was paid to research the issue. He came up with the idea for the mouse, and the rest is
history.
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What about business competition? Can that lead to innovation? Of course, the answer is yes. Again, there
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ph
are many cases I could share, but Apple computers is pretty interesting, I think.
Apple was started in 1976. This was the early days of the personal computer. Until the early 1990s, Apple
ra
did very well. However, from 1991 until 1997 it did badly. One of the main reasons was competition from
other companies, especially Microsoft. It looked like Apple might even go out of business.
g
In 1997, Apple boss, Steve Jobs made two choices. First, he focused on producing computers with
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attractive designs. Second, he focused on developing innovative devices that nobody had used before.
These included music players at first. Then smartphones. And finally, in 2010, the first commercial tablet
lG
computers were released. These are now used by everybody from grandmothers to young children. Apple
is one of the first companies in history to be worth $1 trillion, so we can say these were both very good
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decisions!
Now, let’s look at ...
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60 1. microwave oven
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2. space race
3. rocket ships
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4. computer data
5. smartphones
6. grandmothers
61 Abby: There’s an exhibition of chindogu designs at the design museum. I’m going there tomorrow with
Naomi. Do you want to come?
James: Sorry. What kind of designs?
Abby: Chindogu. They’re originally from Japan. They’re funny inventions such as a book holder.
James: Really? That doesn’t sound useful or versatile at all.
Abby: That’s the point. Chindogu designs aren’t supposed to be practical or beneficial.
James: Huh? Well, I’m curious now, so I’d love to come.

Abby: Great. We’re going to meet at 9:00 a.m. so we can see the exhibition early.
James: The design museum opens at ten o’clock, so there’s no point in meeting earlier than that.
Abby: OK. Then let’s meet at ten o’clock. I’m sure Naomi will be OK with the new time, but I’ll call her later
to check.
James: You know, I’d never heard of chindogu before, but I’m really enthusiastic about seeing this exhibi-
tion now. I think it’s going to be great!
62 DAILY HABITS OF SUCCESSFUL INNOVATORS

Some companies act in the way they have always acted. But in our modern world, being innovative is
becoming increasingly important. As a result, these companies may find it hard to survive. In contrast,
companies like Microsoft, Apple, Google, Amazon, and Tesla find innovative new ways to do things. The
huge success of these firms shows the true value of innovation.
Innovation is not just important for companies. It has value for individual people, too. Some people feel
ng
that being innovative is like being tall: you either are or you aren’t. Is this true? Research suggests the
opposite: that anybody can become more innovative by having certain habits. This is important, as other
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studies suggest that innovative people are more likely to have jobs that they enjoy and that pay well.
In general, innovative people want to learn. They read often, especially about a wide variety of topics. They
ar
talk to people about new ideas. They visit new places. They have new experiences. All of this new informa-
Le
tion goes into their brains. It can help innovative people see links between ideas that other people cannot
see. And this may help them come up with new ideas.
Asking questions is another habit that many innovative people have. Innovators want to know how some-
c
thing works, or why something happens, or how long something takes. They also ask questions that help
i
ph
them find better ways to do things. For example, many innovators ask, “Why do we do it this way?” Or “Is
there a better way to do this?” These questions help them find solutions to problems that other people may
ra
not even notice.

As a result of learning new things and asking questions, innovative people usually come up with many
g
ideas. In fact, they have so many ideas that they forget some of them. To avoid this problem, innovators
eo
often have a way to remember their best ideas. Sometimes they will use a computer or tablet for this
purpose. Many innovators, however, prefer old technology: a notebook and a pencil.
lG
“If it’s not broken, don’t fix it” is a common saying. Most people agree with the idea. They think that if
something works well, there is no reason to change it. Many innovators feel differently. They constantly
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look for ways to improve things, even things that are already good. In other words, “Even if it’s not broken,
make it better” is an innovator’s saying.
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Finally, innovators put in the hours to get better and find new ways to do things. Some of them follow
an idea called “don’t break the chain.” They set a goal of doing something important every day, such as
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reading a newspaper article or writing a blog post. After it is done, they mark an X on the calendar for that
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day. After a while, the calendar has a chain of Xs. Seeing this chain gives a positive feeling. And in order to
keep that positive feeling, they do the action each day.

Video Scripts
Unit 1
The World’s Biggest Melting Pot
Narrator: Many large modern cities are very multicultural. People come from all over the world to live and work in places like London, Amsterdam, Sydney,
Singapore, and São Paulo. But according to the Guinness book of World Records, one neighborhood in particular is the most diverse place in the world.
Welcome to Queens, New York.
New Yorker 1: We’re all immigrants. Who understands an immigrant better than an immigrant?
Narrator: Almost half of the population of Queens was born in another country. Its residents come from 100 different nations, and they speak almost 150
different languages. No racial or ethnic group is a majority here. There may be other neighborhoods with more foreign-born residents, but only here do we
find so many different cultures, nationalities, and ethnicities in one place.
New Yorker 2: I know that, you know, I’m from Madras, the southern part of India. My parents lived there, and my grandparents lived there.
ng
New Yorker 3: My mom is from South Korea, and on my father’s side, I am German, Irish, English, and I think a little bit of Native American, but that part
I’m not sure.
ni
New Yorker 4: My great-grandfather was Puerto Rican and his parents were Puerto Rican and so on and so forth, so as far as I know, we’ve always been
ar
Puerto Rican. And I feel connected to that, and when I look in the mirror, I see that, and I see my grandmother and my great-grandmother. It’s something
that I cherish, and it’s something that I’m very protective of.
Le
You have Eastern Europeans, you have Spanish, you have Turkish, you have Arabic. I like that! I like that very much.
Narrator: A 2001 study measured diversity using a simple idea: how likely is it that two randomly selected people have different backgrounds? In their
c
study, Queens scored highest in the United States. As the most diverse community in the most diverse country in the world, it’s a fair claim. But even if
there is no way to prove that it’s the most diverse place in the world, Queens is a great example of a melting pot.
i
ph
Unit 2
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Can You Really Tell if a Kid is Lying?

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Kang Lee: So, for the last 20 years, I’ve been studying how children learn to tell lies. And today, I’m going to share with you some of the discoveries we
eo
have made. But to begin, I’m going to tell you a story from Mr. Richard Messina, who is my friend and an elementary school principal. He got a phone
call one day. The caller says, “Mr. Messina, my son Johnny will not come to school today because he’s sick.” Mr. Messina asks, “Who am I speaking to,
lG
please?” And the caller says, “I am my father.”

So, this story … sums up very nicely three common beliefs we have about children and lying. One, children only come to tell lies after entering
elementary school. Two, children are poor liars. We adults can easily detect their lies. And three, if children lie at a very young age, there must be some
na
character flaws with them, and they are going to become pathological liars for life. Well, it turns out all of the three beliefs are wrong.
We found that regardless of gender, country, religion, at two years of age, 30 percent lie, 70 percent tell the truth. At three years of age, 50 percent lie, and
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50 percent tell the truth. At four years of age, more than 80 percent lie. And after four years of age, most children lie. So, as you can see, lying is really a
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typical part of development. And some children begin to tell lies as young as two years of age.
And good lying requires two key ingredients. The first key ingredient is theory of mind, or the mind-reading ability. The second key ingredient for good
N
lying is self-control.
As it turns out, these two abilities are also essential for all of us to function well in our society. In fact, deficits in mind-reading and self-control abilities are
associated with serious developmental problems, such as ADHD and autism. So, if you discover your two-year-old is telling his or her first lie, instead of
being alarmed, you should celebrate … because it signals that your child has arrived at a new milestone of typical development.
Now, are children poor liars? Do you think you can easily detect their lies? Would you like to give it a try? Yes? OK. So, I’m going to show you two videos.
In the videos, the children are going to respond to a researcher’s question, “Did you peek?” So, try to tell me which child is lying, and which child is telling
the truth. Here’s child number one. Are you ready?
Adult: Did you peek?
Child: No.
Kang Lee: And this is child number two.
Adult: Did you peek?
T-194 Video Scripts SAMPLE COPY, NOT FOR DISTRIBUTION
WE3_TB3_EM_VS_194_205_ptg01.indd 194 8/31/19 3:29 PM

Child: No.
Kang Lee: OK, if you think child number one is lying, please raise your hand. And if you think child number two is lying, please raise your hand. OK, so
as a matter of fact, child number one is telling the truth, child number two is lying. Looks like many of you are terrible detectors of children’s lies.
Now, we have played similar kinds of games with many, many adults from all walks of life. And we show them many videos. In half of the videos, the
children lied. In the other half of the videos, the children told the truth. And let’s find out how these adults performed. Because there are as many liars as
truth tellers, if you guess randomly, there’s a 50 percent chance you’re going to get it right. So, if your accuracy is around 50 percent, it means you are
terrible detectors of children’s lies.
So, let’s start with undergrads and law school students, who typically have limited experience with children. No, they cannot detect children’s lies. Their
performance is around chance. Now how about social workers and child-protection lawyers, who work with children on a daily basis? Can they detect
children’s lies? No, they cannot. What about judges, customs officers, and police officers, who deal with liars on a daily basis? Can they detect children’s
lies? No, they cannot. What about parents? Can parents detect other children’s lies? No, they cannot. What about, can parents detect their own children’s
lies? No, they cannot.
ng
So, now you may ask why children’s lies are so difficult to detect. Let me illustrate this with my own son, Nathan. This is his facial expression when he
lies. So, when children lie, their facial expression is typically neutral. However, behind this neutral expression, the child is actually experiencing a lot of
ni
emotions, such as fear, guilt, shame, and maybe a little bit of liar’s delight. Unfortunately, such emotions are either fleeting or hidden. Therefore, it’s mostly
invisible to us.
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So, in the last five years, we have been trying to figure out a way to reveal these hidden emotions. Then we made a discovery. We know that underneath our
Le
facial skin, there’s a rich network of blood vessels. When we experience different emotions, our facial blood flow changes subtly.
By looking at transdermal video images, now we can easily see facial blood flow changes associated with the various hidden emotions. And using this
technology, we can now reveal the hidden emotions associated with lying, and therefore detect people’s lies. We can do so noninvasively, remotely,
c
inexpensively, with an accuracy at about 85 percent, which is far better than chance level.
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ph
Of course, lying is not the only situation that will evoke our hidden emotions. So, then we asked ourselves, in addition to detecting lies, how can our
technology be used? One application is in education. For example, using this technology, we can help this mathematics teacher to identify the student
in his classroom who may experience high anxiety about the topic he’s teaching so that he can help him. And also, we can use this in health care. For
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example, every day I Skype my parents, who live thousands of miles away. And using this technology, I can not only find out what’s going on in their lives
but also simultaneously monitor their heart rate, their stress level, their mood, and whether or not they are experiencing pain. And perhaps in the future,
g
their risks for heart attack or hypertension.

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So transdermal optical imaging technology is at a very early stage of development. Many new applications will come about that we don’t know today.
However, one thing I know for sure is that lying will never be the same again.
lG
Thank you very much. Xiè xie.

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Unit 3
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Tale of Ice-Bound Wonderlands

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Paul Nicklen: My journey to become a polar specialist, photographing, specializing in the Polar Regions, began when I was four-years old, when my
family moved from southern Canada to northern Baffin Island, up by Greenland. There we lived with the Inuit in a tiny Inuit community of 200 Inuit people.
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We were one of three non-Inuit families. And in this community, we didn’t have television, we didn’t have computers, obviously, radio; we didn’t even have
a telephone. All of my time was spent outside, with the Inuit, playing. The snow and the ice were my sandbox and the Inuit were my teachers. And that’s
where I became truly obsessed with this polar realm, and I knew someday that I was going to do something that had to do with trying to share news and
protect it.
We’re inundated with news all the time that the sea ice is disappearing and it’s at its lowest level, but, in fact, scientists were originally saying sea ice is
going to disappear in the next hundred years, then they said fifty years. Now they’re saying the sea ice in the Arctic, the summer time extent, is going to
be gone in the next four to ten years. And what does that mean? After a while of reading this in the news, it just becomes news; you sort of glaze over with
it. So, what I’m trying to do with my work is put faces to this. And I want people to understand and get the concept that if we lose ice, we stand to lose an
entire ecosystem. Projections are that we could lose polar bears, they could become extinct, in the next fifty to one hundred years.
When I’m on my death bed, I’m going to remember one story more than any other. I don’t think I’ll ever have another experience like I did with these
leopard seals. Leopard seals, since the time of Shackleton, have had a bad reputation.
That’s where I got a story idea. I want to go to Antarctica, get in the water with as many leopard seals as I possibly can, and give them a fair shake, see if
they actually are these vicious animals or if they’re misunderstood.
SAMPLE COPY, NOT FOR DISTRIBUTION Video Scripts T-195

So, this is that story. Oh, and they also happen to eat Happy Feet. As a species, as humans, we like to say, “Oh penguins are really cute. Therefore, leopard
seals eat them; and so leopard seals are ugly and bad.” It doesn’t work that way. The penguin doesn’t know it’s cute and leopard seal doesn’t know it’s big
and monstrous; this is just the food chain unfolding.
They’re also big! They’re not like these little harbor seals; they are twelve feet long, a thousand pounds, and they’re also curiously aggressive.
So, after five days of crossing the Drake Passage, we—isn’t that beautiful—we had finally arrived at Antarctica. I’m with my Swedish assistant and guide.
His name is Godan Elma, from Sweden, Goran, and he’s had a lot of experience with leopard seals. I had never seen one. So, we come around the cove
in our little zodiac boat and there’s this monstrous leopard seal, and even in his voice he goes, “That’s a bloody big seal, ya?” And this seal is taking a
penguin by the head and it’s flipping it back and forth. What it’s trying to do is turn that penguin inside out so it can eat the meat off the bones and then it
goes off and gets another one. And so, this leopard seal grabs another penguin, came under the boat and started hitting the hull of the boat. We’re trying to
not fall in the water, so we sit down and that’s when Godan said to me, “This is a good seal, ya. It’s time for you to get in the water.” And I looked at Godan
and said to him, “Forget that.”
But he was right. He scolded me out and said, “This is why we’re here. You proposed this stupid story to National Geographic and now you’ve got to
deliver. And you can’t publish excuses.” I had such dry-mouth, probably not as a bad as now, but I had such dry-mouth and my legs were just trembling,
I couldn’t feel my legs. I put my flippers on, I could barely part my lips; I put my snorkel in my mouth and I rolled over the side of the zodiac and into the
water. And this was the first thing she did. She came racing up to me and engulfed my whole camera, and her teeth are up here and down here, but Godan,
ng
before I had gotten in the water, had given me amazing advice. He said, “If you get scared, you close your eyes, ya, and she’ll go away.” So that’s all I had
to work with at that point, but I just started to shoot these pictures. So, she did this threat display for a few minutes, and then the most amazing thing
ni
happened. She totally relaxed. She went off, she got a penguin, she stopped about ten feet away from me, and she sat there with this penguin. The penguin
is flapping, and she lets it go. The penguin swims towards me, takes off, and she grabs another one. She does this over and over, and then it dawned on
ar
me that she’s trying to feed me a penguin. Why else would she release these penguins at me?
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And after she did this about four or five times, she swam by me with this dejected look on her face. You don’t want to be too anthropomorphic, but I swore
that she looked at me like “This useless predator is going to starve in my ocean.” So, realizing I couldn’t catch swimming penguins, she would get these
other penguins and bring them slowly towards me, bobbing like this, and she would let them go. This didn’t work. I was laughing so hard, and I was so
c
emotional, that my mask was flooding because I was crying underwater just because it was so amazing. So that didn’t work, so then she’d get another
i
penguin and try this ballet-like display, sliding down this iceberg like this and she would sort of bring them over to me and offer them to me. This went on
ph
for four days, this didn’t just happen a couple of times. And then she realized I just couldn’t catch live ones, so she brought me dead penguins. Now I’ve
got four or five penguins floating around my head, and I’m just sitting there shooting away.
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And she would often stop and have this dejected look on her face, like “Are you for real?” because she can’t believe that I can’t eat this penguin. And then
that wasn’t enough, so she started to flip penguins onto my head, she was trying to force feed me, she was pushing me around, she’s trying to force feed
g
my camera, which is every photographer’s dream. And she would get frustrated. She would blow bubbles in my face, to let me know I was going to starve,
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but yet she didn’t stop, she would not stop trying to feed me penguins. And on the last day with this female, when I thought I had pushed her too far, I got
nervous because she came up to me, she rolled over on her back and she did this deep, guttural, jackhammer sound, this ... and I thought, “She’s about
lG
to bite, she’s about to let me know she’s too frustrated with me.” What had happened was that another seal had snuck in behind me and she did that threat
display, she chased that big seal away, went and got his penguin, and brought it to me.
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That wasn’t the only seal I got in the water with. I got in the water with thirty other leopard seals, and I never once had a scary encounter. They’re the most
remarkable animals I’ve ever worked with, and same with polar bears. And just like the polar bears, these animals depend on an icy environment. And … I
get emotional, sorry. It’s a story that lives deep in my heart and I’m proud to share this with you and I’m so passionate about it. Anyone want to come with
io
me to Antarctica or the Arctic? I’ll take you, let’s go. We’ve got to get this story out. Thank you very much!
at
Unit 4
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A Life Lesson from a Volunteer Firefighter

Mark Bezos: Back in New York, I am the head of development for a non-profit called Robin Hood. When I’m not fighting poverty, I’m fighting fires as the
assistant captain of a volunteer fire company. Now in our town, where the volunteers supplement a highly skilled career staff, you have to get to the fire
scene pretty early to get in on any action.
I remember my first fire. I was the second volunteer on the scene, so there was a pretty good chance I was going to get in. But still it was a real footrace
against the other volunteers to get to the captain in charge to find out what our assignments would be. When I found the captain, he was having a very
engaging conversation with the homeowner, who was surely having one of the worst days of her life. Here it was, the middle of the night, she was standing
outside in the pouring rain, under an umbrella, in her pajamas, barefoot, while her house was in flames.
The other volunteer who had arrived just before me—let’s call him Lex Luthor—got to the captain first and was asked to go inside and save the
homeowner’s dog.

The dog! I was stunned with jealousy. Here was some lawyer or money manager who, for the rest of his life, gets to tell people that he went into a burning
building to save a living creature, just because he beat me by five seconds. Well, I was next. The captain waved me over. He said, “Bezos, I need you to go
into the house. I need you to go upstairs, past the fire, and I need you to get this woman a pair of shoes.” I swear.
So, not exactly what I was hoping for, but off I went—up the stairs, down the hall, past the “real” firefighters, who were pretty much done putting out the
fire at this point, into the master bedroom to get a pair of shoes.
Now I know what you’re thinking, but I’m no hero. I carried my payload back downstairs where I met my nemesis and the precious dog by the front
door. We took our treasures outside to the homeowner, where, not surprisingly, his received much more attention than did mine. A few weeks later, the
department received a letter from the homeowner thanking us for the valiant effort displayed in saving her home. The act of kindness she noted above all
others: Someone had even gotten her a pair of shoes.
You know, in both my vocation at Robin Hood and my avocation as a volunteer firefighter, I am witness to acts of generosity and kindness on a
monumental scale, but I’m also witness to acts of grace and courage on an individual basis. And you know what I’ve learned? They all matter.
So, as I look around this room at people who either have achieved, or are on their way to achieving, remarkable levels of success, I would offer this
reminder: don’t wait. Don’t wait until you make your first million to make a difference in somebody’s life. If you have something to give, give it now. Serve
food at a soup kitchen. Clean up a neighborhood park. Be a mentor. Not every day is going to offer us a chance to save somebody’s life, but every day
ng
offers us an opportunity to affect one. So, get in the game. Save the shoes.
Thank you.
ni
Unit 5
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Three Things I Learned While My Plane Crashed
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Ric Elias: Imagine a big explosion as you climb through 3,000 feet. Imagine a plane full of smoke. Imagine an engine going clack, clack, clack … It
sounds scary.
c
Well, I had a unique seat that day. I was sitting in 1D. I was the only one who could talk to the flight attendants. So, I looked at them right away, and they
i
ph
said, “No problem. We probably hit some birds.” The pilot had already turned the plane around, and we weren’t that far. You could see Manhattan. Two
minutes later, three things happened at the same time.
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The pilot lines up the plane with the Hudson River. That’s usually not the route. He turns off the engines. Now, imagine being in a plane with no sound.
And then he says three words. The most unemotional three words I’ve ever heard. He says, “Brace for impact.” I didn’t have to talk to the flight attendant
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anymore. I could see in her eyes, it was terror. Life was over.
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Now I want to share with you three things I learned about myself that day. I learned that it all changes in an instant. We have this bucket list, we have these
things we want to do in life, and I thought about all the people I wanted to reach out to that I didn’t, all the fences I wanted to mend, all the experiences I
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wanted to have and I never did. As I thought about that later on, I came up with a saying, which is, I no longer want to postpone anything in life. And that
urgency, that purpose, has really changed my life.
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The second thing I learned that day—and this is as we clear the George Washington Bridge, which was by not a lot—I thought about, wow, I really feel
one real regret. I’ve lived a good life. In my own humanity and mistakes, I’ve tried to get better at everything I tried. But in my humanity, I also allow my ego
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to get in. And I regretted the time I wasted on things that did not matter with people that matter. And I thought about my relationship with my wife, with my
friends, with people. And after, as I reflected on that, I decided to eliminate negative energy from my life. It’s not perfect, but it’s a lot better. I’ve not had a
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fight with my wife in two years. It feels great. I no longer try to be right; I choose to be happy.
The third thing I learned—and this is as your mental clock starts going, “15, 14, 13.” You can see the water coming. I’m saying, “Please blow up.” I
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don’t want this thing to break in 20 pieces like you’ve seen in those documentaries. And as we’re coming down, I had a sense of, wow, dying is not scary.
It’s almost like we’ve been preparing for it our whole lives. But it was very sad. I didn’t want to go; I love my life. And that sadness really framed in one
thought, which is, I only wish for one thing. I only wish I could see my kids grow up.
About a month later, I was at a performance by my daughter—first-grader, not much artistic talent … Yet! And I’m bawling, I’m crying, like a little kid. And
it made all the sense in the world to me. I realized at that point, by connecting those two dots, that the only thing that matters in my life is being a great
dad. Above all, above all, the only goal I have in life is to be a good dad.
I was given the gift of a miracle, of not dying that day. I was given another gift, which was to be able to see into the future and come back and live
differently. I challenge you guys that are flying today, imagine the same thing happens on your plane—and please don’t—but imagine, and how would you
change? What would you get done that you’re waiting to get done because you think you’ll be here forever? How would you change your relationships and
the negative energy in them? And more than anything, are you being the best parent you can?
Thank you.

Unit 6
Antarctica: While You Were Sleeping
Joseph Michael: I guess my life reflection of a lot of people’s lives is we live in these heavily urbanized places, covered in concrete, cars, technology
all around us, but we aspire to go to those, back to those natural places, and it’s something that I’m constantly searching for. You see, I live in the city and
then I come out to places like this and look for nature, or just look for that solitude, so there’s just a combination of the things I enjoy.
So, my name’s Joseph Michael and I’m a media artist. What I do is combine a mixture of, say, photography, video, moving image; tends to be digital
artwork. My passions in life, I’m passionate about exploration, adventure, first and foremost, but I really love photography; the most simple, simplistic
form of art. When I’m taking photographs, it’s just me and the camera, and I’m always learning, every day.
Art is about doing complex things for a simple reason. So, in terms of what I’ve created on the museum, it’s a very simple idea: It’s an iceberg, and it’s in
the city. You think that it’s simple, but it’s such a complex process. I enjoy the technical challenges. I enjoy things that push me further in terms of what I’m
learning and what I’m discovering.
We chartered a boat and sailed across the Drake Passage, and we spent a month around the Antarctic Peninsula. And the idea was to photographically map
icebergs. The scale and awe of the place; it has an aura, it has, I don’t know, it feels otherworldly, and it’s kind of unnerving.
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So, in terms of environmental message, I try not to be too forceful with what I’m creating. I like to present an idea and not give too many answers to my
interpretation of what’s going on. So, in terms of the iceberg, it’s just placing it in an urban environment so people can see the size and scale of an iceberg
and then, you know, people will go off and ask their own questions.
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It’s hard to get someone engaged with, obviously, sustainability or looking after our environment based on practical science, you know, and ideas.
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Connecting people with a feeling of grandeur or the awe of nature, in my mind, you know, connects them at a deeper level. But if you’re not connecting
with the heart, you’re not really engaged in the topic.
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The whole project from the start to the end of the installation in Auckland took four years. It took us two years to mount the expedition to Antarctica: fund it,
crew it, get down there, film the content. And then the next two years we spent creating the installation.
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It was pretty exciting to start to see the digital work come into a physical space. You’re sort of in a physical world in Antarctica, now in a digital, virtual
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world for months and months and months, editing, looking at a screen, but then to see, give it a physical presence in the real world was pretty exciting.
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With our projections, we did, like, test projections on scale models because otherwise you don’t have a chance before you put it on the building. You need
to sort of get closer to knowing that it’s going to work because you take photographs. We did like a three-billion-point scan of the building, which gave us
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a building scan, and you’re sort of never really entirely certain that it’s going to match up perfectly, and so we do a series of scale models to get us close to
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projecting on that final building.

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I guess it’s like peeling an orange. You peel the skin of the iceberg when you photograph it, it’s like an orange peel. We pull it off and then we wrap that
back on to the building. The process isn’t that simple: It goes through several layers to get to that process, but essentially, it’s like putting it back on.
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The biggest thing I’ve learned over the last few years is how important sound is for the emotional connection. Especially with art, it’s really important
that people feel something. So, you can put whatever visuals you like, adding that sound element and paying close attention to the sound really makes a
difference.
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I think the composition was designed to transport people to how I felt in Antarctica. And I had no idea that each iceberg would be completely unique in a
sound signature. I took a sound recorder knowing that there would be potential to capture things, but I had no idea the diverse nature of the sound down
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there.
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This is the biggest thing about being an artist or a creative is you got to have that lack of fear of failure because in art, you don’t succeed all the time. And
as a creative, not every project’s going to be successful. You just have to start and see where it leads.
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Unit 7
SpaceX’s Plan to Fly You Across the Globe in 60 Minutes
Chris Anderson: So, two months ago, something crazy happened. Can you talk us through this, because this caught so many people’s attention?
Gwynne Shotwell: I’ll stay quiet for the very beginning, and then I’ll start talking.
Voices: Five, four, three, two, one.
Woman: Liftoff. Go Falcon Heavy.
Gwynne Shotwell: So, this was such an important moment for SpaceX. With the Falcon 9 and now the Falcon Heavy, we can launch into orbit any
payload that has previously been conceived or is conceived right now. We’ve got a couple of launches of Falcon Heavy later this year, so this had to go
right. It was the first time we flew it, and the star of the show, of course, brother and sister side boosters landing. I was excited.

Chris Anderson: Gwynne, let’s wind the clock back. I mean, how did you end up an engineer and president of SpaceX? Were you super-nerdy as a girl?
Gwynne Shotwell: I don’t think I was nerdy, but I was definitely doing the things that the girls weren’t doing. I asked my mom, who was an artist, when
I was in third grade, how a car worked, so she had no idea so she gave me a book, and I read it, and sure enough, my first job out of my mechanical
engineering degree was with Chrysler Motors in the automotive industry. But I actually got into engineering not because of that book but because my mom
took me to a Society of Women Engineers event, and I fell in love with the mechanical engineer that spoke. She was doing really critical work, and I loved
her suit.
And that’s what a 15-year-old girl connects with. And I used to shy away from telling that story, but if that’s what caused me to be an engineer—hey, I think
we should talk about that.
Chris Anderson: So, despite the remarkable success there of that Falcon Heavy rocket, you’re actually not focusing on that as your future development
plan. You’re doubling down to a much bigger rocket called the BFR, which stands for ...
Gwynne Shotwell: It’s the Big Falcon Rocket.
Chris Anderson: The Big Falcon Rocket, that’s right.
Chris Anderson: The logic is that BFR is what you need to take humanity to Mars?
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Gwynne Shotwell: That’s correct.
Chris Anderson: But somehow, you’ve also found other business ideas for this.
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Gwynne Shotwell: Yes. BFR can take the satellites that we’re currently taking to orbit to many orbits. It allows for even a new class of satellites to be
delivered to orbit. Basically, the width, the diameter of the fairing is eight meters, so you can think about what giant telescopes you can put in that fairing,
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in that cargo bay, and see really incredible things and discover incredible things in space. But then there are some residual capabilities that we have out of
BFR as well.
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Chris Anderson: Right, and so that allows you—I mean, I still don’t really believe this video that we’re about to play here. What on Earth is this?
Gwynne Shotwell: So, it currently is on Earth, but this is basically space travel for earthlings. I can’t wait for this residual capability. Basically, what
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we’re going to do is we’re going to fly BFR like an aircraft and do point-to-point travel on Earth, so you can take off from New York City or Vancouver and
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fly halfway across the globe. You’ll be on the BFR for roughly half an hour or 40 minutes, and the longest part—yeah, it’s so awesome.
The longest part of that flight is actually the boat out and back.
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Chris Anderson: I mean. Gwynne, come on, this is awesome, but it’s crazy, right? This is never going to actually happen.
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Gwynne Shotwell: Oh no, it’s definitely going to happen. This is definitely going to happen.
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Chris Anderson: So how many passengers can possibly afford the fortune of flying by space?
Gwynne Shotwell: So, the first BFR is going to have roughly a hundred passengers. And let’s talk a little bit about the business. Everyone thinks rockets
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are really expensive, and to a large degree they are, and how could we possibly compete with airline tickets here? But if you think about it, if I can do
this trip in half an hour to an hour, I can do dozens of these a day, right? And yet, a long-haul aircraft can only make one of those flights a day. So even if
my rocket was slightly more expensive and the fuel is a little bit more expensive, I can run 10x at least what they’re running in a day, and really make the
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revenue that I need to out of that system.

Chris Anderson: So, you really believe this is going to be deployed at some point in our amazing future. When?
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Gwynne Shotwell: Within a decade, for sure.

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Chris Anderson: OK, that’s certainly amazing.

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Gwynne Shotwell: I’m personally invested in this one, because I travel a lot and I do not love to travel, and I would love to get to see my customers in
Riyadh, leave in the morning and be back in time to make dinner.
Chris Anderson: So, we’re going to test this out. So, within 10 years, an economy price ticket, or, like, a couple thousand dollars per person to fly New
York to Shanghai.
Gwynne Shotwell: Yeah, I think it’ll be between economy and business, but you do it in an hour.
Chris Anderson: Yeah, well, OK, that is definitely something.
And meanwhile, the other use of BFR is being developed to go a little bit further than Shanghai. Talk about this. You guys have actually developed quite a
detailed, sort of, picture of how humans might fly to Mars, and what that would look like.
Gwynne Shotwell: Yeah. So, we’ve got a video, this is a cropped video from others we’ve shown, and then there’s a couple of new bits to it. But
basically, you’re going to lift off from a pad, you’ve got a booster as well as the BFS, the Big Falcon Spaceship. It’s going to take off. The booster is going
to drop the spaceship off in orbit, low Earth orbit, and then return just like we’re returning boosters right now. So, it sounds incredible, but we’re working
on the pieces, and you can see us achieve these pieces. So, booster comes back. The new thing here is that we’re going to actually land on the pad that we

launched from. Currently, we land on a separate pad, or we land out on a boat. Fast, quick connect. You take a cargo ship full of fuel, or a fuel depot, put it
on that booster, get that in orbit, do a docking maneuver, refuel the spaceship, and head on to your destination, and this one is Mars.
Chris Anderson: So, like, a hundred people go to Mars at one time, taking, what, six months? Two months?
Gwynne Shotwell: It ends up depending on how big the rocket is. I think this first version, and we’ll continue to make even bigger BFRs, I think it’s a
three-month trip. Right now, the average is six to eight, but we’re going to try to do it faster.
Chris Anderson: When do you believe SpaceX will land the first human on Mars?
Gwynne Shotwell: It’s a very similar time frame from the point-to-point. It’s the same capability. It will be within this decade. Within a decade—not this
decade.
Chris Anderson: In real time, again, within a decade. Well, that would also be amazing.
Why, though? Seriously, why? I mean, you’ve got a company where this is the official stated mission. Has everyone actually bought into that mission, given
that, I mean, there’s a lot of people around who think, come on, you’ve got so much talent, so much technology capability? There are so many things on
Earth that need urgent attention. Why would you have this escape trip off to another planet?
Gwynne Shotwell: So, I am glad you asked that, but I think we need to expand our minds a little bit. There are plenty of things to do on Earth, but there
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are lots of companies working on that. I think we’re working on one of the most important things we possibly can, and that’s to find another place for
humans to live and survive and thrive. If something happened on Earth, you need humans living somewhere else.
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It’s the fundamental risk reduction for the human species. And this does not subvert making our planet here better and doing a better job taking care of
it, but I think you need multiple paths to survival, and this is one of them. And let’s not talk about the downer piece, like, you go to Mars to make sure all
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earthlings don’t die. That’s terrible, actually, that’s a terrible reason to go do it. Fundamentally, it’s another place to explore, and that’s what makes humans
different from animals, it’s our sense of exploration and sense of wonderment and learning something new. And then I also have to say, this is the first step
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in us moving to other solar systems and potentially other galaxies.
Chris Anderson: That is a big vision.
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Gwynne Shotwell, thank you. You have one of the most amazing jobs on the planet.
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ph
Gwynne Shotwell: Thank you very much. Thanks, Chris.
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Unit 8
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What I Learned When I Conquered the World’s Toughest Triathlon

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Minda Dentler: It was October 13, 2012, a day that I will never forget. I was on my bike, pushing up what seemed like a never-ending barren hill. And
it wasn’t just any hill: it was a 15-mile climb up to a town called Hawi on the Big Island of Hawaii. And it wasn’t just any ride: it was at the Ironman World
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Championship. I can still feel my muscles burning. I was struggling, tired and dehydrated, as I could feel the heat emanating from the asphalt, measuring
almost 98 degrees. I was near the halfway point of the bike portion of one of the most prestigious, longest, single-day endurance race events in the world.
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At age 28, I was introduced to the sport of hand-cycling, and then triathlon, and by luck, I met Jason Fowler, an Ironman World Champion, at a camp for
athletes with disabilities. And like me, he competed in a wheelchair. And with his encouragement, at age 34, I decided to go after Kona. The Kona, or Hawaii
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Ironman is the oldest Iron-distance race in the sport, and if you’re not familiar, it’s like the Super Bowl of triathlon. And the Ironman, for a wheelchair athlete
like me, consists of a 2.4-mile open-water swim in the Pacific Ocean, a 112-mile hand cycle ride in lava fields—now, that sounds exotic, but it’s not as
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scenic as it sounds, and it’s pretty desolate—and then you top it off with a marathon, or a 26.2-mile run in 90-degree heat using a racing wheelchair. That’s
right, it’s a total distance of 140.6 miles using just your arms in less than 17 hours. No female wheelchair athlete had ever completed the race because of
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the strict, seemingly impossible cutoff times. And so there I was, putting it all out on the line. And when I finally reached the top of that 15-mile climb, I
was discouraged. There was no way I was going to make that swim/bike time limit of 10 and a half hours, because I was almost two hours off pace. I had to
make the agonizing decision to quit. I removed my timing chip, and I handed it over to a race official. My day was done.
My best friend Shannon and my husband Shawn were waiting at the top of Hawi to drive me back to town. And on my way back to town, I began to cry. I
had failed. My dream of completing the Ironman World Championship was crushed. I was embarrassed. I felt like I’d messed up. I worried about what my
friends, my family and people at work would think of me. What was I going to put on Facebook? How was I going to explain to everyone that things didn’t
go the way I had assumed or planned?
A few weeks later I was talking to Shannon about the Kona “disaster,” and she said this to me: “Minda, big dreams and goals can only be realized when
you’re ready to fail.” I knew I had to put that failure behind me in order to move forward, and it wouldn’t be the first time that I had faced insurmountable
odds.
I was born in Bombay, India, and just before my first birthday, I contracted polio, which left me paralyzed from the hips down. Unable to care for me, my
birth mother left me at an orphanage. Fortunately, I was adopted by an American family, and I moved to Spokane, Washington just shortly after my third
birthday. Over the next few years, I underwent a series of surgeries on my hips, my legs, and my back that allowed me to walk with leg braces and crutches.

As a child, I struggled with my disability. I felt like I didn’t fit in. People stared at me all the time, and I was embarrassed about wearing a back brace and
leg braces, and I always hid my chicken legs under my pants. As a young girl, I thought thick, heavy braces on my legs did not look pretty or feminine.
Among my generation, I am one of the very few individuals in the US who are living with paralysis by polio today. Many people who contract polio in
developing countries do not have access to the same medical care, education, or opportunities like I have had in America. Many do not even live to reach
adulthood. I have the humbling knowledge that, had I not been adopted, I most certainly wouldn’t be in front of you today. I may not even be alive.
All of us, in our own lives, may face seemingly insurmountable goals. I want to share with you what I learned when I tried again.
One year after my first attempt, on a sunny Saturday morning, my husband Shawn dumped me into the ocean at the Kona Pier and, with 2,500 of my
closest friends and competitors, we started swimming as that cannon went off promptly at 7am. I focused on one stroke at a time, staying in between
bodies, counting my strokes—one, two, three, four—and lifting my head to sight every so often just so I wouldn’t get too off track. And when I finally
reached the shoreline, Shawn picked me up, and he carried me out of the water. I was so stunned and thrilled when Shawn had told me I had managed a
one-hour-and-43-minute swim time.
On to the bike segment. I had eight hours and 45 minutes to complete the 112-mile bike course. I broke up the course in seven- to 10-mile segments in
my mind just to reduce the enormity of the race. The first 40 miles, they clipped by as we benefited from a little tail wind. By 4pm, I had made it to mile 94,
and I did the math and I realized I was in serious time jeopardy because I had 18 miles to go and less than 90 minutes, and that included a few sizable hill
climbs. I was stressed out, and I was scared that I wasn’t going to make that time cutoff again.
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At this point, I pushed my internal voice aside that said, “This hurts. Quit.” And I told myself, “Minda, you better focus. Focus on what you can control, and
that is your attitude and your effort.” I resolved to be OK being uncomfortable, and I told myself, “Push harder, forget about the pain, and keep that laser
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focus.” For the next 90 minutes, I cranked as though my life depended on it. And when I rolled into town, I heard on the loudspeaker, “Minda Dentler is
one of the last competitors to make the bike cutoff.” I did it!
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By only three minutes.
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It was 5:27 p.m., and I had been racing for 10-and-a-half hours. The first 10 miles of the run went pretty quickly, as I was so excited to finally pass people
with my three wheels to their two feet. The sun quickly went down, and I found myself pulling up to the bottom of Palani hill, looking straight into a half-
mile hill that looked like Mt. Everest at mile 124 of the race. My friends and family were ready at their stations to talk me up that hill. I was struggling, tired,
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desperately gripping those rims just so I wouldn’t tip backwards. When I finally reached the top of that hill, I turned left onto a very lonely 15-mile stretch
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onto the Queen K Highway, totally exhausted. I pressed on, focusing on one push at a time. By 9:30 p.m., I made that final right-hand turn onto Ali’i Drive.
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I heard the crowd’s roar, and I was overcome with emotion.
I crossed that finish line.
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And my final time was 14 hours and 39 minutes. For the first time in the 35-year history, a female wheelchair athlete completed the Ironman World
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Championship.
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And it wasn’t just any female athlete. It was me.

A paralyzed orphan from India. Against all odds, I achieved my dream, and through this very personal commitment to myself, I slowly realized that
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completing the Ironman was about more than conquering Kona. It was about conquering polio and other disabling but preventable diseases, not only
for myself, but for the millions of children who have been and still will be afflicted by vaccine-preventable diseases. Today, we are closer than ever to
eliminating one of those diseases everywhere in the world.
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In the mid-1980s, polio once paralyzed more than 350,000 children a year in more than 125 countries. That amounted to a staggering 40 cases an hour.
By contrast, so far this year, the last endemic countries have reported a total of only 12 cases. Since 1988, more than 2.5 billion children have been
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immunized against polio, and an estimated 16 million children, who otherwise would have been paralyzed like me, are walking. Despite this incredible
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progress, we know that until it is eradicated, polio remains a very real threat, especially to children in the poorest communities of the world. It can
reemerge in some of the most remote and dangerous places, and from there, it can spread.
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And so, this is my new Ironman: to end polio. And I am reminded every day, when I look at my two-and-a-half-year-old daughter Maya. She is able to
climb a ladder in the park, push her scooter or kick a ball across the grass. Almost everything that I see her do at her age reminds me of what I could not
do at that age. And when she was two months old, I took her to get her first polio vaccine. And when the doctor came in the room to prepare the shot, I
asked him if I could take a picture to document the moment. When we left the room, I could feel my eyes welling up with tears. I cried the entire way home.
It was in that moment that I realized that my daughter’s life would be very different from mine. She will never be faced with the crippling disability of polio,
because a vaccine was available, and I chose to get her immunized. She can do anything she wants, as can each of you.
Now I’d like to leave you all with one question: what is your Ironman?
Unit 9
An Everyday Danger
Anastasia: It is not a terminal illness that my child has, but it is an every day, every second, every moment risk.
The unknown of every day: he could possibly die, and we have no clue when it’s going to happen sometimes.

Xaviar: But it uses energy and then puts them in the water.
Anastasia: But if we’re prepared, we’re continuing on his life.
Xaviar: Yes! Yes! Yes! Yes!
Anastasia: Xaviar is allergic to peanuts, seafood, all tree nuts, shellfish, kiwis, cucumbers, sesame, peas, chickpeas, lentils, lima beans. He used to be
allergic to eggs, which he outgrew. Is there anything else that I’m missing? And coconut. It’s ever-changing, and that’s the guessing game that I don’t like.
Some people don’t believe that food allergies are real at all. A lot of people think that they should be able to give their kids whatever foods they want and
send them off to school with as much peanut butter, as much tree nuts … What they don’t understand is they’re putting a child’s life at risk.
He could be on a playground and somebody could have a peanut butter and jelly sandwich. He’d go on the same monkey bars and then he could go ahead
and like pick his nose or wipe his lip, and he could have a reaction.
This is why his being in school is so crazy, too, because they’re using the same keyboards, they’re opening the same books. It’s the unknown that’s
really scary.
Xaviar: Where is my book bag?
Dr. Wood: There are a lot of theories on why allergy’s been increasing. And probably many of them have contributed. But the most popular one that’s out
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there is called the hygiene theory. And the hygiene theory says that we live in too clean an environment, and that if you’re not exposed to enough in the
way of germs or bacteria or infections early in life, your immune system will not be kept busy and will focus on things like allergy.
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Anastasia: So, there’s all these theories of why, and that’s what I used to focus on: Why is this happening? I also felt like, what did I do during my
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pregnancy that increased his chances of having food allergies, so there’s a lot of Mom guilt, too. But now I’m just like, ah, we just have to deal with it
because there’s no solving it just yet.
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Dr. Wood: You have to plan for your food allergy every day: every meal, every snack, about what the ingredients of that food are. The second big piece of
it that runs your life is you have to be ready for that accidental exposure, that accidental reaction. And one of the real scary things [is] you never know what
the next reaction will look like.
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Anastasia: He ate half a cashew and immediately, within five minutes, my son was turning blue. He has to know how to stand up for himself, keep
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himself safe. So, it’s a combination of physical and emotional stuff we go through on a regular basis, so he is prepared.
Xaviar: … allergy to all nuts, seafood, sesame … And then just put it back in the case, call 911.
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Anastasia: All of those things that any young beautiful child, adolescent, teenager, adult wants to do. When he has his first kiss, wanting to travel the
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world, go to college and become an independent person … all of those things for him are going to come with some sense of responsibility for food
allergies. But if we raise a child who is confident and happy with himself, hopefully he’ll be just fine coping.
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Unit 10
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From Ancient to Modern

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Narrator: Many ancient cultures have shaped our modern world.

From the Egyptians, we get our 24-hour day and 365-day year. They also developed new ways to measures distances and lengths and new inventions for
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taking water from rivers to farm fields. And although modern paper is very different from the paper the Egyptians used, the English word “paper” comes
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from the name of the papyrus plant that grows along the Nile River.
We get many things from the ancient Greeks, too. The first democracy that we know about happened in the Greek city-state of Athens. Greek art and
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architecture are famous, too. Greek art influenced Renaissance artists like Michelangelo and Leonardo da Vinci. And the Greeks developed three types of
columns and used them in buildings like the Parthenon. These columns have been imitated by other societies around the world for thousands of years.
And of course, many people still study Greek literature, such as the poems of Homer and the plays of Sophocles.
Roman society had a huge impact on the world, too, especially western societies. At least one billion people, for example, speak languages like Spanish,
Portuguese, and Italian that developed from Latin. Even English is heavily influenced by Latin. Some experts say that almost 30 percent of English words
are originally from the language that the Romans spoke. And Rome has also had an influence on modern art, politics, literature, and even food.
But there is one civilization that was in power thousands of years before the Egyptians, the Greeks, and the Romans. This society is less well-known but it
has had a huge impact on modern society.
The story of writing, astronomy, and law. The story of civilization itself begins in one place. Not Egypt, not Greece, not Rome, but Mesopotamia.
Mesopotamia was located between two important rivers: the Tigris and the Euphrates. For over five thousand years, several civilizations lived in this small
area in what is today Iraq, Kuwait, and Syria. They developed innovations that would change the world forever.

Mesopotamia had many advantages. It had a good climate, excellent soil, and plenty of fresh water. As a result, farming was easy for the people who
lived there.
At first, people there lived in small settlements. Then, about 6,000 years ago, some of these places grew larger and became some of the world’s first cities.
Between 6,000 and 5,000 years ago, these city-states competed with each other. At one point, the Akkadian Empire controlled them all. This empire then
broke apart into the empires of Assyria and Babylon.
Wars and fighting were common during this period. However, the Mesopotamians also built huge palaces, temples, and other buildings. The ruins of some
of them can still be seen.
They also developed advanced mathematics, including a base 60 system that created a 60-second minute, a 60-minute hour, and a 360-degree circular
angle.
They used their system of mathematics to study the stars and planets. They divided the year into twelve periods. Each period was named for a group of
stars in the night sky. The Greeks later did the same thing to create the signs of the Zodiac that we still know and use today. The Mesopotamians also
divided the week into seven days named after their gods.
But perhaps the most important innovation to come out of Mesopotamia is writing. At first, people just drew pictures on tablets of wet clay to keep track of
their goods. But over time, they developed an advanced writing system.
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In modern times, we use the name cuneiform to describe Mesopotamian writing. The system was so flexible that it was used for about 3,000 years and
adapted for at least twelve languages. People used this writing system in many ways. One of the most important was writing down the laws and justice
system of King Hammurabi.
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Empires like Babylon were so successful that other societies wanted to attack them, and Mesopotamian culture ended at last.
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Around 2,500 years ago, Cyrus, the king of Persia, conquered Babylon and took control of Mesopotamia. For centuries, the area was controlled by foreign
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leaders. But all things end, and over time, the cities of Mesopotamia sank beneath the sands and the names of its leaders were lost to history. But in our
modern world, Mesopotamian developments like writing, law, math, and science live on.
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Unit 11
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SOLA
Narrator: Most people would agree that education is a good thing and that everyone should have the right to be educated. In some countries, however,
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education may not be available to everyone, especially girls.

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According to UNESCO—the United Nations Educational, Scientific, and Cultural Organization—about 130 million girls around the world are not in
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school.
That’s about the same number of people as the entire population of Mexico or Japan.
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This is bad for those girls who cannot receive an education, of course. It is also bad for their current and future families. Studies show that if a girl has
just one extra year of education, she can earn 20 percent more money when she is an adult. As a result, not educating girls can have a negative effect on
society, too.
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Fortunately, fearless educators are working hard to give girls the same educational opportunities that boys have. Shabana Basij-Rasikh is one of them.
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Shabana: My name is Shabana Basij-Rasikh.

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I’m the President and co-founder of SOLA, School of Leadership Afghanistan. It’s the first girl’s boarding school in Afghanistan. Their education has a real
purpose, not just for them to have a good job, good income, but their education is also for them to serve their country, to be responsible global citizens.
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If we educate a girl, we educate her family, her community, her society, and the world at large. An educated woman especially in developing worlds tend to
spend more than 90% of their income back in their family. An educated woman will have fewer and healthier children. She will make sure that her children
get educated.
My parents have always made it known to me and to my siblings that education is their number one priority for us. Six percent of women in Afghanistan
have a college degree. To be a part of that small minority, I feel extremely lucky and privileged. But at the same time, how did I get to be so lucky? Maybe
there was a reason. I realized that I needed to become an educator.
The way we have set up SOLA even within a year of being at SOLA, young girls go back home, they talk about how much English they have learned. They
talk about the fact that they have learned how to ride bicycle. They talk about meeting amazing people who have come to the school and talked about their
work.
They talk about the photography class they have taken or the filming class they have taken, or they talk about visiting some historic places in Afghanistan
and all of this makes her a very different person in her household and that’s why it’s important.

The process of empowerment has to be initiated from within. We create a safe space for these girls to be able to grow into their confident selves.
Girl 1: If I can’t be a doctor, I want to be a teacher of science.
Girl 2: I want to be an explorer. I want to be so many things, but it’s really hard to decide.
Girl 3: I want to be doctor and a teacher.
Girl 4: I want to prove that girl can do everything.
Shabana: They all come here to learn to become the future leaders of Afghanistan. The solution to problems in Afghanistan have to come from Afghans.
When you educate a girl, you educate her family, her community, her society and our world at large.
They discuss anything from politics to culture to education, to the differences and similarities between our cultures to conflict resolution and for them
to get this opportunity at such a young age, to do this is phenomenal. They come from different linguistic backgrounds, different ethnicities, different
experiences and yet at SOLA, they’re given a common challenge and that’s to speak English at all times.
Why is this so important? For a native English speaker, they may not think about this but English is the language of business. It’s the language in which
the most up to date discoveries is available. It’s the language in which a wealth of information is available. And I want these young girls who come from
all over Afghanistan, from some of the most remote parts of the country, to have access to this world directly so that they can then take this world to their
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home villages and spread it.
My students are very ambitious. They are extremely driven. They are smart. They understand what their education means not just for them but for their
families.
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They are the solution to some of the most challenging problems facing the world today.
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Unit 12
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Why You Should Make Useless Things
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Simone Giertz: Hello. My name is Simone. You know how people tell you if you get nervous when onstage, picture people in the audience naked? Like
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it’s this thing that’s supposed to make you feel better. But I was thinking—picturing all of you naked in 2018 feels kind of weird and wrong. Like, we’re
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working really hard on moving past stuff like that, so we need a new method of dealing with if you get nervous onstage. And I realized that what I’d really
like is that I can look at you as much as you’re looking at me—just to even things out a little bit. So, if I had way more eyeballs, then we’d all be really
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comfortable, right? So, in preparation for this talk, I made myself a shirt.
It’s googly eyes. It took me 14 hours and 227 googly eyes to make this shirt. And being able to look at you as much as you’re looking at me is actually only
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half of the reason I made this. The other half is being able to do this.
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So, I do a lot of things like this. I see a problem and I invent some sort of solution to it. For example, brushing your teeth. Like, it’s this thing we all have
to do, it’s kind of boring, and nobody really likes it. If there were any seven-year-olds in the audience, they’d be like, “Yes!” So, what about if you had a
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machine that could do it for you?

I call it ... I call it “The Toothbrush Helmet.”
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So, my toothbrush helmet is recommended by zero out of ten dentists, and it definitely did not revolutionize the world of dentistry, but it did completely
change my life. Because I finished making this toothbrush helmet three years ago, and after I finished making it, I went into my living room and I put up
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a camera, and I filmed a seven-second clip of it working. And by now, this is a pretty standard modern-day fairy tale of girl posting on the internet, the
internet takes the girl by storm, thousands of men voyage into the comment sections to ask for her hand in marriage.
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She ignores all of them, starts a YouTube channel and keeps on building robots. Since then, I’ve carved out this little niche for myself on the internet as an
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inventor of useless machines, because as we all know, the easiest way to be at the top of your field is to choose a very small field.
So, I run a YouTube channel about my machines, and I’ve done things like cutting hair with drones ...
To a machine that helps me wake up in the morning …
Ow!
To this machine that helps me chop vegetables.
I’m not an engineer. I did not study engineering in school. But I was a super ambitious student growing up. In middle school and high school, I had
straight A’s, and I graduated at the top of my year. On the flip side of that, I struggled with very severe performance anxiety. Here’s an email I sent to my
brother around that time. “You won’t understand how difficult it is for me to tell you, to confess this. I’m so freaking embarrassed. I don’t want people to
think that I’m stupid. Now I’m starting to cry too.” And no, I did not accidentally burn our parents’ house down. The thing I’m writing about in the email and
the thing I’m so upset about is that I got a B on a math test.

So, something obviously happened between here and here.
One of those things was puberty. Beautiful time indeed.
But moreover, I got interested in building robots, and I wanted to teach myself about hardware. But building things with hardware, especially if you’re
teaching yourself, is something that’s really difficult to do. It has a high likelihood of failure, and moreover, it has a high likelihood of making you feel
stupid. And that was my biggest fear at the time. So, I came up with a setup that would guarantee success 100 percent of the time. With my setup, it would
be nearly impossible to fail. And that was that instead of trying to succeed, I was going to try to build things that would fail. And even though I didn’t
realize it at the time, building stupid things was actually quite smart, because as I kept on learning about hardware, for the first time in my life, I did not
have to deal with my performance anxiety. And as soon as I removed all pressure and expectations from myself, that pressure quickly got replaced by
enthusiasm, and it allowed me to just play.
So as an inventor, I’m interested in things that people struggle with. It can be small things or big things or medium-sized things. And something like
giving a TED talk presents this whole new set of problems that I can solve. And identifying a problem is the first step in my process of building a useless
machine. So before I came here, I sat down, and I thought of some of the potential problems I might have in giving this talk. Forgetting what to say, that
people won’t laugh—that’s you—or even worse, that you’ll laugh at the wrong things—that was an OK part to laugh at, thank you.
Or that when I get nervous, my hands start shaking and I’m really self-conscious about it. Or that my fly has been open this entire time and all of you
noticed but I didn’t, but it’s closed so we’re all good on that one.
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But one thing I’m actually really nervous about is my hands shaking. I remember when I was a kid, giving presentations in school, I would have my notes
on a piece of paper, and I would put a notebook behind the paper so that people wouldn’t be able to see the paper quivering. And I give a lot of talks. I
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know that about half of you in the audience are probably like, “Building useless machines is really fun, but how is this in any way or form a business?”
And giving talks is a part of it. And the arrangers always put out a glass of water for you onstage so you have something to drink if you get thirsty, and I
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always so badly want to drink that water, but I don’t dare to pick the glass up because then people might be able to see that my hands are shaking. So what
about a machine that hands you a glass of water? Sold to the nervous girl in the googly-eye shirt.
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Actually, I need to take this off because I have a thing ...
Oh.
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I still don’t know what to call this, but I think some sort of “head orbit device,” because it rotates this platform around you, and you can put anything on it.
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You can have a camera; you can get photos of your entire head. Like it’s really—it’s a very versatile machine.
OK, and I have—I mean, you can put some snacks on it, for example, if you want to. I have some popcorn here. And you just put a little bit like that. And
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then you want to—there’s some sacrifices for science—just some popcorn falling on the floor. Let’s do the long way around.
And then you have a little hand. You need to adjust the height of it, and you just do it by shrugging.
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It has a little hand.

I just bumped my mic off, but I think we’re all good. OK, also I need to chew this popcorn, so if you guys could just clap your hands a little bit more ...
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OK, so it’s like your own little personal solar system, because I’m a millennial, so I want everything to revolve around me.
Back to the glass of water, that’s what we’re here for. So, I promise—I mean, it still has—it doesn’t have any water in it, I’m sorry. But I still need to work
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on this machine a little bit because I still need to pick up the glass and put it on the platform, but if your hands are shaking a little bit, nobody’s going to
notice because you’re wearing a very mesmerizing piece of equipment.
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So, we’re all good. OK.

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Oh no, it got stuck. Isn’t it comforting that even robots sometimes get stage fright? It just gets stuck a little bit. It’s very human of them. Oh wait, let’s go
back a little bit, and then ...
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Isn’t it a beautiful time to be alive?

So as much as my machines can seem like simple engineering slapstick, I realize that I stumbled on something bigger than that. It’s this expression of joy
and humility that often gets lost in engineering, and for me it was a way to learn about hardware without having my performance anxiety get in the way. I
often get asked if I think I’m ever going to build something useful, and maybe someday I will.
But the way I see it, I already have because I’ve built myself this job, and it’s something that I could never have planned for, or that I could—It’s something
that I could never have planned for. Instead it happened just because I was enthusiastic about what I was doing, and I was sharing that enthusiasm with
other people. To me that’s the true beauty of making useless things, because it’s this acknowledgment that you don’t always know what the best answer is.
And it turns off that voice in your head that tells you that you know exactly how the world works. And maybe a toothbrush helmet isn’t the answer, but at
least you’re asking the question.
Thank you.

Workbook Answer Key
Unit 1 Where We Live Unit 2 The Mind’s Eye

Lesson A Lesson A
A 1. population; 2. factors; 3. residents; 4. neighborhood; 5. quality of life; 6. trash A. 1. imagine; 2. challenge; 3. affected; 4. connecting; 5. detect; 6. belief; 7. method;
B 1. e; 2. c; 3. d; 4. a; 5. b 8. developments
C 1. have/’ve, moved; 2. has/’s been looking; 3. have/’ve been studying; 4. has/’s visited; B. 1. passing; 2. to help; 3. to avoid; 4. dancing; 5. to get; 6. having
5. has/’s been traveling; 6. have/’ve, finished C. 1. to visit; 2. to avoid; 3. lying/to lie; 4. to spend; 5. finding/to find; 6. walking; 7. to go;
D Check 2, 3, and 6 8. traveling/to travel
Lesson B Lesson B
A. Answers will vary. A. father; daughter
B. 1. F; 2. F; 3. T; 4. DS; 5. T; 6. T B. 1. b; 2. c; 3. a; 4. c
C. Possible answers: 1. Economic; 2. relationships/friends; 3. cultural; 4. improved; C. 1. T; 2. NI; 3. F; 4. T; 5. T; 6. T; 7. F; 8. F
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5. known; 6. need D. 1. to read; 2. watching; 3. reading; 4. watching/to watch; 5. to see; 6. to visit;
Lesson C 7. to go; 8. enjoying; 9. to suggest
Lesson C
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A. 2. half Brazilian, half; 3. come from a very; 4. was born in; 5. don’t live in;
6. come from; 7. from New York A. 1. shy; 2. easygoing; 3. anxious; 4. outgoing; 5. cheerful; 6. selfish; 7. sensible;
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B. 1. c; 2. d; 3. f; 4. a; 5. h; 6. b; 7. e; 8. g 8. reliable
C. 1. so much; 2. so; 3. so few; 4. so; 5. so many; 6. so little B. 1. U; 2. P; 3. U; 4. P; 5. U; 6. P; 7; P; 8. U
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Lesson D C. Suggested answers: 2. I might/may (not) have met him before. 3. We could go to Rio
de Janeiro this summer. 4. She may/might apply for that job. 5. I didn’t study hard
A. 1. b; 2. d; 3. c; 4. a
enough, and I may/might fail the exam. 6. She could be Betty’s sister. 7. He may/might
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B. 1. a; 2. b; 3. c; 4. c be 70 years old.
C. Possible answers:
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Lesson D
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A. 2
People who had a People who had People who didn’t
choice no choice migrate B. 1. c; 2. d; 3. a; 4. b
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C. 1. F; 2. T; 3. F; 4. F; 5. T; 6. NI
free settlers/farmers criminals native people
D. Suggested answers:
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people looking for gold poor people

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people invited in the 1940s refugees Cause Effect
D. 1. many; 2. native; 3. few; 4. that; 5. have; 6. one/an immigrant Because of there was no cure, the doctors said he had only a
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short time to live.

Lesson E
A. 1. Paragraph d; 2. Paragraph a; 3. Paragraph e; 4. Paragraph b; 5. Paragraph c He/Cousins believed that negative emotions so he decided to try an
could harm your health and that positive experiment.
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B. 2: The majority; 3: Economic factors; 4: Pollution or; 5: Social factors

emotions were the key to good health,
C. Answers will vary.
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D. Answers will vary. Laughing at the movies might have helped As a result, he was able to rest,
his body produce chemicals that reduced and his condition improved.
Review
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pain.
A. 1. a lot of; 2. multicultural; 3. high; 4. be; 5. factors; 6. be from
Harmful chemicals in his body decreased at Therefore, after a short time, he
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B. 1. has moved; 2. employment; 3. environment; 4. so; 5. that; 6. has been traveling;

least five percent every time he watched a was able to stop taking all of his
7. has made
funny movie. medications.
C. 2. The website had so many hits that it crashed. 3. The shop had so few customers
that it closed down. 4. I had so much work to do that I got home very late last night. As the idea of an emotional cure for a many people didn’t believe his
5. She had so little help that she gave up in the end. physical illness was so new, story.
D. Suggested answers: 1. has been feeling/has felt/has been, stopped; 2. haven’t heard;
Lesson E
3. have become/have been; 4. have been trying/’ve been trying; 5. has/’s, called/
texted/messaged me/sent an email, much A. 1. a; 2. c; 3. b. 4. d
Video B. Underline: because; as; given that
A. 1. F: The narrator says that the world is a village. 2. F: The residents come from 100 Circle: so; As a result; therefore
different nations and speak almost 150 different languages. 3. T; 4. T; 5. F: She says C. Suggested answers: 2a. As the Governor decided to resign, he called a press conference.
that there are people who come from Arabic-speaking countries. 2b. The Governor decided to resign; therefore, he called a press conference. 3a. Because
B. a. 6; b. 5; c. 2; d. 8; e. 4; f. 1; g. 7; h. 3 she had to get up at four o’clock this morning, she needs to sleep. 3b. She had to get up
at four o’clock this morning, so she needs to sleep. 4a. Given that you’re not going out,
C. 1. c; 2. f; 3. a; 4. d; 5. e; 6. b
can I borrow your car? 4b. You’re not going out, so can I borrow your car? 5a. As his job
D. Answers will vary. is very stressful, he’s very tired. 5b. His job is very stressful; therefore, he’s very tired.
T-206 Workbook Answer Key SAMPLE COPY, NOT FOR DISTRIBUTION
WE3_TB3_EM_WK_ANS_206_214_ptg01.indd 206 8/31/19 3:30 PM

D. Answers will vary. until they had a long talk. 4. I didn’t want to see that movie because I had seen it
Review before. 5. Fatima had always hated math, until she found a great teacher. 6. By
the time we got there, everything had already happened. / Everything had already
A. 2 f; 3 g; 4 b; 5 d; 6 h; 7 e; 8 c
happened by the time we got there.
B. 1. anxious; 2. easygoing; 3. shy; 4. cheerful; 5. outgoing; 6. sensible; 7. reliable;
Lesson D
8. selfish
A. Check Description 1
C. 1. to talk; 2. to build; 3. driving/to drive; 4. reading; 5. to take; 6. answering
B. 1. d; 2. c; 3. a; 4. b
D. Suggested answers: 1. may be; 2. could win; 3. might get; 4. could swim;
5. might call C. a. 5; b. 4; c. 1; d. 2; e. 3; f. 6
Video D. Possible answers: 1. she decided to improve it / make it energy efficient; 2. more than
80 percent of the carbon dioxide was coming from them / they were responsible for
A. 1. T; 2. F: A poor liar is someone you can tell is lying. 3. NI; 4. T; 5. T; 6. T; 7. F: People
more than 80 percent of the carbon dioxide emissions; 3. it created the Cambridge
think children may be pathological liars if they start lying at an early age. 8. NI
Energy Alliance; 4. they can pay back the loan / the money they borrowed (for the
B. 1. police officer; 2. child-protection lawyer; 3. undergraduate; 4. customs officer; improvements)
5. social worker; 6. law school student; 7. judge
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E. Starting point: firstly, first, first of all; Following points: secondly, next, after that,
C. then; Concluding point: lastly, finally
Lesson E
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Experience with Experience with No experience with
children liars children A. a. 4; b. 3; c. 6; d. 1; e. 5; f. 2
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social worker judge undergraduate B. 1. Introduction: The phrase polar vortex was first seen ...; the quotes around polar
vortex indicate first use; 2. First of all, there is ... This is the explanation that follows we
child-protection lawyer customs officer law school student
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need to understand what it is. 3. First, the stratosphere ...; 4. Secondly ...; 5. Thirdly ...;
police officer 6. Conclusion: That’s why ...
C.
D. Answers will vary.
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Starting point Numbering Other following points Concluding point
Unit 3 Changing Planet
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first of all firstly next lastly
Lesson A
A. 1. quality; 2. law; 3. levels; 4. effects; 5. vehicles; 6. negative; 7. Pollution; 8. Thick; first secondly (soon) after that finally
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9. created; 10. experienced

firstly thirdly then
B. 2. Honey is made by bees. 3. The best biology project in the school is selected by the
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science teachers. 4. The lost children were found by the police. 5. Many new schools D. Possible answer: First of all, you need to find a script or write one. Next, you need to
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were built by the government. 6. All of his conservation articles are published by find the money to make the film. After that, you need to cast the actors. Sometimes
National Geographic. 7. The experiment wasn’t conducted by scientists. having big stars helps you find the money, so maybe you can cast the actors first, and
then find the money to make the film. Then you can shoot the film. After that, you need
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C. 1. The photos were printed on very high-quality paper (by them). 2. A law against
industries that pollute was passed by the government. 3. Dangerous levels of plastics to edit it. And finally, you need to find distributors.
in the ocean are revealed by the research. 4. Jane was surprised by the negative Review
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effects of her actions. 5. The number of vehicles on our streets was reduced by the A. 1. got; 2. decided; 3. told; 4. was called; 5. were invited; 6. volunteered; 7. were set up;
new public transport system. 6. We were disappointed by the negative answer. 8. were interviewed; 9. was published; 10. became; 11. are sold; 12. are fixed
7. Serious health problems are caused by pollution. 8. Driving is made very dangerous
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by thick fog. 9. Thousands of new jobs were created by the energy company. B. 1. 4,051; 2. 69,000,412; 3. 28,302; 4. 900,000; 5. 413,901; 6. 62,730,047
10. Something new and exciting was experienced (by them). C. 2. had already collected, came; 3. weren’t/were not, had eaten; 4. had always hated,
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Lesson B went; 5. started, had stopped, was

Video
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A. Circle: video; pollution

B. 1. T; 2. F: Greenpeace changed the quote a bit. 3. F: It’s not clear who said the words. A. 1. level; 2. hundred; 3. fifty; 4. mean; 5. get; 6. to
4. F: She thinks the quote is perfect. 5. DS; 6. T; 7. DS; 8. T B. 1a. a lot; 1b. No. It says that the ice on the sea is disappearing / melting. 2a. Yes.
C. 1. c; 2. d; 3. e; 4. a; 5. f; 6. b There is less ice in the summertime. 2b. four to ten years longer; 3a. No; 3b; Yes;
4a. No. It means “show you real animals / real situations / the reality of it.” 4b. No. He
D. 1. tree; 2. cut; 3. river; 4. poisoned; 5. fish; 6. caught; 7. can’t; 8. money wants his work to make people pay attention.
E. Answers will vary. C. Answers will vary.
Lesson C
A. 1. two thousand (and) forty-seven; 2. fifty million; 3. seventy-eight thousand; 4. seven Unit 4 The Good Life
hundred (and) thirty-one thousand; 5. One hundred fifteen thousand two hundred; Lesson A
6. four million six hundred fifty thousand and one
A. 1. career; 2. wealth; 3. afford; 4. satisfaction; 5. income; 6. opportunity; 7. access;
B. 1. extreme weather events; 2. is usually caused; 3. snowstorm; 4. are damaged; 8. balance; 9. value; 10. criteria
5. are often killed; 6. heatwave; 7. is hit; 8. tornado
B. 1. to go; 2. to save; 3. eating; 4. going; 5. to stay; 6. to let; 7. to reduce; 8. to afford
C. 2. By the time Jim and Pablo arrived, the party had already started. / The party had
C. 1. to meet; 2. paying; 3. solving, talking; 4. to call; 5. listening; 6. to ask; 7. training;
already started by the time Jim and Pablo arrived. 3. Khalid had never liked Stefan
8. to fix
SAMPLE COPY, NOT FOR DISTRIBUTION Workbook Answer Key T-207

Lesson B 4. If it is a renewable source of joy, then in that case, money can buy some happiness.
A. 1. b; 2. a 5. When people say that money can’t buy happiness, they usually mean that you can be
B. 1. b; 2. a; 3. c; 4. a rich and also completely miserable.
C. 1. T; 2. F: They decided the criteria were designed for adults. 3. F: They interviewed 6. I think the statement is true, but only up to a point.
students in their school. 4. T; 5. T; 6. F: They think the older generation is destroying 7. It does so when happiness comes not from the thing you buy, but from what the thing
the Earth. 7. T allows you to do; However, how do you feel when you’re not running or not playing your
D. 1. 15–17; 2. 200; 3. 0; 4. 0; 5. 160; 6. 160 guitar? My point is that we need to ask ourselves what kind of happiness we are trying
to buy; Is it the temporary excitement of owning something new? Is it the temporary
Lesson C
freedom from feeling something else we do not want to feel? Or is it something that
A. 1. bill; 2. save; 3. purchase; 4. donate; 5. loan; 6. repay; 7. rent; 8. spend adds to our well-being?
B. 1. has been approved; 2. have saved; 3. Is rent paid; 4. is being saved, has; 5. will be 8. A case in point is if you are someone who loves running, then those high-quality
saved, are replaced; 6. are filming; 7. hadn’t been found, were being cast; 8. repaid, running shoes you’ve been thinking of will buy you a certain amount of happiness (and
made help prevent injuries). Or if you feel that there’s a part of yourself that only comes out
C. 1. are being/are created; 2. left, was not/wasn’t valued; 3. detected; 4. know, is when you’re playing a guitar, then that guitar will give you a lot of happiness.
affected; 5. will be connected; 6. was being conducted, was allowed 9. However, how do you feel when you’re not running or not playing your guitar?
Lesson D B.
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A. 3
Ways to indicate Ways to indicate partial Ways to introduce
B. 1. detailed; 2. extinction; 3. misleading; 4. interest; 5. qualify; 6. exclusive rights; contrast agreement examples
7. agreement; 8. endangered; 9. storytelling; 10. conservation
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C. 1. b; 2. a; 3. a; 4. c 1. though 1. That’s understandable 1. for example
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D. 2. However, 2. I think the statement is true, 2. a case in point is
Paragraph 3: but only up to a point.
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Color 1: The expression “borrow money from a bank” is a bit misleading, though. 3. But
Color 2: If I ask you, “May I borrow your pen?” and you say, “Yes, sure,” we make the
following agreement: I can take your pen, I will use it for a certain amount of 4. While
c
time, and then I will give it back to you. If I give you the pen back, our agreement
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is satisfied; When you borrow money from a bank, you take a certain amount of
money, and then you have to give back more money than you took. Review
Color 3: The agreement is the same if I borrow ten dollars from you because I left my A. 1. balanced; 2. valuable; 3. accessible; 4. satisfied; 5. affordable; 6. access;
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wallet at home; The difference between the money you took and the money you 7. balance; 8. satisfy; 9. value
must give back is called interest. B. 1. C; 2. I: I got to where I am today by working hard. 3. I: It’s too cold to go outside
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Color 4: In practice, you don’t borrow money, you buy money. today. 4. I: I need to borrow your car to get to work. 5. C; 6. C
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Paragraph 6: C. 1. Phone calls are not/aren’t being answered. 2. The ceremony will be attended by the
Mayor. 3. Large amounts of money were donated to help the survivors. 4. This loan
Color 1: A grant is money that is given to you to fund a project in exchange for use of the
will never be repaid. 5. The accident was being investigated by the police officer.
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results.
6. Not enough money was set aside for emergencies. / Enough money wasn’t set aside
Color 2: For example, the National Geographic Society offers grants to fund projects in for emergencies. 7. People are encouraged to make their homes energy-efficient.
the fields of conservation, education, research, storytelling, and technology. 8. She was interviewed by the local TV station.
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Color 3: Here’s how it works: Imagine you have an idea about using storytelling and Video
education to teach people about human migrations, about how to reduce
A. 1. b; 2. d; 3. e; 4. f; 5. c; 6. a
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plastic pollution before it reaches the sea, or about how to stop the extinction of
endangered animals like tigers. If you do, and you can produce a very detailed plan B. 1. charity; 2. skilled; 3. part; 4. be; 5. talking; 6. was
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on how you will achieve your aim, how the money will be used, and how long the C. 1. stunned, jealousy; 2. shoes; 3. shoes, payload; 4. shoes, treasure
project will take, you can apply for a grant. If your project is considered to have a D. Answers will vary.
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good chance of success, the National Geographic Society will give you the money.
Color 4: In return, it will have the exclusive rights to your results, to make, for example, a Unit 5 Survival
documentary.
Lesson A
Lesson E
A. 1. survive, alive; 2. extinct, species; 3. hero, discovery; 4. rescue, disaster; 5. terror;
A. Suggested answers: 6. relationship
1. When people say that money can’t buy happiness, they usually mean that you can be B. 1. would help, had; 2. had told, would have done; 3. got, would catch; 4. saw, would
rich and also completely miserable; I think the statement is true, but only up to a point; like; 5. had run, would have won
My point is that we need to ask ourselves what kind of happiness we are trying to buy.
C. 1. were; 2. wouldn’t/would not do; 3. had told; 4. wouldn’t/would not have done;
2. If you feel empty, no amount of possessions you can buy will ever fill that space inside 5. had had; 6. would have ordered; 7. didn’t/did not drink; 8. Would die; 9. Would
you; In some cases, money can buy happiness; Is it the temporary excitement of it kill; 10. waited
owning something new? Is it the temporary freedom from feeling something else we do
Lesson B
not want to feel? Or is it something that adds to our well-being?
A. the hero/main character in Hannah’s film
3. While, of course, money can buy you freedom from financial problems, happiness is
beyond the reach of money; It does so when happiness comes not from the thing you B. 1. c; 2. a; 3. b; 4. c
buy, but from what the thing allows you to do. C. 1. F; 2. NI; 3. T; 4. F; 5. F; 6. T; 7. F; 8. T

D. 1. hadn’t/had not insisted; 2. would have gone; 3. hadn’t/had not watched; 4. would He led the expedition with a crew of 28 men on a ship called Endurance. To begin with,
have missed out; 5. hadn’t/had not stayed; 6. wouldn’t/would not have found out the Endurance got trapped in ice, so Shackleton and his men abandoned it. They took the
Lesson C lifeboats from the ship and camped on the ice, but as the ice started to break, they went
back to sea in the lifeboats.
A. 1. wildfires; 2. landslides; 3. Earthquakes, eruption; 4. avalanches; 5. Hurricanes;
6. drought Then, after five days, they landed on a remote island, Elephant Island. Shackleton decided
to take five men on one of the lifeboats to try to find help. However, when they reached
B. 1. a. Y, b. N, c. Y; 2. a. N, b. N, c. N; 3. a. N, b. N, c. Y; 4. a. Y, b. NI, c. N
another island, South Georgia, after two weeks, it was the wrong side of the island: in
C. Possible answers: other words, there was only one village, and it was on the other side of it.
2. Josh wishes he didn’t live far from the school/he lived near the school. Josh hopes he Next, he left three men where they had landed and crossed the island on foot. He
can move near the school/to move near the school; 3. I wish I had made more friends. I found help, so first of all he sent a boat to rescue the three men on the other side of
hope to make more friends/I have made more friends; 4. I wish you didn’t make so much South Georgia. Once they were safe, he organized an expedition to rescue the men on
noise. I hope you are going to stop making so much noise. Elephant island, and on top of that he went on the expedition. Finally, all the men were
Lesson D rescued.
A. 1. b; 2. c To sum up, it was a disaster, the expedition failed, but everybody survived.
B. 1. emergency; 2. stored; 3. canned; 4. elderly; 5. plenty; 6. likely; 7. evacuate; Review
8. separated A. Suggested answers: 1. lucky we’re (still) alive/lucky to be alive; 2. have become
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C. Suggested answers: 1. they can be stored for a long time and eaten without cooking; extinct/have gone extinct/are extinct; 3. The firefighters rescued everybody; 4. the
2. they cheer you up; 3. special foods; 4. of water per day; 5. the kinds of disasters survival; 5. a disastrous effect; 6. any interesting discoveries/an interesting discovery;
that are more likely in your country; 6. to decide where you will go / to arrange a 7. terrifying noise; 8. relationship between these two; 9. him a hero because/him
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meeting place in advance / to have a plan to find your family members if you become heroic because; 10. similar species
separated B. 1. would have remembered; 2. was; 3. wouldn’t stay; 4. would have gone
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D. C. 1. to become 2. had/’d chosen; 3. had; 4. hadn’t/had not done; 5. had/’d listened; 6.
haven’t damaged/didn’t damage
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Explaining/
Generalizing Giving details Adding Summarizing Video
A. 1. b; 2. c; 3. a; 4. b; 5. c; 6. b; 7. a; 8. b
In general, In other words, also In short,
c
B. 1. c; 2. f; 3. e; 4. b; 5. a; 6. d
Generally speaking, In particular, On top of that, To sum up:
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actually As well as that,
Unit 6 Art Matters
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Another thing is Lesson A

In addition, A. 1. creative; 2. controversial, inspire; 3. genius; 4. portraits; 5. unique; 6. display,
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exhibition; 7. gallery; 8. Installation

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Lesson E B. 1. an inspiration; 2. was creative/very creative 3. great controversy; 4. installation of;

5. displayed his
A. a. 6; b. 3; c. 2; d. 5; e. 4; f. 1
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C. 1. Tomoko said she had a headache; 2. Rita said she lived in New York; 3. The
B. president said he/she had a plan to help our/the country;
Giving 4. Mohammed said he couldn’t go to the movies because he was doing his homework.
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Ordering Generalizing details Adding Summarizing Lesson B
to begin with in general in other also In short A. 3

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words B. 1. T; 2. T; 3. F; 4. T; 5. F; 6. T; 7. T; 8. F
C. 1. libel; 2. sue; 3. legal; 4. damages; 5. court
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then generally in particular on top of that to sum up

speaking D. 2. why that was important; 3. had been the first artist to say that if an art critic made
a mistake that hurt an artist, the critic had to pay the artist; 4. had been very brave;
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once you as a general actually as well as In conclusion 5. the value of a work of art could not be decided by the amount of work and time it
have (ordered rule that took to produce it; 6. it had been a disaster; 7. she hoped her/their/the listeners had
your points) found her/their/the podcast interesting and would look up Whistler’s paintings on the
internet
next that is to say another thing
is
finally in addition
C. Suggested answer:
Sir Ernest Henry Shackleton (1874–1922) was an Anglo-Irish polar explorer who
led three British expeditions to the South Pole. On the third one, he decided to cross
Antarctica from sea to sea via the South Pole.

Lesson C
A. Possible answers:
Unit 7 Getting Around
Lesson A
Performance A. 1. transportation; 2. fuels; 3. explore; 4 journeys; 5. commute; 6. distances;
2D art 3D art Craft art Storytelling art art 7. passengers; 8. destination; 9. aircraft; 10. launch
illustration architecture ceramic art media art media art B. 1. be cut; 2. take; 3. be accompanied; 4. be made; 5. be fixed
C. 1. must be switched off; 2. might be canceled; 3. must be shown (by passengers);
media art ceramic art design literature movies
4. can be booked online; 5. can be used
movies design fashion movies music Lesson B
A. Rosie
painting fashion painting
B. 1. c; 2. b; 3. c; 4. a
photography media art photography
C. 1. T; 2. F; 3. NG; 4. F; 5. F; 6. T; 7. T; 8. F
graffiti movies D. 1. (a) can be saved; (b) they are driven; (c) can be avoided; (d) can be done;
2. (a) wrong with that; (b) haven’t been asked; 3. (a) take the idea; (b) instead of
design sculpture driving; (c) can be done; 4. (a) harm is that; (b) are being made; (c) are really needed
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B. 1. illustration/painting; 2. architecture; 3. sculptures; 4. media art; 5. photography; Lesson C
6. fashion; 7. movie; 8. design A. 1. ticket; 2. route; 3. fares; 4. travel; 5. board; 6. terminal; 7. pass; 8. transfer
C. 1. who/that; 2. who; 3. that/which; 4. that/which, which; 5 who; 6. that/which; 7. that/ B. 1. John has gone; 2. Are they coming; 3. does the concert start; 4. Engelbert
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which; 8. who/that, who/that, which Humperdinck is; 5. you are doing; 6. Did Pedro pass; 7. the movie theater is; 8. Max is
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Lesson D C. 1. how much two tickets to Atlantic City are; 2. if/whether this bus stops at 82nd Street;
A. 1. f; 2. d; 3. b; 4. c; 5. g; 6. a; 7. e 3. why you want to go to Asbury Park; 4. if/whether this is a direct train or if/whether
we need to transfer; 5. if/whether we get off at the next stop; 6. if/whether there’s a
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B. 1. f; 2. d; 3. b; 4. a; 5. c; 6. e
coffee shop inside the terminal
C. 1. T; 2. T; 3. F; 4. T; 5. T; 6. F; 7. F; 8. T
Lesson D
D. 1. however; 2. in spite of this; 3. on the one hand ..., on the other hand; 4. not only ...,
c
A. 3
but; 5. however; 6. still; 7. although; 8. but
i B. 1. role; 2. pedestrian; 3. asthma; 4. road marking; 5. network; 6. countdown; 7. horn

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Lesson E
C. 1. T; 2. T; 3. T; 4. F; 5. T; 6. F; 7. T; 8. F
A. b
D.
B. Possible answer:
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Color 1: When my grandmother was a kid, streets were places where people could
Although Warhol seems to say that there’s nothing deep in his work, I asked myself if that’s
walk and bike and where children could play. They didn’t even need road markings.
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true. On the one hand, he used images that others had produced; on the other hand, he
Then the age of private cars started: sidewalks were built to move pedestrians off the
used them in a creative way to make something very different from the original images.
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street, playing became dangerous, the noise changed from voices and birds to engines
Even though Ruskin probably wouldn’t have called it art, maybe Warhol was commenting
and horns, and the air became poisonous. In 2018, researchers in the UK showed the
on a culture that values celebrities and wealth. He was happy to be part of that culture;
connection between the rise of air pollution and the 25 percent increase in asthma
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still, he represented celebrities and consumer products in the same way: the 32 or
deaths since 2008. Many local authorities, ... have taken action and are encouraging
100 Campbell’s soup cans and Marilyn’s 50 faces all look like they are on a supermarket
cycling. Since 1976, Bogotá has had an official city government program called Ciclovía
shelf.
(Bicycleway): Every Sunday, and on public holidays from 7 a.m. to 2 p.m., some of the
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C. Answers will vary. main roads in the city are closed to cars and taken over by pedestrians, skaters, cyclists,
Review runners, and entertainers. As more and more people started biking, the city built a very
large network of bike lanes connected with a bus system. Many other cities have followed
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A. 1. c; 2. e; 3. d; 4. f; 5. g; 6. h; 7. i; 8. b; 9. j; 10. a
Bogotá’s example, even if ... in many of them a Ciclovía is only an annual event. Between
B. 1. “I don’t know what to say.” 2. “(I promise) I will thank everybody for you.” 3. “We/ 2007 and 2013, almost 400 miles of bicycle lanes and more than 60 car-free squares
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My friends and I are going to a restaurant near here.” 4. “I didn’t call you because I’ve were built in New York. Copenhagen, the capital of Denmark, has a special bike path for
been working all day today.” 5. “I can’t eat fries because I’m on a diet.” 6. “I think I’ve cyclists, used by around 5,900 people per hour, every day. Cyclists always get a green
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met you before.” light when they ride in and out of the city during rush hour. Also, because biking in some
C. 1. no commas; 2. He lives in Bibury, which is a very pretty village, with his wife and weather conditions can be difficult, there are weather sensors on the traffic lights that
two daughters. 3. We’ll be arriving in Hoboken, which I love, in about two hours. 4. no detect rain or snow and keep the green light on longer for cyclists. A countdown clock
commas; 5. no commas; 6. The firefighter who rescued her dog, which is called Lulu, also shows cyclists when the light will turn green for them, so they can speed up or slow
is my friend. 7. Dunja, who is a librarian, makes wonderful cakes. 8. Syria, which is a down to avoid having to stop. Studies show that where car traffic is reduced in favor of
country in the Middle East, is where Angham is from. bicycles, air quality has improved greatly.
Video Color 2: I don’t think we can wait for that. In my view, not a minute too early. That must be
A. 1. T; 2. F; 3. DS; 4. F; 5. T; 6. F; 7. T; 8. T a lot of fun. How great is that? Everybody must be in a better mood. In my opinion, if you
have a good public transport system, school buses for every school, and safe bike lanes,
B. 1. ADV, V, ADJ; 2. P, N, V; 3. V, ADJ, P; 4. V, N; 5. P, ADJ, N; 6. N
not many people would want to use their car and get stuck in traffic.
C. 1. heavily, aspire, natural; 2. to, nature, enjoy; 3. do, digital, about; 4. taking, camera;
Color 3: ... the planet is being fried and we need to stop it now; ... tired of waiting for
5. on, simple, city; 6. process
government laws; sadly; Of course, some vehicles, like those used by emergency
D. a. 4; b. 2; c. 6; d. 3; e. 1; f. 5 services, are still needed, and public transport needs a bigger role in cities built over
steep hills.

Color 4: She says it was wonderful. Some say that new technologies will soon solve the Lesson C
problems that technology has created. A. 1. communication; 2. teamwork; 3. commitment/stamina; 4. stamina/commitment;
Lesson E 5. balance; 6. strength; 7. leadership; 8. speed
A. 1. c; 2. b; 3. d; 4. a B. 1. commitment; 2. leadership; 3. teamwork; 4. Communication; 5. stamina; 6. balance;
B. what I consider; While I can understand; I don’t think; In my opinion; in my view 7. strength; 8. speed
C. Suggested answers: C. 1. who/that; 2. which/that; 3. whose; 4. which/that; 5. who/that; 6. which/that
covertly biased against: Residents Prevent Drivers from Going to Work Normally: showing Lesson D
only the problems created for other people; A few residents: showing it’s only a few A. 3
people; have made going to work very difficult for a lot of people: showing only problems B. 1. NG; 2. T; 3. T; 4. F; 5. T; 6. T; 7. F; 8. F; 9. F; 10. T
created for other people; old and ugly: negative words; They claim: implying the real
C. 2. wealth and people’s attention; 3. Amsterdam; 4. Cruyff’s; 5. Ajax’s stadium; 6. (Ajax
reasons may be different; they were rightly ignored: negative judgement on their request;
manager) Rinus Michels; 7. Total Soccer; 8. Cruyff; 9. Cruyff; 10. a young boy; 11. the
with understandable anger: showing the writer is on the side of the driver; they shockingly
young boy; 12. Cruyff and the young boy; 13. the place; 14. sports; 15. children;
allowed: criticizing the police’s decision; with the excuse that it was peaceful: implying the
16. Cruyff; 17. the 200 Cruyff Courts; 18. Cruyff’s
real reasons may be different.
Lesson E
covertly biased for: tired with the city council inaction: criticizing the city council; They
are rightly concerned: agreeing with the protesters; Shockingly, however, the council has A. a. 8; b. 4; c. 10; d. 1; e. 7; f. 9; g. 6; h. 2; i. 3; j. 5
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ignored: criticizing the council; the residents’ understandable fears: showing the writer is B. Possible answer:
on the side of the residents; An insensitive driver: criticizing the driver; the good-humored It’s the story of Ray Kinsella, a young man who has bought a corn farm in Iowa with his
protest: showing the protesters are nice people; with a smile: showing the police captain wife and young daughter. Years before, Ray had had a disagreement with his father about
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is a nice person. Shoeless Joe Jackson, a controversial baseball player who was already dead at the time.
D. Answers will vary. Shoeless was Ray’s father’s hero, but he had been accused of taking money to lose a
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Review game. Although he knew that the accusation had never been proven, Ray had told his
father that he could not respect a man whose hero was dishonest. He didn’t really mean
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A. 1. journeys; 2. commuters; 3. distant; 4. fuel; 5. aircraft
it, but his father had unexpectedly died before he could apologize.
B. 1. must show, could/may/might/will be given; 2. can be purchased, can buy; 3. could
Now in trouble with his farm, Ray misses his father so much that, following some strange
not be done, can/could/will do; 4. can/could/may/might be stolen, can lock
signs, he makes the crazy decision to build a baseball field in part of the farm instead of
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C. Suggested answers: planting corn everywhere. His need to make peace with his father makes Shoeless Joe’s
1. How much is a monthly pass? 2. Does this bus go to the train station? 3. Would it be
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ghost appear, and then he’s followed by many other dead famous baseball players, whose
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better to get a taxi? 4. Why is Peter late again? ghosts mysteriously come out of the corn field to play in Ray’s field. Ray realizes that if
Video they step out of the playing area and cross the white lines, they will not be able to get
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back into it, will have to return into the corn field, and never come out of it again.
A. 1. talk, attention; 2. engineer; 3. Were; 4. What, this; 5. passengers, flying; 6. When,
human One night, Ray asks Shoeless that the players, in return for building the magic baseball
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field, allow him to follow them into the corn field, so he can see what’s there. Shoeless tells
B. Suggested answers: 1. if you can talk us through; 2. how you ended up an engineer
him he can’t, and Ray gets upset because he thinks that he deserves a reward. But when all
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and president of SpaceX; 3. you were super-nerdy as a girl; 4. what on Earth this is;
the players have gone back into the corn field, Ray turns around and sees his father.
5. many passengers can possibly afford the fortune of flying by space; 6. when you
believe SpaceX will land the first human on Mars Review
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C. 1. had caught so many people’s attention; 2. how she had ended up an engineer and A. 1. championed; 2. compete; 3. fail; 4. failures; 5. competitive; 6. athlete; 7. athletic;
president of Space X; 3. if/whether she had been super-nerdy as a girl; 4. he still 8. champion
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didn’t believe the video they were about to play, what on Earth that was; 5. how many B. 1. You are; 2. He doesn’t; 3. They can; 4. He isn’t; 5. He won’t; 6. They should
passengers could possibly afford the fortune of flying by space; 6. when she believed C. 1. who/that, balance; 2. Leadership, which/that; 3. who/that, strength; 4. who/that,
SpaceX would land the first human on Mars stamina; 5. communication, which/that; 6. Teamwork, who/that; 7. commitment,
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which/that; 8. Speed, which/that

Unit 8 Competition
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Video
Lesson A A. 1. more; 2. year; 3. hour; 4. 12; 5. against; 6. who; 7. would; 8. walking; 9. progress;
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A. 1. conquer, failure; 2. leagues; 3. champion; 4. professional, athletes; 5. muscle; 10. threat; 11. most; 12. end
6. event, competitors; 7. championship B. 1. estimated; 2. reemerge; 3. cases; 4. endemic; 5. spread; 6. paralyzed;
B. 1. h; 2. b; 3. a; 4. f; 5. c; 6. g; 7. e; 8. d 7. immunized; 8. eradicated
C. 1. isn’t it; 2. aren’t they; 3. was he; 4. didn’t you; 5. can’t they; 6. is he; 7. have they; C. 1. wasn’t it; 2. can it; 3. mustn’t it; 4. can’t you; 5. would she
8. didn’t you
Lesson B Unit 9 Danger
A. 1. c; 2. a; 3. b Lesson A
B. 1. a; 2. b; 3. c A. 1. reaction; 2. harm; 3. accident; 4. safety; 5. avoid; 6. sharp; 7. injury; 8. allergies;
C. 1. 1932; 2. Los Angeles; 3. Ellen; 4. 1936; 5. Berlin; 6. Jesse; 7. 2017; 8. London; 9. risk; 10. illness
9. David B. 2. Isn’t she Terry’s sister? 3. Can’t/Won’t you (please) listen for a minute? 4. Isn’t he
D. 1. T; 2. F; 3. F; 4. T; 5. F; 6. T allergic to eggs? 5. Haven’t you had enough cake? 6. Can’t I give you a ride home?

C. 1. Isn’t she; 2. Didn’t she say; 3. Didn’t that help; 4. Wouldn’t that/it have been; 5. Isn’t C. Check 2, 3, 6, 7, 8
that/it D. Answers will vary.
Lesson B
A. 2 Unit 10 Mysteries
B. 1. a; 2. c; 3. a; 4. c Lesson A
C. 1. T; 2. T; 3. F; 4. F; 5. T; 6. T; 7. F; 8. F A. 1. knowledge; 2. suggestions; 3. theories; 4. civilization; 5. possibility; 6. ancient;
D. 1. think; 2. dangerous; 3. danger; 4. connections; 5. wasn’t; 6. just; 7. office; 7. wondered; 8. doubt; 9. speculate; 10. uncertain
8. factory; 9. home; 10. depended; 11. safety; 12. risk; 13. killed; 14. thinking; B. 1. doubt; 2. know; 3. knowledge; 4. suggest; 5. doubtful; 6. possible; 7. theoretical;
15. save; 16. knew; 17. trusted; 18. came; 19. inside; 20. survived 8. speculation
Lesson C C. 1. may have been called; 2. could be worried; 3. may have missed; 4. must have
A. 1. injuries; 2. bruises; 3. fracture/break; 4. break/fracture; 5. cut; 6. scrapes; forgotten; 5. could be; 6. may have gone out
7. sprains; 8. burns Lesson B
B. 1. As soon as; 2. whenever; 3. before; 4. After; 5. When; 6. ever since A. 1. b; 2. a
C. 1. As soon as/After/When; 2. after; 3. Whenever/When; 4. Until B. 1. March 18th, 1990; 2. two/2; 3. two/2; 4. 81 minutes; 5. 13; 6. $500 million
Lesson D C. 1. built/owned/had; 2. be; 3. 1990; 4. two; 5. policemen; 6. investigate; 7. 81; 8. 500;
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A. 1. wire; 2. skyscrapers; 3. trespassing; 4. witnesses; 5. heist; 6. disorderly conduct; 9. theories; 10. none; 11. speculate; 12. Nobody/No-one; 13. none; 14. unsolved
7. permit; 8. tightrope Lesson C
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B. Suggested answers: A. 1. character; 2. detective; 3. speculate; 4. theories; 5. crime; 6. investigation; 7. clues;
1. a documentary; 2. a heist movie; 3. a French tightrope artist; 4. trained and planned 8. deductions; 9. proof/evidence; 10. evidence/proof
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to put up a wire between the Twin Towers and walk on it; 5. get into the towers and take B. 1. d; 2. f; 3. a; 4. e; 5. b; 6. c
photos; 6. got into the towers and installed the wire; 7. walked across the wire eight times; C. Subject noun clauses (underlined): What you need to play; how they react to a theory;
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8. loved it; 9. arrested him/charged him with trespassing and disorderly conduct; 10. on What you need
condition that he performed a free show for children in Central Park
Object noun clauses (circled): who committed the crime; in which room it was
C. Suggested answers: committed; which weapon was used; how the players move on the board; when they
c
1. documentary; 2. as; 3. spent; 4. planning; 5. between; 6. walk; 7. lied; 8. help; 9. took; can explain their theory; what happened; how the other players behave; which cards
10. went ; 11. false/fake; 12. installed; 13. after; 14. between; 15. times; 16. people/
i they have; which cards nobody has
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witnesses; 17. street; 18. not; 19. arrested; 20. illegal; 21. that; Lesson D
22. condition ; 23. free; 24. children
A. 5
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Lesson E
B. 1. vital; 2. plausible; 3. gods; 4. mystified; 5. patterns; 6. canvas; 7. astronomy;
A. 1. T; 2. F; 3. T; 4. F; 5. T; 6. T; 7. F; 8. F 8. decades; 9. random; 10. underground
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B. Suggested answers: C. 1. T; 2. F; 3. T; 4. F; 5. T; 6. F; 7. F; 8. T; 9. T; 10. F

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Paragraph 1: Sam Springsteen is a firefighter in Jersey City, New Jersey. He passed the D. Facts: I think the most unlikely explanation is the one a Swiss writer named Enrich von
test to become a firefighter in 2019. This was in the news because he’s the youngest son Däniken came up with; The American explorer Paul Kosok had a more plausible theory;
of famous rock musician Bruce Springsteen.
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It was an interesting idea, but unfortunately, when later an astronomer tested this theory
Paragraph 2: Bruce Springsteen was born into a blue-collar family with not much money. on a computer, he couldn’t find any connection between the lines and the movements
Paragraph 3: Bruce became a famous guitar player in New Jersey when he was a of the stars; Recently, two other scientists, David Johnson and Steve Mabee, have
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teenager. He had a band of musicians his age. They remained in his band most of their speculated that the lines could be a giant map of the underground water. Given that the
lives. He wrote songs about the hard life of people like himself and his family. area is one of the driest places in the world, finding water would have been vital for the
Nazca people. Other scientists are searching for evidence to prove this; To me the most
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Paragraph 4: Bruce Springsteen became famous worldwide. He started to have to play in interesting theories, which cannot be proven, are connected with art and religion
stadiums. He didn’t forget his roots and helps community organizations. He leads a quite
1. is; 2. doesn’t think; 3. thinks; 4. looked; 5. no; 6. likes; 7. could
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a life with his family on a farm in New Jersey.

Paragraph 5: Sam Springsteen could have had an easy career thanks to his parents’ Lesson E
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wealth. He chose a dangerous job in the service of the community. That’s why he was in A. 2, 4, 6, 8
the news. His parents are proud of him. B. Facts: The circle of gigantic stones in the southeast of England, known as Stonehenge,
C. Answers will vary. is one of the most famous prehistoric monuments in the world; It receives over a
Review million visitors every year; Archaeologists believe that it was started in about 3000
BC, and that it was modified over time; It is not the only surviving prehistoric stone
A. 1. was/could be seriously harmed; 2. nobody was injured; 3. reacted positively; 4. has circle in the world, but it is the one with the most complex architecture and the only
an allergy; 5. is sick; 6. was too risky to climb; 7. Is it safe; 8. of the new treatment was one with lintels—the stones that are placed horizontally on top of the vertical ones;
accidental When somebody draws a very large circle on the ground, they are saying that the
B. 1. c; 2. f; 3. b; 4. h; 5. e; 6. a; 7. d; 8. g place inside is different from the outside; they decide to build the circle using gigantic
C. as soon as; When; before; after; until stones that they have to move from very far away (in this case, over 150 miles away);
they build another circle inside the first one; the sunlight hit(s) the center of the
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monument at sunrise on the longest day of the year and at sunset on the shortest day
A. 1. F; 2. T; 3. F; 4. F; 5. T; 6. F; 7. T; 8. F of the year
B. Check 2, 4, 6, 7, 9, 10

Opinions: Stonehenge is an extraordinary place but, to me, not because of the facts we Sentences with similar meaning:
have, but because of the questions those facts make us ask and that we cannot answer;
Every question points to a mystery; I think that makes it special in a way that, for example, Main Article Paragraph in Exercise D
a rectangle does not; then they are saying that the place really is special; that must surely In 1993, neurologist Oliver Sacks Oliver Sacks published an article in
mean something; That’s why I love Stonehenge so much: because someone decided it published an article in The New Yorker which he told the story of this guy, Virgil,
was special for reasons I will never know, made it special, and so left us with a mystery that called “To See and Not To See” in which who had become blind at some stage
cannot be solved. he told the story of a man, Virgil (not his but then had an operation and could
C. Possible answer: real name), who had lost his eyesight see again.
Pavel thinks that Stonehenge is an extraordinary place because of the questions it when he was a child, but had got it back
makes us ask and we cannot answer. The first mystery is why they chose that place, after an operation 45 years later.
and why they thought it was so special that they transported the giant stones from very
The doctors thought the operation had The doctors thought the operation had
far away. Other important mysteries are why there is a circle inside the main circle, who
been successful and excitedly waited gone well and were hoping that Virgil
was allowed in it, why on certain days at certain times, the sun hits the center of the
for the bandages to come off and to see was going to be happy with not being
monument, and whether that is planned or a coincidence. Pavel thinks these are the
happiness on Virgil’s face. blind.
important questions and loves Stonehenge because there are no answers.
D. Answers will vary. They and Virgil were greatly disappointed, But they and Virgil were very
though: Virgil’s eyes could see, but his disappointed: Virgil’s eyes could see,
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brain could not understand the images it but Virgil’s brain couldn’t understand the
A. 1. e; 2. a; 3. h; 4. g; 5. b; 6. c; 7. i; 8. f; 9. d was receiving from his eyes. stuff it was getting from his eyes.
B. 1. must; 2. must; 3. could; 4. may
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In other words, the brain had lost the That is, the brain couldn’t process the
C. 2. who they are; 3. what he did; 4. Why they left; 5. whose bag this is
ability to process the data the eyes were data the eyes were sending, which in
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Video sending, and what his eyes saw made no practice means that we see with our brain
A. a. 3; b. 4; c. 2; d. 1 sense to him. This told Sacks that images and not with our eyes. Wow.
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B. 1. c; 2. e; 3. h; 4. d; 5. b; 6. f; 7. a; 8. g are not formed in our eyes but in our
brain—i.e., the camera doesn’t know what
C. 1. T; 2. T; 3. NG; 4. T; 5. T; 6. F; 7. NG; 8. T; 9. T; 10. T it is recording.
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Differences in style:
Unit 11 Learning i
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Main Article Paragraph in Exercise D
Lesson A
A. 1. attending; 2. motivation; 3. curriculum; 4. training; 5. concentrate; 6. confidence; a man, Virgil (not his real name), this guy, Virgil,
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7. academic; 8. achieve; 9. experts; 10. degree

who had lost his eyesight when he was who had become blind at some stage
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B. 1. would; 2. should; 3. could; 4. should; 5. wouldn’t a child

C. 1. couldn’t/could not have committed; 2. shouldn’t/should not have been; 3. should
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have said; 4. would have gotten; 5. could have lied; 6. would have found out; had got it back after an operation. then had an operation and could see again.
7. couldn’t/could not have been; 8. should have never started
had been successful had gone well
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Lesson B
A. b and excitedly waited for the bandages and were hoping that Virgil was going to
to come off and to see happiness on be happy with not being blind.
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B. 1. c; 2. b; 3. a; 4. b Virgil’s face.
C. 1. e; 2. c; 3. a; 4. b; 5. d
, though: But
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D. 1. examine/test; 2. reasons/evidence; 3. hold; 4. little; 5. test/examine; 6. control;

7. false; 8. effects; 9. how; 10. evidence/reasons; 11. hidden; 12. truth; 13. able; greatly very
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14. somebody
could not couldn’t
Lesson C
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A. 1. homeschooling; 2. enroll; 3. continuing education; 4. major in; 5. campus; 6. private the images the stuff
school/boarding school; 7. boarding school/private school; 8. gap year
receiving getting
B. 1. would; 2. was going to; 3. was going to; 4. was; 5. would; 6. would soon
C. 1. would take/was going to take; 2. would spend/was going to spend; 3. would be/was In other words, That is,
going to be; 4. would train/was going to train; 5. would get/was going to get; 6. would
had lost the ability to couldn’t
become/were going to become
Lesson D what his eyes saw made no sense to
him.
A. 1
B. 1. d; 2. c; 3. a; 4. e; 5. b This told Sacks that which in practice means
C. 1. T; 2. T; 3. T; 4. T; 5. F; 6. T; 7. F; 8. F images are not formed in our eyes but we see with our brain and not with our
D. Information in the main article that was missing in the paragraph in Exercise D: in our brain eyes.
In 1993; neurologist; in The New Yorker called “To See and Not To See”; when he was a
i.e.,
child; 45 years later; This told Sacks; In other words, the camera doesn’t know what it is
recording. Wow.

Best practices to be checked: 1, 2, 4, 5, 7 B. 1. T; 2. T; 3. F; 4. T; 5. F; 6. F; 7. F; 8. F
Lesson E C. 1. patent; 2. telephone/device; 3. device/telephone/machine; 4. invented/designed/
A. Possible answers: developed; 5. was/could have been; 6. produced/made/designed/developed/invented;
7. poor; 8. opportunity/chance/time/means; 9. 2002; 10. longer/more expensive;
a. 1, 3, 5, 6, 7, 8, 9, 10, 12, 13, 15, 16; b. 1, 7, 11; c. 3, 4, 6, 7, 8; d. 2, 14
11. died; 12. rich/wealthy/famous
B. Possible information to be added:
Lesson C
Title: believed to be a quote from Socrates; year of birth: uncertain, probably 470 BC;
A. 1. essential; 2. versatile; 3. beneficial; 4. practical; 5. enthusiastic; 6. ambitious;
place of birth: Athens; names of the two students: Plato and Xenophon
7. curious; 8. smart
C. Possible answer:
B. 1. ’m going; 2. leaves; 3. ’ll come; 4. ’m probably going to make, will; 5. are you going
The title is believed to be from Socrates, an ancient Greek philosopher who is considered to, ’m going; 6. ’ll text, won’t be able to
the father of Western philosophy. The year of his birth is uncertain, but believed to be
C. 1. ’m going (to go); 2. Do you want; 3. will; 4. starts; 5. (’ll) need; 6. ’m babysitting;
470 BC; however, we do know that he was born in Athens, and he died there in 399 BC.
7. ’re going out; 8. ’ll try
He was the first philosopher to think that the purpose of philosophy is to find the truth,
Lesson D
and that the most important truth to find is the definition of the good life, i.e., the right
way to live your life as a good person in society. He believed that the starting point of all A. 1. F; 2. F
thinking must be recognizing one’s own ignorance and being prepared to examine all B. 1. F; 2. T; 3. F; 4. T; 5. T; 6. T; 7. F; 8. T
your beliefs in detail. On that basis, the only way to find the truth is through conversation:
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C. 1. Heath Robinson studied art to become a landscape painter. 2. He became a
Someone states a belief or a problem, and then questions are asked to test that belief. If, book illustrator (to earn enough money) to pay the bills. 3. He was able to produce
for example, that belief seems good for the individual, but causes harm to society, then complex linework illustrations because of recent innovations in printing. 4. He
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it is wrong. If no faults are found, then that belief is probably correct. He invented critical was able to produce watercolor illustrations because printing in color had become
thinking. possible. 5. He started creating cartoons because a publisher he had a large contract
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This is why he never wrote anything. Recognizing his own ignorance, he believed the with had gone bankrupt. 6. The Multimovement Tabby Silencer was for throwing water
only thing he had to teach was a method of finding the truth: ask questions until you on noisy cats.
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find answers that cannot be wrong. How do we know what we know about him? Through D. to become a landscape painter; to pay the bills; for printing them; to reproduce
the conversations between him and other people that two of his students, Plato and complicated drawings; to show what he could do; to illustrate a collection of
Xenophon, wrote down. But then, are those Socrates’s words and ideas, or his students’? poems by Edgar Allan Poe; to feed his family; to achieve ridiculously simple
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We will never know, but in this case, it does not matter; what matters is the ideas and the outcomes; to make gentle fun of people’s confidence in technological solutions to
method, not the name of who invented them.
i solve problems that did not need technology; to do things like throw water at a noisy
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Review cat; for making holes in blocks of cheese; to operate it; to refer to unnecessarily
A. 1. attendance; 2. confident; 3. achievements; 4. academy; 5. concentration; 6. train; complicated machines
7. academic; 8. motivated Lesson E
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B. 1. homeschooling; 2. boarding school; 3. enroll; 4. private school; 5. campus; A. 1. b; 2. d; 3. f; 4. c; 5. a; 6. e

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6. majored in; 7. gap year; 8. continuing education B. 1. T; 2. F; 3. F; 4. F; 5. F; 6. T; 7. F. 8. T

C. 1. was going to afford/would afford; 2. was going to be/would be; 3. were going to
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have/would have; 4. weren’t going to do/wouldn’t do
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A. 2. have to, necessity; 3. be able to, ability; 4. have to, necessity; 5. be able to, ability
A. solar power
B. Suggested answers: 1. opens; 2. will go; 3. departs; 4. babysitting/going to babysit;
B. 1. right; 2. sibling; 3. initiate; 4. serve; 5. privilege; 6. confident; 7. priority; 5. is going to purchase/will purchase; 6. is going to play/is playing
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8. empowerment
C. 1. enthusiastic/curious; 2. curious/enthusiastic; 3. beneficial; 4. practical; 5 versatile;
C. 1. rights; 2. siblings; 3. confident; 4. priority; 5. privileged; 6. initiated; 7. served; 6. ambitious; 7. smart; 8. essential
8. empowerment
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Video
A. Nouns: anxiety, expectation, fear, pressure, problem; Verbs: fail, feel stupid;
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Unit 12 Innovation Adjectives: ambitious, embarrassed, nervous, self-conscious, severe

B. 1. pressure; 2. self-conscious; 3. fail; 4. fear; 5. problem; 6. ambitious; 7. feel stupid;
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Lesson A 8. anxiety; 9. severe; 10. nervous; 11. embarrassed; 12. expectation

A. 1. habit; 2. purpose; 3. creativity; 4. solution; 5. outcome; 6. devices; 7. success; C. Possible answers: Causes: ambitious/ambition, expectation, pressure; Effects:
8. electronic; 9. invention; 10. significant anxiety, embarrassed, fail, fear, feel stupid, nervous, problem, self-conscious, severe
B. 1. create; 2. solves; 3. invented; 4. solved; 5. succeeded D. Circle: I would have my notes on a piece of paper; I would put a notebook behind the
C. Suggested answers: 1. she will be able to swim; 2. You’ll need to see a dentist; paper
3. The principal will be able to see you; 4. He’ll need to study; 5. I won’t be able to give Underline: that would guarantee success; it would be nearly impossible to fail; things
you an answer that would fail; people wouldn’t be able to see
Lesson B
A. 4

Writing Program
World English, Third Edition features extended writing instruction and practice across all components. Complete lessons in the Student’s Book and
printed Workbook contain explicit skill instruction and writing models to give students a chance to reflect on the English they have learned and to
develop an indispensable academic skill. Furthermore, the Writing and Communication lesson in the World English Online Workbook guides students
through the planning, writing, and revising stages of process writing. The following Writing Program is designed for teachers seeking additional
practice that is closely aligned with the theme of each unit.
Unit Writing Task

UNIT 1 Write a paragraph with a topic sentence and supporting sentences.
The Paragraph
UNIT 2 Review compound sentences.
Compound Sentences Write a paragraph about a memorable event.
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and, or, but, so
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UNIT 3 Use punctuation correctly.
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Punctuation I can’t believe he did that!
Would you like coffee, tea, or milk?
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UNIT 4 Use transitions to show relationships between ideas.
Transitions In addition, furthermore, however, on the other hand, therefore, as a result
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UNIT 5 Use common connecting words and phrases to write complex sentences.
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Complex Sentences Although, even though, despite the fact that, because, since, due to the fact that, if
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UNIT 6 Write a descriptive paragraph about an artist using adjective clauses.

Adjective Clauses The van Gogh painting that many people recognize is called “Starry Night.”
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UNIT 7 Write a three-paragraph text giving transportation advice.

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The Three-Paragraph Text

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UNIT 8 Identify the parts of an introduction.

The Introduction Write an introduction.
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UNIT 9 Identify the parts of a body paragraph.

The Body Write a body paragraph.
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UNIT 10 Identify the parts of a conclusion.

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The Conclusion Write a conclusion.

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UNIT 11 Learn about mapping, freewriting, and outlining.

Planning a Text
UNIT 12 Learn about titles.
The Title Write a three-paragraph text about the future.
Photocopiable © 2020 National Geographic Learning, a Cengage company

SAMPLE COPY, NOT FOR DISTRIBUTION Writing Program T-215
WE3_TB3_EM_WP_215_227_ptg01.indd 215 8/31/19 3:30 PM

Unit 1: Where We Live
The Paragraph
A good paragraph has two main parts:

1. a topic sentence that gives the main idea
2. supporting sentences that give details
A Read the paragraph. Underline the topic sentence and take notes on the supporting details. What kind of
information do the supporting details provide?
Capital City has had a public library since 1993, but in recent years, fewer people have been using
it. Some people drive to nearby Bensonville because the library there has a larger selection of books and
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periodicals. Others say they are buying more books online these days. Perhaps the most important reason
for the decline is the limited number of computers at the Capital City library. There are so few public
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computers, in fact, that people often have to wait in line if they want to use one of them.
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Detail 1:
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Detail 2:
Detail 3:
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B Read the recent statistics about the city of Martindale. Write a paragraph with a topic sentence and
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supporting sentences that explains why some people have left Martindale and moved to other places. Use
your imagination to give details.
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Reasons residents have left Martindale

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59 percent: Limited employment opportunities

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23 percent: Cold climate

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14 percent: Dissatisfaction with recreation in the area

4 percent: Other reasons
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T-216 Writing Activity 1 SAMPLE COPY, NOT FOR DISTRIBUTION

Unit 2: The Mind’s Eye
Compound Sentences
Compound sentences let writers show relationships between ideas. These sentences have more than one
clause. The most common words used to connect these clauses are and, or, but, and so.
A Read the sentences. Read Sentence 3 again and circle the word that is used to connect the clauses. Then
underline the subject and verb in each clause.
1. I usually remember people’s names.
2. I almost never remember phone numbers.
3. I usually remember people’s names, but I almost never remember phone numbers.
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B Read the information in the chart. Then finish each sentence with a clause.
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Connecting word and or but so
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Relationship addition choices or contrast cause and effect
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possibilities
Example Sam went to the We can walk to the I like seafood, but Raymond lost
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doctor’s office, store, or we can my sister won’t his job, so he’s
and the doctor
i take the bus. eat it. looking for a new
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examined him. one.
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1. Tara cooked dinner last night, and .

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2. Next summer may be hotter than this one, or .

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3. Some animals can survive in the city, but .

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4. The shopping mall will be closed tomorrow, so .
C Write a paragraph about an event that you will never forget in your notebook. Include a topic sentence and
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supporting sentences. Try to write at least three compound sentences.

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Writing Tips
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1. In most compound sentences, we use a comma before the connecting word.

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2. When the clauses in a compound sentence are very short, the comma is sometimes omitted.
The night was cold and the sky was cloudy.
3. Writers sometimes begin a new sentence with a connecting word—usually because a single
sentence would be too long.
That evening, we decided to stop by Sheri’s house to wish her a happy birthday, so we had to
walk a long way. And it was not a nice night for walking.

SAMPLE COPY, NOT FOR DISTRIBUTION Writing Activity 2 T-217

Unit 3: Changing Planet
Punctuation
A Read the information in the chart. Then punctuate the sentences.
Punctuation guide
Sentence endings: Most sentences end with a period, so save question marks for questions,
(.) period and use exclamation marks only occasionally to express strong emotions,
such as surprise or anger.
(?) question mark
I can’t believe he did that!
(!) exclamation point
Mid-sentence punctuation: Use a semi-colon when two sentences are closely related.
(;) semi-colon It wasn’t a mouse; it was a huge rat.
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(—) dash Use a dash to show an interruption in a sentence or to add extra information.
(,) comma We’ll be in New York—at last—in an hour.
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She got what she had always wanted—a corner office.
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Commas can be used:
1. in compound sentences.
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Their oldest daughter is working, and their youngest is going to school.
2. to separate equivalent elements in a series.
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Would you like coffee, tea, or milk?
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3. to separate an introductory phrase or clause from the rest of a sentence.
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When the party was over, I walked home.
4. to group large numbers into thousands.
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There are 1,673,000 people on the list.

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1. Are scientists sure there is water on Mars

2. I don’t know if I can help him but I will definitely try
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3. They say that the best things in life are free

4. After we eat lunch we’re going to work on the chemistry project
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5. The test includes reading vocabulary and grammar sections

6. Bruce went running down the street the huge rat was just too much for him
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B Correct the punctuation mistakes and add punctuation where necessary.

1. To get to Burlington; you have to drive to the train station take the train and, get a taxi.
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2. Do you know where Maggie put the envelopes.

3. We need to print 2000 newsletters this week—even more than last week—
4. Wow.
5. Randy looked at the ground and sighed, it was all he could do.
6. The train leaves in an hour but you need to buy a ticket first!
C Write a letter to a friend in your notebook about a movie you have seen or a book you have read recently. Try
to use all the punctuation types from the chart in A.


Unit 4: The Good Life
Transitions
A Look at the common transitions in the chart. Then underline the transitions in the paragraph.
Addition Contrast Cause and effect

in addition however therefore
furthermore on the other hand as a result
One very good piece of financial advice is to create a budget. Many people make enough money to live
on. However, they spend too much on things they don’t need. A budget reveals the exact amount you have
for necessities and luxuries. In addition, you can budget a small amount of money to save each month. I
created my first household budget last year. As a result, I haven’t had to borrow any money from my family
or friends lately. Furthermore, I’m less worried about my finances than I used to be. My budget is truly my
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financial best friend.
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B Complete each idea with an appropriate transition.
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1. Savings accounts earn interest. , your savings increase every month.
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2. If you worry less, you’ll sleep better. , you’ll feel happier.
3. Hal makes a lot of money. , he needs a financial advisor.
4. I enjoy action movies. , Melissa prefers comedies.
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5. To save money, I stopped eating at restaurants. , I stopped taking taxis.
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6. She doesn’t visit very often. , she does come for important occasions.
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C Write two sentences for each topic. Use transitions to show relationships between ideas.
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Topic: saving money Relationship: cause and effect

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Hyun spends all the money he earns. Therefore, he has no money in the bank.
1. Topic: money habits Relationship: contrast

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2. Topic: your income Relationship: addition

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3. Topic: good advice Relationship: cause and effect

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4. Topic: food preferences Relationship: contrast
5. Topic: things you value Relationship: addition


Unit 5: Survival
Complex Sentences
A Read the sentences. What is the relationship between the two clauses in each one.
1. If we had a first aid kit, we would be able to treat your cut.
2. They’re not going rock climbing because they don’t have the right equipment.
3. Although the test was difficult, most of the students got a high score.
B Complete each sentence with an appropriate connecting word or phrase.
Contrast Condition Cause and effect

although because
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even though if since
despite the fact that due to the fact that
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1. I’ll help you study tonight you help me set up my website tomorrow.
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2. their ecosystem was protected, the fish began to repopulate the area.
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3. Simon couldn’t attend the meeting he was ill.
4. we had a blanket, we got very cold in the tent.
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5. you see Pierre, please tell him the party starts at eight o’clock.
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6. I got a low score on the test I studied very hard.
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Writing Tips
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1. If a connecting word or phrase begins a complex sentence, a comma separates the clauses.
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2. No comma is needed if the connecting word or phrase is between the two clauses.
3. The two sentences above are examples of these rules!
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C Look at the example. Then write two complex sentences on each topic in your notebook.
Example: Topic: the weather
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Due to the fact that it’s cold outside, I would rather take a taxi than walk.
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I would rather take a taxi than walk due to the fact that it’s cold outside.
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1. Topic: the environment 4. Topic: clothing

2. Topic: emergency situations 5. Topic: the economy
3. Topic: leisure time 6. Topic: celebrities


Unit 6: Art Matters
Adjective Clauses
Sentences with adjective clauses are a type of complex sentence. The connecting words for subject
adjective clauses are who, that, and which. Adjective clauses modify nouns, for example:
1. Vincent van Gogh, who lived from 1853 to 1890, . . . (information about van Gogh)
2. The van Gogh painting that many people recognize . . . (information about the painting)
3. . . . Starry Night, which shows a night-time street scene . . . (information about Starry Night)
A Look at the facts about Vincent van Gogh. Then read the paragraph.
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Artist’s name: Vincent van Gogh Artistic style: expressionistic
Native country: The Netherlands Personal style: bold colors and strong brushstrokes
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Lived: 1853–1890 Famous piece: Starry Night
Art form: painting
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Vincent van Gogh, who lived from 1853 to 1890, painted in the expressionistic style, which tried to
reveal human emotions through images of people, landscapes, and other scenes. The van Gogh painting
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that many people recognize is called Starry Night, which shows a night-time street scene with bright
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colors swirling around the streetlights and stars. The bold colors and strong brushstrokes that van Gogh
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used make his paintings unique and instantly recognizable.
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B Look at the quick facts about Lola Álvarez Bravo and then write a descriptive paragraph about her in your
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notebook. Make sure your paragraph has a topic sentence and supporting sentences. Show relationships
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between ideas by using compound and complex sentences, including subject adjective clauses.
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Artist’s name: Lola Álvarez Bravo Artistic style: realistic

Native country: Mexico Personal style: pictures of daily life and
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Lived: 1907–1993 people—famous and ordinary—in Mexico

Art form: black-and-white photography
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Famous piece: portrait of the painter Frida Kahlo

looking into a mirror
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Writing Tips
1. We don’t use commas when the information in the adjective clause is needed to identify the noun,
for example: The woman who called me had a very deep voice. In this case, the adjective clause
tells us which woman (out of all the women in the world) called.
2. We do need commas when the information in the adjective clause is not needed to identify the
noun, for example: My English teacher, who studied at Yale, gives very tough writing assignments.
In this case, we know you mean your English teacher and no one else.


Unit 7: Getting Around
The Three-Paragraph Text
A Read the text. Then complete the exercise.
It’s easy to imagine. You’re standing in line at the airport and waiting to go through security. The line is
long, and you’re getting nervous because your flight leaves in 20 minutes. Luckily, you make it onto the
plane. You’re getting settled in your seat when the baby across the aisle from you begins to cry. The crying
gets louder when the plane takes off, and it stops only occasionally during the seven-hour flight. But
the crying isn’t the only thing that prevents you from sleeping. Your throat is dry, and the sweater you’re
wearing is much too warm for the plane. By now, you’re wondering, “Does air travel really have to be so
difficult?”
Fortunately, there are several steps you can take to make air travel more pleasant. The first step is to
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give yourself plenty of time at the airport. Then, even if lines are long, you won’t have to worry. Next, since
airplanes are noisy, bring ear plugs or a portable stereo onto the plane. That way, you’ll be able to sleep
or at least relax and enjoy some music during the flight. You should also remember that air travel can be
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very dehydrating, so bring a bottle of water onboard or ask the flight attendant for drinking water. You’ll
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feel better when you get to your destination if you keep yourself hydrated. Finally, dress in several layers of
light clothing. If the plane is cold, you’re prepared, but if you get too warm, you’ll be able to remove a layer
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or two.
Air travel can be uncomfortable, but if you take steps to prevent some of the discomfort, you will have
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a better experience. By arriving at the airport a little earlier, packing a few things to make the flight more
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enjoyable, and wearing clothes that give you some flexibility, you’ll arrive at your destination with a smile
on your face.
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1. What is the writer’s purpose?

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2. Underline the topic sentence in the second paragraph.

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3. How many travel tips does the writer give in the second paragraph?
4. In the first paragraph, how does the writer prepare the reader for those travel tips?
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5. Underline some of the compound and complex sentences in the article.

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6. How does the third paragraph refer to information from the first and second paragraphs?
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B Write a three-paragraph text that gives advice about some other form of transportation in your notebook. For
example, car travel or taking a bus, train, or taxi.
Writing Tips
1. In the first paragraph, mention some problems with that form of transportation.
2. In the second paragraph, give advice for dealing with those problems.
3. In the third paragraph, remind the reader of the first two paragraphs.


Unit 8: Competition
The Introduction
In a three-paragraph text, the introduction is the first paragraph. The function of the introduction is to
prepare the reader to receive the information in the text.
A Read the following introduction from a student’s text. Then answer the questions.
In some situations, especially in unfamiliar situations, it is best to take the advice you get. When
I went to Thailand to visit my grandmother, I had never been there before, so I was in a very unfamiliar
situation. One thing I needed to do almost every day was to walk alone to the store to buy food and
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bottled water. My grandmother lived near a very busy highway. A canal filled with dark, smelly water ran
alongside the highway, so I had two choices: walk very close to cars, motorcycles, and buses, all racing
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to get downtown, or walk along the other side of the canal between the neighbors’ fences and low walls
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and that dirty water. My grandmother’s advice was to walk near the highway because of “the madman.”
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But when I had to choose between the frenzy of the highway and the relative quiet of the canal, I decided
to take my chances with the madman.
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1. Does the introduction begin with a general statement or a specific statement?
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2. In this case, what was unfamiliar and what was the advice?
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3. Why does the author write about the physical arrangement of the highway and the canal?
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4. When you read about “the madman,” did it make you curious to read more?
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B Read the information about what a good introduction usually has. Then find examples of the information in
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the text in A.
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A beginning This tells readers about the topic of the text. It could be a general statement, a
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question, or even a famous proverb or quotation related to the topic.

Background This is anything readers need to know before they can understand the text.
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information
A focus This is usually at the end of the introduction. It gives readers a good idea of what is
coming next in the text.
C Think of a topic you would like to write about. Then plan what will be in the second paragraph of the text.
(You need to know this before you begin to write.) Write a good introduction for your text in your notebook.


Unit 9: Danger
The Body
In a three-paragraph text, the second paragraph is the body paragraph.
A Read the following body paragraph from a student’s text and then answer the questions below.
The man my grandmother had warned me about appeared to be homeless. He was thin and looked like he
needed a bath. He was usually sitting quietly somewhere along the route between my grandmother’s house
and the store, and I understood the problem—if he was, in fact, a madman, there was no way to get very far
from him; the fences and walls on one side and the canal on the other formed only a narrow walkway. The
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highway, however, seemed more dangerous to me, so I walked by the man without making eye contact. A
few days before I left Thailand, I decided to look at the man. He smiled and nodded, so I smiled and nodded
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back. The next day, I said, “good morning,” as I walked by. He said, “good morning,” back. On my last day
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in Thailand, I brought “the madman” a gift. It was a colorful cloth that Thai men use in several ways—as
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a towel, as a kind of skirt, and maybe even as a pillow if they sleep outside. He gave me a smile and said,
“thank you.” He continued sitting, like the holy men in the Thai monasteries, and I continued on my way,
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never once attacked by any madmen.
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1. What is the topic of the first sentence in the body paragraph?
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2. What details does the writer give about the man, the place, and the events?
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3. Does the last sentence in the body paragraph seem like the end of the story?
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4. What do you think the next paragraph will be about? Talk with a partner about what might be in the third
paragraph of this text.
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B Read the information about what a body paragraph usually contains. Then find examples of the information in
the text in A.
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A topic This reminds readers about the topic or main idea of the text.
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sentence
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Supporting These details are the important information in the text.

details
An ending A body paragraph often ends with a mini-conclusion, which makes the paragraph seem
finished and complete.
C Look again at the introduction you wrote for Unit 8. Write a body paragraph for your text in your notebook.


Unit 10: Mysteries
The Conclusion
A Read the following conclusion from a student’s text and then answer the questions.
I was happy that the homeless man liked the gift I gave him, but the experience was valuable to me,
too. I had trusted my instincts and ignored the advice of my grandmother, and at least this time, everything
turned out fine. Since then, I have taken advice from many people. But I have learned that prejudice happens
everywhere, and everyone is guilty of it—at least occasionally—so while it’s good to listen to others, it’s
also good to think for yourself.
1. How does the writer shift the topic from the homeless man to herself in the conclusion?
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2. Does the writer recommend that everyone ignore advice from older people?
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3. What did the writer learn from this experience?
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B Read the information about what a good conclusion does. Then find examples of the information in the
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text in A.
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Significance Shows why the topic of the text was important enough to write about.
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Completion Leaves the reader with the feeling that the text is finished.
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C Look again at the introduction and body paragraph you wrote for Units 8 and 9. Write a conclusion for your
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text in your notebook.

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Unit 11: Learning stay fit
Planning a Text work together be reliable
A One way to get ideas for a text is mapping— soccer team

making a diagram to show relationships between don’t carry much be persistent
ideas. Start with a general idea such as “life
lessons,” then draw smaller circles connected
by lines to the first circle. Keep going until you travel life piano lessons
have many ideas to choose from.
lessons
try new things learn by example
my friends
This writer decided to focus on
life lessons he had learned by don’t gossip have fun
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being on a soccer team. show concern
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B Another way to get ideas for a text is called freewriting, which involves writing freely for five or ten minutes.
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Don’t stop to make corrections. When you’re finished, you can read what you wrote and circle good ideas.
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I’m going to write a text about life lessons life lessons what hve
I learned in my life? It’s a good question cuz I haven’t done many
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things but there are some things. I could write about my piano
lessons because I didn’t like them at first—no fun but I got better I
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didn’t give up. I lerned to be persistent! OK I have to keep writing
keep my hand moving oh! Another life lesson was from my soccer
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team. One time I didn’t show up for a game and didn’t call anyone
and it was a big problem—won’t do that again will be more reliable
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in the future. And I always want to be in good shape physically fit

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because it’s helpful in soccer and important in life. OK that’s good.

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C Once you have some ideas for your text, you need a plan for organizing them.
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I. Introduction
II. Body Paragraph
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A. Staying physically fit

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1. helps you play soccer better

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2. keeps you healthy for daily life

B. Being a reliable person
1. learned this lesson by missing a game
C. Working together with others
1. on a team, every player is important
2. helping a team member is more important than being a star
3. sharing success after winning is the best feeling
III. Conclusion


Unit 12: Innovation
The Title
A good title catches your readers’ attention and gives them a good idea of what they’re going to
read about in your text. There are a few rules for writing a good title in English:
1. The title should be brief, interesting, and a good preview of the text.
2. The title should be written in the same font as the rest of the text.
3. The first and last words and all other words in the title should be capitalized except:
- articles (a, an, the)
- short prepositions (of, to, for, etc.)
- coordinating conjunctions (and, but, or, so, etc.)
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- the to in infinitives (to live, etc.)
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A Evaluate the following titles and correct any capitalization mistakes.
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1. the Importance of Proper Pet Care
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2. The Story of My Life
3. Choosing the right cellular telephone for your lifestyle
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4. Homework
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5. Mistakes Some People Make When Caring for Their Elderly Parents with Health Problems in
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the Home or Nursing Facility
6. Having it All: Weight Loss Diets and Good Nutrition
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7. Is There Life on Mars?

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8. Learning About Life While Playing the Piano

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B Write titles for the following:

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- the text about air travel in Unit 7

- the text about the homeless man in Units 8–10
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- your text about life lessons in Unit 11

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Writing Tip
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Many people choose to write the title last, after they have finished the rest of the text.
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C Choose Topic A or B and write a three-paragraph text.

1. First, review Unit 11 and make a plan for your text.
2. Next, Review units 8–10 and write an introduction, body paragraph, and conclusion.
3. Review the rest of the units and then read your text carefully. Make sure you have used
correct punctuation, compound and complex sentences to show relationships between ideas,
and transitions so that your sentences flow smoothly.
4. Finally, write a title.
Topic A: Explain what you are doing now to prepare for your future.
Topic B: Compare your present life with the life you imagine for yourself in the future.

Communication Activities
Unit Goals Language Focus

UNIT 1 • Interview a partner sports, musical instruments, hobbies
Where We Live • Ask and answer questions about ongoing How long have you . . . ?
activities that began in the past
• Retell a partner’s information
UNIT 2 • Describe physical sensations and emotions I see/hear/smell/taste/feel . . .
The Mind’s Eye • Use oral information to identify a picture I feel . . .
• Explain a thought process I knew it was picture ___ because . . .
UNIT 3 • Write a general information quiz Passive voice
Changing Planet • Ask and answer general information questions Who/what/where was ___ invented/
• Give quiz scores discovered/built ?
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UNIT 4 • Write a shopping guide I agree that ___ is the best place to buy
The Good Life • Give personal opinions about where to shop for certain things ___ because . . .
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• Exchange personal opinions I disagree . . .
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It depends because . . .
UNIT 5 • Talk about personal responses to difficult situations Unreal conditionals
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Survival • Explain your reasons for your responses If that happened, I would . . .
UNIT 6 • Ask and answer questions for background Information questions
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Art Matters information ___ said that . . .
• Report on another student’s responses
i You should/shouldn’t buy . . .
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• Give recommendations on what piece of art to buy
UNIT 7 • Ask and answer indirect or polite questions about taking public Excuse me. Can you help me?
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Getting Around transportation Could you tell me how to get to . . . ?

Take the . . .
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UNIT 8 • Discuss Olympic sports ____ is very ____, isn’t it?

Competition • Ask for and give personal opinions about Olympic sports It’s a competition that . . .
Give reasons for your opinions
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UNIT 9 • Give personal opinions about dangerous and risky situations I agree that . . .
Danger • Support your opinions I disagree . . .
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It depends because . . .
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UNIT 10 • Speculate about the reasons behind certain facts He may have/might have/could have/
Mysteries • Offer an explanation for a mystery must have . . .
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I think that . . .
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UNIT 11 • Discuss your educational experiences I should/could have . . .

Learning • Tell classmates about a partner’s comments What ___ said was very interesting
because . . .
UNIT 12 • Brainstorm possible solutions to contemporary issues We will want to have . . .
Innovation • Come to a shared conclusion about future needs We may be able to use . . .

T-228 SAMPLE COPY, NOT FOR DISTRIBUTION
WE3_TB3_EM_CA_228_240_ptg01.indd 228 8/31/19 3:28 PM

Unit 1 Where We Live
A Interview a partner for the information to complete the chart. Ask questions using the present perfect
continuous to find out how long your partner has been doing different things. Take notes about your
partner’s answers.
How long?
1. where your partner lives
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2. your partner’s occupation
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3. sports your partner plays
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4. musical instruments your partner plays
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5. your partner’s other hobbies

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6. where your partner has studied English

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for a long time/six months/three years/two hours

since last year/2013/I was 12/September
B Tell the class what you learned about your partner. Use the present perfect continuous.
Karina has been playing

golf since she was seven.

SAMPLE COPY, NOT FOR DISTRIBUTIONCommunication Activities T-229

Unit 2 The Mind’s Eye
A Work in groups of four. Write the numbers 1, 2, 3, and 4 on small pieces of paper and fold
them. Have each member of your group choose a piece of paper.
B Look at the photo with your number. Imagine you are in that place. What can you see, hear,
smell, taste, and feel? What are your emotions? Complete the chart.
ng
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Picture 1 Picture 2 Picture 3 Picture 4
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Senses Emotions
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I see I feel
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C Listen to other students talk about their photos. Guess which photo they’re talking about.
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Don’t talk about the correct answers yet!
Student name: ________________________ Picture # _______

D Now check your answers. How did you find the answers?

T-230 Communication Activities SAMPLE COPY, NOT FOR DISTRIBUTION

A Work in pairs to write quiz questions. The first one is done for you. Use the passive voice. You must
know the correct answers to your questions.
1. where/(product)/ produce
Question: Where are Hyundai cars produced?
___________________________________________________
They’re produced in . . .
Answer: ____________________________________________________
2. where/(language)/speak
Question: ___________________________________________________
Answer: ____________________________________________________
3. when/invent
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Question: ___________________________________________________
Answer: ____________________________________________________
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4. where/(city)/locate
Question: ___________________________________________________
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Answer: ____________________________________________________
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5. who/(book title)/write/by
Question: ___________________________________________________
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Answer: ____________________________________________________
6. who/(song title)/sing/by
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Question: ___________________________________________________
Answer: ____________________________________________________
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7. where/(crop)/grow
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Question: ___________________________________________________
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Answer: ____________________________________________________
8. when/(famous building)/build
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Question: ___________________________________________________
Answer: ____________________________________________________
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9. (your own idea)

Question: ___________________________________________________
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Answer: ____________________________________________________
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10. (your own idea)

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Question: ___________________________________________________
Answer: ____________________________________________________
B Exchange your quiz with another pair of students and answer their questions.
C Check the answers on your quiz and tell the other pair of students how many questions were answered
correctly.


Unit 4 The Good Life
A Work in pairs. Choose one thing that people shop for, such as food, clothes, music, electronics, or books, and make a
shopping guide for your city. Choose three different stores and give information about each one.
Shopping for _________________ in _____________________

Store #1: ________________ Store #2: ________________ Store #3: ________________
Selection: Selection: Selection:
Prices: Prices: Prices:
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Service: Service: Service:
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Other reasons why it’s a good or bad Other reasons why it’s a good or bad Other reasons why it’s a good or bad
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place to shop: place to shop: place to shop:
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B Exchange shopping guides with another pair of students. Do you agree with their opinions?
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T-232 Communication Activities SAMPLE COPY, NOT FOR DISTRIBUTION

Unit 5 Survival
A Read the situations. What would you do in each one? Write your ideas.
1. You are home alone at night studying for an important test. Suddenly, all the lights
go off.
If that happened, I would . . .
_________________________________________________________________
_________________________________________________________________
2. You are walking on a beach. You find an envelope with a lot of money in it.
_________________________________________________________________
_________________________________________________________________
3. You have just finished eating in a restaurant by yourself. You realize that you have left your wallet
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at home.
_________________________________________________________________
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_________________________________________________________________
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4. You want to give your friend a really nice birthday present, but you don’t have very much money
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this month.
_________________________________________________________________
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_________________________________________________________________
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5. You are sitting in your classroom, and you hear somebody crying outside the window.
_________________________________________________________________
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_________________________________________________________________
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6. You are in a restaurant that serves foreign food. You look at the menu and you don’t know what
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any of the dishes are.

_________________________________________________________________
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_________________________________________________________________
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7. You are waiting for a bus. You stand there for a very long time, but the bus doesn’t come.
_________________________________________________________________
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_________________________________________________________________
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8. You get on an elevator. It moves a little bit, and then stops. The doors don’t open.
_________________________________________________________________
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_________________________________________________________________
B Work in groups of four. Talk about what you would do in each situation. Explain your reasons to
the group.


Unit 6 Art Matters
A You are going to help a partner choose a new piece of art to decorate his or her living room.
Ask your partner questions about these things and take notes about their answers.
1. Do you already have art in your living room? What is it? Where did you buy it?
2. Do you have a lot of space in your living room?
3. What kind of colors do you like?
4. What’s your favorite kind of art?
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5. Are the things in your house mostly modern, or mostly traditional?
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6. What kind of feeling do you want in your living room? (for example, peaceful)
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7. (your own question) ___________________________________________________?
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8. (your own question) ___________________________________________________?
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B Work with a different partner. Take turns talking about the answers you recorded in A. Then decide what
kind of art each person should get and fill out the information.
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He said he didn’t Then he shouldn’t

have a lot of space. get a sculpture.
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Kind of art: (circle one)

a painting a drawing a sculpture a photograph other: _________________
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Materials:
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Colors:
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Subject:
Other notes:
C Go back to your first partner and tell him or her about your recommendations.
We think you should get a

photograph of flowers in
bright colors and . . .


A You’re visiting Los Angeles and you are using public transportation to get around the city.
Complete the conversation.
You: ______________________________. Can you help me?
Tara: Sure.
You: Could you please tell me ______________________________ Long Beach?
Tara: From here, you ______________________________ the Blue Line to Imperial/
Wilmington. Then you change to the Green Line. That goes to Long Beach.
You: And ______________________________ where I board the train?
Tara: Just ______________________________ and you’ll see a sign.
You: ______________________________!
Tara: You’re welcome.
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B Make new conversations. Use your location and the cues to explain how to get around.
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1. Ask and give directions for how to get to an art museum.
2. Ask and give directions for how to get to a movie theater.
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3. Ask and give directions for how to get downtown.

4. Ask and give directions for how to get to a shopping mall.
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5. Ask and give directions for how to get to the airport.

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Unit 8 Competition
A How many Olympic sports can you list in three minutes? Write them here.
ng
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B Work in groups. Compare your lists from A. Add more sports to your list.
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C Work in the same groups as B. Discuss these questions.
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1. What’s the most exciting Olympic sport?
2.
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What’s the most beautiful Olympic sport?
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3. What’s the most difficult Olympic sport?
4. What’s the most boring Olympic sport?
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5. If you could compete in any Olympic sport, which one would you choose? Why?
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6. Where were the last Olympic Games held? Where will the next ones be? Do you think these
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are good places for the Olympics?

7. Do you think your city (or your country) should host the Olympics in the future? How would
your city change if the Olympics were held there?
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8. Some people say that the Olympics have become too competitive and Olympic athletes are
forgetting about good sportsmanship. What’s your opinion?
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Unit 9 Danger
A Read the statements and mark your answers.
I agree. It depends. I disagree.

1. Life is boring if you don’t take risks
sometimes.
2. Most people don’t understand what’s really
dangerous.
3. Risky sports are more fun than safe ones.
4. Women should not be allowed to do
dangerous jobs.
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5. I have taken some big risks in my life.
6. People in our country need to do more to
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prepare for emergencies.
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7. Our country should have laws against
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dangerous sports.
8. I would enjoy having a dangerous job.
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9. Most people today take too many risks.
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10. I think I would be very calm in an
emergency.
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B Work in a group. Compare your answers. Give reasons for your opinions.
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Unit 10 Mysteries
A Work with a partner. Read the facts about Jim Thompson. After each set of facts, speculate about
the reasons for these facts and make notes. Use may have/might have/could have/must have.
The Mysterious Life of Jim Thompson: A True Story
1. Jim Thompson was an American. He worked as a spy for the United States government
during World War II. After the war ended, he moved to Thailand and lived there for 22 years.
He must have loved Thailand. He . . .
2. In Thailand, Thompson started a silk business. He worked with traditional Thai silk, and he
worked to help artists who produced traditional Thai crafts.
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3. He became very successful. He built a huge house in Bangkok in the traditional Thai style.
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In it, he had an extremely valuable collection of rare Thai art. Today, it’s one of the most
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interesting museums in Bangkok.
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4. In 1967, when he was 61 years old, Thompson went on vacation in a rainforest area in
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Malaysia called the Cameron Highlands. One Sunday afternoon, he went out for a walk—
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and disappeared. He was never seen again.
ph
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5. Thompson was a heavy smoker, but he was in good health. When he disappeared, he left
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his cigarettes and lighter behind.

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6. The police searched for several weeks, but they never found his body or any of his
possessions. The search was very difficult because it was a dense forest with no roads.
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Wild animals such as tigers lived there.

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7. Six months after Thompson disappeared, his sister was murdered in her home in Chicago.
The police said the crime was committed by burglars.
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8. To this day, no one knows what happened to Jim Thompson.
B Work with another pair of students and compare your ideas. Try to agree on an explanation for
the mystery.


Unit 11 Learning
A Complete the survey with your own ideas and experiences.
Education Survey
1. What was your favorite subject in elementary school? Why?
2. What kind of classes do you like the most?
3. Who was the best teacher you ever had?
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4. Why was this teacher so good?
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5. What’s the worst class you ever took?
6. What was bad about this class?

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7. What is the one regret you have about your education?

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8. What would you like to learn more about in the future?

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B Work in a small group. Tell the group your answers and listen to their experiences. Be sure to
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ask follow-up questions to get more information.

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C Work with a partner from a different group. Tell your partner some of the interesting things
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you learned about your classmates.


Unit 12 Innovation
A Work with a partner. Look at the five problems and come up with innovative solutions to
each one.
1. Cellphone addiction
2. The rising cost of education
3. Homelessness
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4. The rising cost of housing
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5. Plastics in the ocean
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i c
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B Work with another pair of students. Try to agree on the most innovative solutions from your
combined answers to the problems in A.
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1. Cellphone addiction
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2. The rising cost of education

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3. Homelessness
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4. The rising cost of housing

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5. Plastics in the ocean
C Share your ideas with the class.


Grammar Activities
Unit 1 Where We Live

Lesson A: Present Perfect and Present Perfect Continuous
A Underline the verb in each sentence. Write if it is present perfect or present perfect continuous.
1. Monica has loved horses since she was a child.
2. Kima has been running competitively since she was a teenager.
3. The baby has been sleeping for two hours.
4. Milo has been a vegetarian since he was 15.
5. John’s family has been going to the lake for summer vacation for years.
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B Complete each sentence with the present perfect form of the verb in parentheses.
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1. Veronica (go) on three job interviews this week.
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2. Can you give me a ride to class? My car (break down) again.
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3. Carmen (have) an iPhone since last year.
4. The students already (learn) the future tense.
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5. Her parents (buy) a new car. It’s nice.
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C Complete each sentence with the present perfect continuous form of the verb in parentheses.
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1. David’s brother (live) in Washington, DC for five years.

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2. We’re at the beach and the sun (shine) all day!

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3. Sonya (take) the bus to school since she sold her car last summer.
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4. The team (try) harder and harder to win games.

5. You (do) very well in class this year. Good work!
na
D Circle the correct verb form to complete each sentence.

io
1. Marina is a great skier. She ( has skied | has been skiing ) since she was four years old.
at
2. Tomorrow is the test. We ( have studied | have been studying ) for it since September.
N
3. She is quitting her job. She ( has found | has been finding ) a better job.
4. I ( have looked | have been looking ) for a job since last year.
5. Tony ( has lost | has been losing ) his phone again.
E Complete each sentence with the present perfect or present perfect continuous form of the verb in
parentheses.
1. The people at the bus stop (wait) for half an hour.
2. It (rain) every day this week.
3. My brother (study) to be a doctor for five years. He will finish next year.
4. The artist (paint) more than 300 paintings.

SAMPLE COPY, NOT FOR DISTRIBUTION Grammar Activities T-241
WE3_TB3_EM_GW_241_264_ptg01.indd 241 8/31/19 3:29 PM

Lesson C: So ... that
A Complete each sentence. Use an adjective from the box and so + adjective + that.
arid cold hot rainy snowy
1. The classroom was I wore my coat during class.

2. The weather was we never went to the beach during our vacation.
3. The Atacama desert is it is the driest desert.
5. This afternoon it was I turned on the air conditioner.
4. It is school is canceled today.
ng
B Match the conditions and results.
1. Nina is so excited that a. my mother lost her hat.
ni
2. The water was so cold that b. the students finished it quickly.
ar
3. The wind blew so hard that c. she can’t sit still.
Le
4. The test was so easy that d. we’re going to go there again.
5. Brazil was so beautiful that e. nobody went in the pool.
i c
ph
C Unscramble the sentences.
1. I ate / The pizza / that / was / good / four pieces / so
ra
2. so / the passengers / The bus / was / slow / that / got off and walked
g
3. bad / was /so / that / The traffic / was an hour late / my father
eo
4. hot / that / The coffee / so / I burned / was / my mouth

lG
5. tired / Juan / so / on the couch / was / that / he fell asleep

na
D Complete each exchange with so + adjective + that. Use the underlined adjective.
1. A: Are cell phones useful?
io
B: Cell phones are almost everyone has one.

at
2. A: Is the grocery store close?

N
B: The grocery store is we can walk to it.

3. A: Is the weather nice?
B: The weather is the students are eating lunch outside.
4. A: Was the ocean cold?
B: The ocean was no one was swimming.
5. A: Was the food spicy?
B: The food was Tamara drank three glasses of water.

T-242 Grammar Activities SAMPLE COPY, NOT FOR DISTRIBUTION

Unit 2 The Mind’s Eye
Lesson A: Infinitives and -ing Forms 1
A Circle the correct word to complete each sentence.
1. Rosie enjoys ( watching | to watch ) documentaries.
2. Vijay hopes ( traveling | to travel ) to Europe this summer.
3. David avoids ( driving | to drive ) on highways.
4. We agreed ( going | to go ) to the movie with Ann and her sister.
5. They stop ( serving | to serve ) food at 10 o’clock.
B Complete each sentence with the -ing or infinitive form of the verb in parentheses.
ng
1. Gia enjoys (shop) at Twin Pines Mall.
ni
2. My parents don’t like (eat) spicy food.
ar
3. Kim wants (buy) a new laptop.
4. The students decided (ask) the teacher for more time to complete the assignment.
Le
5. We gave up (try) to solve the difficult math problem and went on to the next one.
c
C Complete each sentence with the correct preposition and -ing form of the verb from the box.
i
ph
1. I am looking forward you next week.
Prepositions:
2. Rich is always talking Japanese.
ra
about for from

3. Thank you my son this afternoon. of to
g
Verbs:
eo
4. Ivan is afraid on the highway.

babysit drive
5. Use sunscreen to protect yourself a sunburn.
get learn meet
lG
D Match the questions and responses.

na
1. What are you looking forward to? a. They are happy about getting good grades.
2. What is Natalie afraid of? b. She is afraid of flying.
io
3. Why are they happy? c. I’m interested in becoming a nurse.

at
4. What is this book about? d. I’m looking forward to traveling to Chicago.

N
5. What do you want to be? e. The book is about traveling in Vietnam.
E Unscramble the sentences.

1. forgetting / worry / grammar / about / you / rules? / Do
2. on weekends. / is / studying / He / of / tired
3. having / for / Are / pizza / on / dinner? / we / planning
4. test. / about / Think / well / the / doing / on


Lesson C: Using Could, May, and Might
A Complete each sentence with could, may, or might. More than one answer may be correct.
1. Laura have the opportunity to study in the US next year.
2. The school be closed if it does not receive more funding.
3. The results of the experiment prove the theory incorrect.
4. Be careful! That rock fall!
5. Alex said his flight be late.
B Complete each sentence with could, may, or might and a phrase from the box.
get hit by a car get in an accident have nightmares
ng
not be understood not understand her
ni
1. I never watch horror movies because .
ar
2. Lisa is afraid to speak English on the phone because the other person .
3. Dan worries about riding his bike in the city because .
Le
4. Rose is afraid to drive because .
c
5. My students are afraid to speak English because .
i
ph
C Rewrite the sentences using could, may, or might to make them uncertain.
ra
1. Some say that people who can play a musical instrument are better language learners.
g
eo
2. He said the battery is low.

lG
3. Martina is lost.
na
4. Yuri is the winner of the race.

io
at
5. Monkeys are afraid of snakes.

N
D Complete each sentence with could, may, or might.

1. No one is home. They be away on vacation.
2. Carla didn’t answer her phone. She be in class.
3. They are late for work. There be a lot of traffic.
4. The test be very difficult.
5. Your daughter be a doctor when she grows up.


Lesson A: The Passive 1
A Write AV if a sentence is active voice or PV if a sentence is passive voice.
1. Oil is used as a fuel.
2. People use oil for energy.
3. Climate change has caused numerous problems.
4. Conservation is not practiced by everyone, but it should be.
5. Understanding the environment is important.
B Complete each sentence with the passive form of the verb in parentheses.
ng
1. Often a change in weather patterns (cause) by climate change.
ni
2. When trees (destroy) an entire ecosystem is at risk.
ar
3. Floods and droughts are examples of extreme weather that (created) by
climate change.
Le
4. Forests (cut down) for a variety of reasons.
5. Land management makes sure resources such as forests (used) appropriately.
i c
ph
C Rewrite each active sentence in the passive. Include the agent, if needed.
1. Trees remove carbon dioxide from the atmosphere.
g ra
2. Trees provide shade.

eo
lG
3. Palm trees are easy to recognize.

na
4. Trees and other vegetation prevent erosion.

io
at
5. Deforestation threatens the planet.

N
D Complete each sentence with the passive form of the verb in parentheses.
1. It’s not just scientists that (worry) about climate change.
2. Laws (pass) in some communities to protect trees.
3. Land management practices (develop) to protect the environment.
4. Sometimes erosion (cause) by deforestation.
5. The oceans (affect) by climate change.


Lesson C: The Past Perfect
A Read each sentence and underline what happens first.
1. Dinner had finished before the dancing began.
2. Yukiko had studied English for five years before she moved to Chicago.
3. Bert turned off the headlights after he had parked the car in the garage.
4. The meat had cooked sooner than the potatoes.
5. The students had completed their homework before the teacher gave them a test.
B Read each sentence and circle the past perfect verb.

1. When Krystal arrived at the station the train had left already.
ng
2. Marcos knew about the party because I had told him about it a week ago.
3. Sarah had read the book before she saw the movie.
ni
4. Dr. Dowd had been a teacher before she became a doctor.
ar
5. Jasmine had never eaten sushi before visiting Japan.
Le
C Use each prompt to write a sentence in the past perfect.
c
1. Andres / be / a good student
i
ph
2. He / listen / in class and / do / his homework
3. His teachers / write / letters of recommendation
ra
4. Andres / apply / to six colleges / in the US

g
5. On Thursday / he find out / he be accepted / to four of them

eo
D Complete each sentence with the past perfect form of the verb in parentheses.
lG
1. Jessica (learn) to ride horses at a ranch.

2. Conservation (never, be) important to the company.
na
3. Enrollment increased after the college (spend) money on new computers.

io
4. Profesor Ortiz (teach) literature for 30 years before he retired in 2014.

at
5. Jackie (finish) the assignment the day before it was due.

N
E Complete each sentence with never and the past perfect of be or have.
1. Before he went to college Omar a roommate.
2. We to another country until we went to Egypt.
3. They a car until they moved to California.
4. Lydia away from home before she went to college.
5. I fresh coconut milk before I went to Brazil.


Lesson A: Infinitives and -ing Forms 2
A Complete each sentence with the -ing form of the verb in parentheses.
1. (become) a London taxi driver requires a lot of preparation.
2. (prepare) for the taxi driver exam takes two years.
3. (memorize) every street in London is difficult.
4. (drive) in London is difficult.
5. (ride) in a London taxi is a fun experience.
B Complete each sentence with the -ing form of a verb from the box.
ng
listen practice
1. is a good way to learn new vocabulary.
read review
ni
2. English is important for fluency. write
3. will help you improve your spelling.
ar
4. to the radio and to podcasts can improve your English.
Le
5. what you learn in class will reinforce the concepts for you.
c
C Complete each sentence with the -ing or infinitive form of the verbs in the box.
i be call
ph
1. Jana promised her parents tonight. order spend
2. If you don’t want late, you’d better hurry up! stop study
ra
3. Tran needs so much time on

g
social media sites.

eo
4. Juro and Kazuo decided a pizza.

lG
5. My father considers art a waste of time.
D Cross out the word that makes each sentence incorrect.

na
1. Ravi ( stopped | gave up | tried ) eating in restaurants in order to save money.

io
2. The students learned ( to form | forming ) the gerund and infinitive.

at
3. Many students ( need | try | consider ) to save money for college.

N
4. You must ( promise | agree | avoid ) to use this credit card for emergencies only.
5. If you like ( using | to use | used ) tablet computers you should buy a new one.
E Write sentences using the prompts and the -ing or infinitive forms.
1. Sarika / like / swim laps / in the university pool
2. They / hope / have / the graduation ceremony outside


Lesson C: The Passive 2
A Complete each sentence with the present continuous form of the passive.
1. The way air travel affects the environment (study) by scientists.
2. Faster, more fuel efficient planes (develop).
3. More and more goods (carry) by airplane.
4. People wonder if air travel (make) safer with new technology.
5. Airlines report that fuel consumption (reduce).
B Complete each sentence with the present perfect form of the passive.
1. New planes (test) by the manufacturer.
ng
2. Computers (use) in airplane controls for decades.
3. The high-speed train (no used) thoughout the country.
ni
4. In some cities, the car (replace) by public transportation.
ar
5. The pilot announced that maximum cruising altitude for the plane (reach).
Le
C Complete the paragraph with the present perfect continuous form of the passive.
c
The price of gasoline (1) (rise) for months. At the same time, the number of
i
ph
commuters that (2) (use) public transportation (3) (increase).
Experts say that this is not a surprise. With fewer cars on the road, traffic (4) (move)
ra
more quickly, and pollution levels from car exhaust (5) (decrease).
g
eo
D Complete the paragraph with the present perfect form of the passive.
A new highway (1) (build) on the outskirts of the city in order to ease traffic flow in the
lG
downtown areas. This road (2) (create) as a way for people to get to and from the areas
surrounding the city without cutting through the city. In general, commuters (3) (satisfy)
na
with the new route. Access to industrial parks and business parks located outside the city
io
(4) (improve). The only complaints (5) (relate) to the toll that
at
drivers must pay to use the road.

N


Unit 5 Survival
Lesson A: Unreal Conditionals
A Add a comma to each sentence, if needed.
1. I would have emergency supplies in the house if I were you.
2. If I were the cook I would keep a fire extinguisher in the kitchen.
3. If you were calm you would be able to think more clearly.
4. If I were you I would lock the doors at night.
5. I would check the batteries in the flashlight if I were you.
B Match the phrases to form unreal conditional sentences.
ng
1. If you do poorly on the test, a. if she were not so shy.
ni
2. If I were on an airplane, b. I would watch a movie.
ar
3. If Marina were a year older, c. you would be disappointed.
4. Kim would be my friend d. if there weren’t any earthquakes or droughts.
Le
5. California would be a nice place to live e. she would be in my class.
c
C Complete each sentence with the correct verb forms.
i
ph
1. (swim / call) If I were and had a problem, I would for help.
ra
2. (buy / go) If you had a tent, what store would you ?

3. ( try / be) I would camping if there bathrooms at the campsite.
g
eo
4. (get / give) I would a new car, if I were a raise at work.

5. (learn / visit) If I were Japanese, I would Japan.
lG
D Use each prompt to write an unreal conditional sentence.

na
1. lost my phone / be very upset

2. did well on a test / be very happy
io
3. on the subway in a new city / be careful

at
4. hungry at 2 a.m. / have a snack

N
5. on the wrong bus / get off at the next stop
E Read each real situation and write an unreal conditional sentence.

1. it’s raining / I can’t go for a walk
2. I’m not tired / I can’t sleep


Lesson C: Using wish and hope
A Read each wish. Then write the reality.
Wish Reality
1. I wish I didn’t have to work tomorrow.
2. Kareem wishes he read the assignment.
3. They wish it weren’t raining.
4. We wish our favorite restaurant weren’t so expensive.
5. She wishes she knew the answer to the question.
ng
B Circle the correct form of each verb.
1. I hate being sick. I wish I ( felt | feel ) better.
ni
2. Carol wishes she ( has | had ) more time to finish the project.
ar
3. We wish we ( have | had ) more free time on the weekend.
Le
4. The students wish the library ( is | were ) open until midnight.
5. The teachers wish their students ( speak | spoke ) English outside of class.
i
C Write the correct form of each verb in parentheses.
c
ph
1. I wish I (understand) more about this country’s history.
ra
2. Deena wishes she (be) not so far away from her family and friends.
g
3. Jorge wishes he (have) a smartphone.

eo
4. My parents wish I (spend) more time at home.

5. We wish our children (call) us more often.
lG
D Write the correct auxiliary verb to complete each question.

na
1. The skiers wish it (will) snow.

io
2. I wish the bus (will) come. I’ve been waiting for 20 minutes!
at
3. He wishes he (can) go to the party, but he has other plans.

N
4. She wishes she (can) play tennis better.

5. They wish their neighbors (will) stop making so much noise.
E Read each reality and then write a wish.

1. I have so much homework to do tonight.
2. Mauricio can’t go to the soccer game tonight.


Unit 6 Art Matters
Lesson A: Reported Speech
A Complete each sentence with the correct verb form for reported speech.
1. “Blue is my favorite color.” She said that blue her favorite color.
2. “The Prado has an outstanding art collection.” They said that the Prado an
outstanding art collection.
3. “This mural was painted by a famous Mexican artist.” He said that this mural
painted by a famous Mexican artist.
4. “I want to learn to paint.” She said that she to learn to paint.
5. “She is a generous supporter of the museum.” He said that she a generous
ng
supporter of the museum.
ni
B Read each sentence and write what the person says as reported speech.
ar
1. Mikhail: I like art museums.
2. Rodney: I’m interested in sculptures.
Le
3. Junko: I’m going to the gallery this afternoon.
c
4. Freya: The photography exhibit is boring.
i
ph
5. Meena: This painting depicts a scene from Shakespeare.
ra
C Rewrite each sentence as reported speech.

1. “The painter Jackson Pollack used an interesting technique in his work,” said the tour guide.
g
eo
2. “The priceless masterpiece was stolen from the museum,” he said.

lG
na
3. “The painting sold for $12 million last month,” she said.
io
4. “We studied at the Museum of Fine Arts School in Boston,” the artists said.
at
N
5. “The colors for the mural were chosen,” he said.
D Read each sentence and write what the person says as reported speech. Use correct pronouns.
1. “We spent the whole day in the Louvre!” Judy said.
2. “Jackie is a very good painter,” said the art teacher.
3. “Most art critics don’t consider graffiti art,” he said.
4. “The scultptures are in the garden,” she said.


Lesson C: Adjective Clauses 1
A Read each sentence and underline the adjective clause.
1. Maria Carmen doesn’t like paintings that are dark.
2. This is a painting by the famous artist who we read about in class.
3. The teacher is a person who teaches something to other people.
4. Sabina wears a lot of jewelry that looks handmade.
5. We are artists who share a studio.
B Write adjective clauses using the words in the box.
carves statues give an opinion makes jewelry
ng
take photographs writes articles or books
ni
1. A photographer .
ar
2. A writer .
3. An art critic .
Le
4. A jeweler .
c
5. A sculptor .
i
ph
C Write a sentence with a subject adjective clause that modifies each underlined word.
ra
1. I saw the sculptures. They were in the museum.

2. We can talk to the artists. They painted the mural.
g
eo
3. Yang bought oil paints. They are for a class.

4. The painting is by Velazquez. He was a famous Spanish painter.
lG
5. Nazra didn’t like the paintings. They were very abstract.

na
D Combine each pair of sentences into one sentence with a subject adjective clause.
1. You ordered a book. It arrived this morning.
io
2. Jen bought a new car. It was expensive.

at
3. The artist is a person. She creates beautiful designs.

N
4. They are children. They are talented.

5. The artist has two paintings in the museum. They are landscapes.


Lesson A: The Passive 3
A Read each passive sentence and underline the focus.
1. Millions of dollars are spent every day by online shoppers.
2. Mistakes were made in the report.
3. The dishes were washed by my son and daughter.
4. The car was driven at a speed of 85 miles per hour.
5. All over the world standardized tests are taken by students.
B Complete each passive sentence with the correct form of be and the verb in parentheses.
ng
1. Your paycheck will (pay) directly into your bank account.
ni
2. The missing cash never (find).
ar
3. This credit card (accept) at hotels all over the world.
4. The check (send) to the bank more than a week ago.
Le
5. Don’t worry. The bill will (mail) before Friday.
c
C Use the word(s) in parentheses to write responses to the questions in the passive.
i
ph
1. Q: Where was your wallet found? (classroom)
R:
ra
2. Q: How much money was charged to your credit card? ($550)

g
eo
R:
3. Q: Why was your credit card declined? (I don’t know)
lG
R:
na
D Write each missing question in the passive.

1. Q:
io
R: Yes, the employees are paid by the hour.

at
2. Q:
N
R: No fees are charged for ATM use at NHD Bank.

3. Q: How
R: Payments will be made by bank transfer.
E Complete each passive sentence with the correct form of the verb be.
1. The bread is in the oven. It baked.
2. Many years ago, Avenue Louis Pasteur named for a famous scientist.
3. This is important: the test given on Friday at 11 o’clock.
4. By eight o’clock tonight the votes counted.

Lesson C: Indirect Questions
A Read each question. Write I for indirect or D for direct.
1. What time does the next bus leave?
2. Do you know where the elevator is?
3. Can you tell me how to get to the pharmacy?
4. Where’s the coffee shop?
5. I was wondering what time you want to go to the beach?
B Match the question beginnings to their endings.

1. Could you please tell a. it is to the ATM.
ng
2. Do you know how b. to open this?
3. Can you tell me where c. how much this shirt costs?
ni
4. I’d like to know how far d. me where the restroom is?
ar
5. Could you please tell me e. Gate 15 is located?
Le
C Use the prompts to complete the polite indirect questions.
c
1. Where is the customer service desk?
i
ph
Could you please tell me ?
2. Does this bus stop at Arborway?

ra
Do you know whether ?

g
eo
3. What’s your name?

Can you please tell me ?
lG
4. What’s the name of the forest with the waterfall?

na
I’d like to know .

io
5. How old is Nguyen?

at
Do you know ?
N
D Choose the correct options to complete the indirect questions.

1. your first name?
a. Do you know b. Can you tell me c. What’s
2. whether this bus goes to Jamaica Plain?
a. Can you tell me b. You know c. Do you know if
3. how much a monthly bus pass costs?
a. Do you know b. I want to know c. Can you tell me whether


Unit 8 Competition
Lesson A: Tag Questions
A Read each tag question. Write if the speaker is not sure, confirming yes, or confirming no.
1. Driving is more dangerous than flying, isn’t it?
2. They’re not going to help us, are they?
3. That lifeguard survived a shark attack, didn’t he?
4. I didn’t miss the meeting, did I?
5. You are a doctor, aren’t you?
B Match each sentence with the correct tag question.
ng
1. The Millers have an aquarium in their house, a. is she?
ni
2. They don’t allow backpacks into the stadium, b. aren’t we?
ar
3. Ava isn’t coming to the movie, c. don’t they?
Le
4. That snake isn’t dangerous, d. is it?
5. We’re lost, e. do they?
i c
C Complete each sentence with the appropriate tag question.
ph
1. You speak French, ?
ra
2. Mrs. Reynolds lived in Barcelona, ?

g
3. Mom didn’t buy ice cream today, ?

eo
4. The students aren’t prepared for the test, ?

5. Ottowa is the capital of Canada, ?
lG
D Read each tag question and confirm what each one is assuming.
na
1. A: You watched the movie about forest fires, didn’t you?

io
B:
at
2. A: Maya didn’t do well on the test, did she?

N
B:
3. A: These cookies are delicious, aren’t they?
B:
4. A: It’s hot today, isn’t it?
B:
5. A: You don’t like the soup, do you?
B:


Lesson C: Adjective Clauses 2
A Combine each pair of sentences into one sentence using an adjective clause with a relative pronoun.
1. He saw a movie. It was very long.
2. Ahmed went to college. The college was in New York.
3. Nadia read the book. Her teacher assigned the book.
4. We’re in an English class. It is an advanced level class.
ng
ni
5. We know a teacher. She teaches English.
ar
Le
B Complete each sentence with that, which, or who. There may be more than one correct answer.
c
1. The athletes I admire always treat their competitors with respect.
i
ph
2. Athletes do not play fair should not be allowed to compete.
3. Coaches are people have a lot of influence over the athletes.
ra
4. Outstanding athletes come from small countries now compete all over the world.
g
5. There are some sports seem to value money over everything else.
eo
C Complete the paragraph with that, which, or who. There may be more than one correct answer.
lG
Carlos entered a contest (1) he did not think he could win. He was going to be in
na
a spelling bee (2) included English speakers as well as students learning English,
like him. Carlos was a person (3) didn’t care about winning all the time. He thought
io
a spelling bee would be an opportunity to learn words (4) he hadn’t heard before. In
at
fact, the spelling bee included a lot of words (5) Carlos did not know. There were some
N
people in the contest (6) seemed to know how to spell every word that was said. Carlos
admired those (7) were good at spelling.


Unit 9 Danger
Lesson A: Negative Questions
A Unscramble each sentence to form a negative question.
1. do / you / homework / your / didn’t ?
2. you / aren’t / tired ?
3. delicious / food / isn’t / this ?
4. warm / coat / isn’t / enough / that ?
5. want / eat / you / don’t / to / something ?
B Write each statement as a negative question.
ng
1. They went to the library on Saturday.
ni
2. His brother’s name is Pham Tuan.
ar
3. The bus drivers are on strike today.
4. You have a smartphone.
Le
5. She drinks coffee.
c
C Read each situation and circle the correct answer.
i
ph
1. The doorbell rings. It’s Ted’s friend Jorge.
Ted: Hello, Jorge. Won’t you come in and sit down?
ra
Ted ( wants | doesn’t want ) Jorge to come in.

g
eo
2. Gloria’s friend Annie was not in class today.

Annie: Didn’t Mr. Baldwin assign homework for tonight?
lG
Annie expects Gloria to tell her that there ( is | is not ) a homework assignment.
3. You are two hours late and won’t be home for another hour.
na
Your friend: Shouldn’t you call home and let them know where you are?
io
Your friend thinks you ( need to | don’t need to ) call home.

at
4. You tell the server that you don’t want whipped cream on your dessert.
N
Your friend: Don’t you like whipped cream?

Your friend is ( surprised | angry ).
D Answer each negative question.

1. Wouldn’t you want to live on top of a mountain? No, .
2. Didn’t you go to Richmond High School? Yes, .
3. Aren’t you excited about the wedding? Yes, .
4. Isn’t your mother coming to your graduation? Yes, .


Lesson C: Adverbials of Time
A Read each sentence and underline the adverbial clause.
1. Malika went back home as soon as she realized she had forgotten her phone.
2. The tourist screamed when a man tried to steal her camera.
3. We called the police as soon as we saw the accident.
4. Justin’s family waited at the hospital while he was in the emergency room.
5. Mrs. Merz always closes and locks the windows before she leaves the house.
B Read each sentence and add a comma, if needed.

1. After their house was broken into the Santos family got an alarm.
ng
2. As soon as I woke up I heard the rain.
3. When the fire alarm sounded the students evacuated the school.
ni
4. The fire alarm sounded while the students were taking a test.
ar
5. Before you walk away make sure the door is locked.
Le
C Rewrite each sentence with the adverbial clause first.
c
1. You may not use cell phones while in class.
i
ph
2. The number of accidents dropped after the stop sign was put up.
3. Call me as soon as you get home.
ra
4. Rita was in the kitchen when Vesna came home.

g
5. You should listen when the teacher is talking.

eo
D Circle each correct word to complete the sentence.

lG
1. We called the fire department ( when | while ) we saw the fire.

na
2. The ambulance will be here ( before | as soon as ) it can.

3. ( Before | After ) his car was stolen, Mr. Gomez called the police.
io
4. ( While | After ) Michelle was waiting to see the doctor, she read a magazine.
at
5. The man was rushed to the hospital ( as soon as | after ) the accident.
N


Unit 10 Mysteries
Lesson A: Modals to Discuss the Past
A Read each sentence. Is the statement speculation or is it almost certain? Check the correct column.
Speculation Almost certain

1. Investigators believe that Easter Island ✔
must have had trees and palms.
2. The Moai might have used logs to
move the statues.
3. The palms could have been used to
make ropes.
ng
4. Wood from trees must have been used
ni
to make canoes.
5. The Moai must have had some tools in
ar
order to carve the statues.
Le
B Circle the appropriate modals to complete the sentences.
c
1. I can’t find that email Josh sent with the directions to his house. I ( could | must ) have deleted it.
i
ph
2. The living room looks nice. Rahmina ( might | must ) have cleaned today.
3. The thief ( could | must ) have come in through the window, but we don’t know.
ra
4. Karina ( may | must ) have talked to Jim, but I’m not sure.
g
5. Your car ( could | must ) have been stolen or towed away.

eo
C Complete each conversation with the correct modal may, might, could, or must.
lG
1. A: Lily have eaten the cake.

na
B: How do you know Lily ate it?

A: She was the only one at home this afternoon!
io
2. A: Someone sent me flowers!

at
B: How nice! Who sent them to you?

N
A: I don’t know. There was no card … but it have been my parents.

3. A: It have rained last night.
B: Why do you say that?
A: All of the cars parked on the street are wet.
4. A: Where did I catch this terrible cold?
B: You have caught it from Diane. She was coughing on Monday.


Lesson C: Noun Clauses
A Read each sentence. Underline the noun clause.
1. Do you know how to get home?
2. I’m going to ask her how old she is.
3. Nobody heard what she said.
4. Where I’m going is none of your business.
5. Do you know what he wants?
B Complete each exchange with a noun clause.

1. A: Why did Michael call so early this morning?
ng
B: I have no idea .
2. A: Where did Yu say the new office is going to be?
ni
B: I don’t remember .
ar
3. A: Why did Emily cut her hair?
Le
B: I don’t know .
4. A: How long is this going to take?
c
B: I’m not sure .
i
ph
5. A: How much is this going to cost?
ra
B: I have no idea .
g
C Match the sentences.

eo
1. Jessica works with animals. a. In our lab we’re studying what causes diabetes.
lG
2. We’re researchers. b. She’s interested in how they adapt to changing

environments.
3. Lee and Jack are firefighters.
na
c. They work hard when there is an emergency or fire.

4. The university is in Austin.
d. She wants to learn about what a copyright protects.
io
5. Amy is studying to be a lawyer.

e. I don’t know exactly where it is in the city.
at
N
D Complete each noun clause with a wh- word.

1. I can’t understand you won’t tell me the secret.
2. He can’t remember exactly the professor said about the assignment.
3. Nobody told me the administration building is.
4. Lucy can’t remember she is supposed to meet her friends downtown.
5. I don’t know to fix the printer.


Unit 11 Learning
Lesson A: Could Have, Should Have, and Would Have
A Complete each sentence with should have, would have, could have, or their negative forms.
1. Raul did not do well on the test. He studied for it.
2. The quiz was a surprise. We studied for it.
3. I driven you home from school. I didn’t know that you needed a ride.
4. The students written longer essays, but the teacher said 10 pages was long enough.
5. Adam asked his roommate for help with his homework. He didn’t because his
roommate was busy studying for a test.
ng
B Complete each sentence with should have, would have, could have, or the negative forms of those verbs.
1. Kelly lived alone this semester. She chose to have roommates because she likes to
ni
be with other people.
ar
2. Xiang been an English major. He complains about the books he has to read and the
papers he has to write.
Le
3. Kai’s parents helped him with some of his college tuition. They have plenty of
money.
i c
4. You told Mr. Coleman that you thought the test was unfair? Why? You have done
ph
that.
5. Bob wanted to go on the trip anyway. He doesn’t like camping.
ra
C Complete each sentence with shouldn’t have, wouldn’t have, or couldn’t have.
g
eo
1. Yao eaten so much. Now he doesn’t feel well.

2. Mauricio given you money. He never has any!
lG
3. Khalifa been accepted to the school even if she had submitted the application on
time. Her grades aren’t very good.
na
4. Did I wake you? I’m sorry! I called you so late at night.

io
5. If you had been ready on time, you missed the bus.

at
D Complete the paragraph with a correct modal.

N
My brother (1) studied in England for a year when he was in college. I was in high
school at that time. Some people say he (2) done it when he had the chance. I disagree
with them. I (3) gone either. Here’s why. My brother was a good student and had a
scholarship that paid all of his tuition and other expenses as long as he was enrolled in the state university.
He (4) lost the scholarship money for the year he was enrolled in another university,
such as the one in England. My brother felt that he shouldn’t give up his scholarship. He reasoned that he
was young and would probably have another chance to spend time in England. So while he
(5) gone to England, and I (6) liked to visit him there, I think he
made the right choice. He (7) wanted to be in debt when he graduated form college.

Lesson C: The Future in the Past
A Complete each sentence with a future-in-the-past structure.
1. They visit Mexico to learn Spanish.
2. My parents to move to California this summer.
3. Rosa to drive to the station and then take the subway.
4. I meet my sister after work.
5. You do your homework in the morning?
B Match the two parts of each sentence.

1. Geri was going to go to Madrid to study, a. but they won’t because of rain.
ng
2. Layla was going to buy the red umbrella, b. but she bought the blue one instead.
3. We were going to have dinner at Xavier’s house, c. but she took the bus instead.
ni
4. Ms. Duncan was going to drive to work today, d. but she decided to study in Valladolid
ar
instead.
5. They were going to have a picnic on Saturday,
Le
e. but in the end we ate at Mark’s house.
C Complete each exchange with a future-in-the-past structure.
i c
1. A: Hi, Vickie. What are you doing in the office? I thought you be out of town on
ph
business this week?
ra
B: That’s right, but the trip was postponed.

2. A: This is carrot cake. You said you make a chocolate cake.
g
eo
B: A carrot cake seemed healthier so I made that instead.

3. A: What is Dan doing watching TV? He said he study this afternoon.
lG
B: I don’t know…I guess he changed his mind!

na
D Complete each sentence with a future-in-the-past structure.

1. I relax this weekend.
io
2. Tomas and Luis go fishing this weekend.

at
3. My mother make fish stew for dinner.

N
4. Sergey stop by on his way to New York.

5. We work in the yard this morning.


Unit 12 Innovation
Lesson A: Modals to Discuss the Future
A Complete each sentence with will or be going to.
1. Some scientists think people live on Mars one day.
2. But not everyone believes that Mars or even space be the next frontier.
3. It seems more likely that more people go into space as tourists.
4. Even when it’s available, space tourism be incredibly expensive.
5. And it be dangerous.
B Complete each sentence with a correct future form.
ng
1. Are you going out for a walk? I go with you.
ni
2. Is that pizza? I have a slice, please.
ar
3. Are you collecting the homework? Here, I give you mine.
4. Are you ready to go? OK, we be outside.
Le
5. You’re leaving now? OK, I call you later.
c
C Complete each sentence about definite future plans. Use the verb in parentheses.
i
ph
1. We (go) to the movies on Friday night.
ra
2. The students (take) the test next week.

3. My sister and I (travel) to California this summer.
g
eo
4. This weekend Ali and his father (paint) their living room.
5. In June, Wei (open) a new restaurant.
lG
D Complete each sentence about scheduled events in the future. Use a modal and the verb in parentheses.
na
1. This store (close) in 15 minutes.

2. The school bus (leave) at 8:45.
io
3. The plane (arrive) at 5:20 p.m.

at
4. The concert (start) at 7:45.

N
5. The festival (begin) tomorrow.


Lesson C: Talking about the Future
A Complete each sentence with a modal to talk about the future.
1. The new highway be completed by the end of the year.
2. Yang study abroad next year, but she isn’t certain yet.
3. I not go out to lunch today.
4. The candidate win the election.
5. The planet become even warmer.
B Complete each sentence with the modal-like phrases is/are (not) going to be able to or will have to.
1. The students (not) use the computer lab tomorrow.
ng
2. Leaders inform the public of the situation eventually.
3. Vivian, we come to your party on Saturday.
ni
4. The doctors (not) operate on the patient tomorrow because there was a
ar
problem with her lab results.
Le
5. You try harder on the next test if you want to pass this class.
C Rewrite each sentence using the phrases is/are (not) going to be able to or will have to to express ability or
c
necessity in the future.
i
ph
1. Kim can’t finish the assignment by tomorrow.
ra
2. The researchers can work in Spain next year.

g
eo
3. The university needs to do something about graffiti on campus.

lG
4. Kenny has to improve his grades if he wants to get into college.

na
io
5. Many students can’t return to school next year unless they receive financial aid.
at
N
D Complete each sentence with will or be going to.

1. Technology advance rapidly in the future.
2. Robots become a part of our daily lives.
3. People have to adjust to having more technology in their lives.
4. This (not) be easy for everyone. It take some getting
used to.
5. Technology education be more important for children and adults.


GRAMMAR ACTIVITIES ANSWER KEY
Unit 1 Where We Live Lesson C

A. 1. Dinner had finished before the dancing began. 2. Yukiko had studied English
Lesson A
for five years before she moved to Chicago. 3. Bert turned off the headlights after
A. 1. has loved; present perfect 2. has been running; present perfect progressive he had parked the car in the garage. 4. The meat had cooked sooner than the
3. has been sleeping; present perfect progressive 4. has been; present perfect potatoes. 5. The students had completed their homework before the teacher gave
5. has been going; present perfect progressive them a test.
B. 1. has gone 2. has broken down 3. has had 4. have (already) learned 5. have bought B. 1. had left 2. had told 3. had read 4. had been 5. had never eaten
C. 1. has been living 2. has been shining 3. has been taking 4. has been trying C. 1. Andres had been a good student. 2. He had listened in class and had done his
5. have been doing homework. 3. His teachers had written letters of recommendation. 4. Andres had
D. 1. has been skiing 2. have been studying 3. has found 4. have been looking 5. has lost applied to six colleges in the US. 5. On Thursday he found out that he had been
E. 1. have been waiting 2. has rained 3. has been studying 4. has painted accepted to four of them.
Lesson C D. 1. had learned 2. had never been 3. had spent 4. had taught 5. had finished
A. 1. so cold that 2. so rainy that 3. so arid that 4. so snowy that 5. so hot that E. 1. had never had 2. had never been 3. had never had 4. had never been
ng
5. had never had
B. 1. c 2. e 3. a 4. b 5. d
C. 1. The pizza was so good that I ate four pieces. 2. The bus was so slow that the
ni
passengers got off and walked. 3. The traffic was so bad that my father was an
hour late. 4. The coffee was so hot that I burned my mouth. 5. Juan was so tired Lesson A
ar
that he fell asleep on the couch. A. 1. Becoming 2. Preparing 3. Memorizing 4. Driving 5. Riding
D. 1. so useful that 2. so close that 3. so nice that 4. so cold that 5. so spicy that B. 1. Reading 2. Practicing 3. Writing 4. Listening 5. Reviewing
Le
C. 1. to call 2. to be 3. to stop, spending 4. to order 5. studying
Unit 2 The Mind’s Eye D. 1. tried 2. forming 3. consider 4. avoid 5. used
Lesson A E. 1. Sarika likes swimming laps in the university pool. / Sarika likes to swim laps in
c
A. 1. watching 2. to travel 3. driving 4. to go 5. serving the university pool. 2. They hope to have the graduation ceremony outside.
i
ph
B. 1. shopping 2. to eat / eating 3. to buy 4. to ask 5. trying Lesson C
C. 1. to meeting 2. about learning 3. for babysitting 4. of driving 5. from getting A. 1. is being studied 2. are being developed 3. are being carried 4. is being made
5. is being reduced
ra
D. 1. d 2. b 3. a 4. e 5. c
E. 1. Do you worry about forgetting grammar rules? 2. He is tired of studying on B. 1. have been tested 2. have been used 3. hasn’t / has not been used 4. has been
g
weekends. 3. Are we planning on having pizza for dinner? 4. Think about doing replaced 5. had been reached
C. 1. has been rising 2. have been using 3. has been increasing 4. has been moving
eo
well on the test.

Lesson C 5. have been decreasing
A. 1. may / might / could 2. may / might / could 3. may / might / could D. 1. has been built 2. has been created 3. have been satisfied 4. has been improved
lG
4. may / might / could 5. may / might / could 5. have been related
B. 1. he could / may / might get hit by a car 2. she could / may / might get in an
Unit 5 Survival
na
accident 3. I could / may / might have nightmares 4. they may / might not be
understood 5. may / might not understand her Lesson A
C. 1. Some say that people who can play a musical instrument could / may / might A. 1. no comma 2. If I were the cook, I would keep a fire extinguisher in the kitchen.
io
be better language learners. 2. He said the battery could / may / might be low. 3. If you were calm, you would be able to think more clearly. 4. If I were you, I
3. Martina could / may / might be lost. 4. Yuri could / may / might be the winner of would lock the doors at night. 5. no comma
at
the race. 5. Monkeys could / may / might be afraid of snakes. B. 1. c 2. b 3. e 4. a 5. d

N
D. 1. could / may / might 2. could / may / might 3. could / may / might 4. could / may C. 1. swimming, call 2. to buy, go 3. try, were 4. get, given 5. to learn / learning, visit
/ might 5. could / may / might
D. 1. If I lost my phone I would be very upset. 2. If I did well on a test, I would be
very happy. 3. If I were on the subway in a new city, I would be careful. 4. If I were
Unit 3 Changing Planet hungry at 2 a.m., I would have a snack. 5. If I were on the wrong bus, I would get
Lesson A off at the next stop.
A. 1. PV 2. AV 3. PV 4. PV 5. AV E. 1. If it weren’t raining, I could go for a walk. 2. If I were tired, I could sleep.
B. 1. is caused 2. are destroyed 3. is created 4. are cut down 5. are used Lesson C
C. 1. Carbon dioxide is removed from the atmosphere by trees. 2. Shade is provided A. 1. I have to work tomorrow. 2. Kareem didn’t read the assignment. 3. It is raining.
by trees. 3. Palm trees are recognized easily. / Palm trees are easily recognized. 4. Our favorite restaurant is expensive. 5. She doesn’t know the answer.
4. Erosion is prevented by trees and other vegetation. 5. The planet is threatened B. 1. felt 2. had 3. had 4. were 5. spoke
by deforestation.
C. 1. understood 2. were 3. had 4. spent 5. called
D. 1.are worried 2. have been passed / were passed 3. have been developed / were
D. 1. would 2. would 3. could 4. could 5. would
developed 4. is caused 5. are affected / have been affected
E. 1. I wish I didn’t have so much homework to do tonight. 2. Mauricio wishes he
could go to the soccer game tonight.

Grammar Activities Answer Key T-265
WE3_TB3_EM_GW_ANS_265_272_ptg01.indd 265 9/3/19 2:51 PM

Unit 6 Art Matters Unit 8 Competition
Lesson A Lesson A
A. 1. was 2. had 3. had been 4. wanted 5. was A. 1. not sure 2. confirming no 3. confirming yes 4. confirming no 5. confirming yes
B. 1. Mikhail said that he liked art museums. 2. Rodney said (that) he was interested B. 1. c 2. e 3. a 4. d 5. b
in sculptures. 3. Junko said (that) she was going to the gallery this afternoon. C. 1. don’t you 2. didn’t she 3. did she 4. are they 5. isn’t it
4. Freya said (that) the photography exhibit was boring. 5. Meena said (that) this
D. 1. Yes, I did. 2. No, she didn’t. 3. Yes, they are. 4. Yes, it is. 5. No, I don’t.
painting depicted a scene from Shakespeare.
Lesson C
C. 1. The tour guide said that the painter Jackson Pollack had used an interesting
technique in his work. 2. He said (that) the priceless masterpiece had been stolen A. 1. He saw a movie that/which was very long. 2. Ahmed went to a college that/
from the museum. 3. She said (that) the painting had sold for $12 million last which was in New York. 3. Nadia read the book that her teacher assigned. 4. We’re
month. 4. The artists said (that) they had studied at the Museum of Fine Arts in an English class that/which is an advanced level class. 5. We know a teacher
School in Boston. 5. He said (that) the colors for the mural have been chosen. who/that teaches English.
D. 1. Judy said that they had spent the whole day in the Louvre. 2. The art teacher B. 1. that/who 2. that/who 3. that/who 4. that/who 5. that/which
said (that) Jackie was a very good painter. 3. He said (that) most art critics didn’t C. 1. that/which 2. that/which 3. that/ who 4. that/which 5. that/which 6. that/ who
consider graffiti art. 4. She said (that) the sculptures were in the garden. 7. that/ who
Lesson C
ng
A. 1. Maria Carmen doesn’t like paintings that are dark. 2. This is a painting by the Unit 9 Danger
famous artist who we read about in class. 3. The teacher is a person who teaches Lesson A
ni
something to other people. 4. Sabina wears a lot of jewelry that looks handmade.
A. 1. Didn’t you do your homework? 2. Aren’t you tired? 3. Isn’t this food delicious?
5. We are artists who share a studio.
4. Isn’t that coat warm enough? 5. Don’t you want something to eat?
ar
B. 1. A photographer is a person who takes photographs. 2. A writer is a person
B. 1. Didn’t they go to the library on Saturday? 2. Isn’t his brother’s name Pham
who writes articles or books. 3. An art critic is a person who gives an opinion. 4.
Le
Tuan?
A jeweler is a person who makes jewelry. 5. A sculptor is a person who carves
3. Aren’t the bus drivers on strike today? 4. Don’t you have a smartphone? 5.
statues.
Doesn’t she drink coffee?
C. 1. I saw the sculptures that were in the museum. 2. We can talk to the artists who
c
C. 1. wants 2. is 3. need to 4. surprised
painted the mural. 3. Yang bought oil paints that are for a class. 4. The painting is
by Velazquez who was a famous Spanish painter. 5. Nazra didn’t like the paintings
i
D. 1. I wouldn’t 2. I did 3. I am 4. she is
ph
that were very abstract. Lesson C
D. 1. The book that you ordered arrived this morning. 2. Jen bought a new car that A. 1. Malika went back home as soon as she realized she had forgotten her phone.
ra
was expensive. 3. The artist is a person who creates beautiful designs. 4. They are 2. The tourist screamed when a man tried to steal her camera. 3. We called the
children who are talented. 5. The artist has two paintings in the museum that are police as soon as we saw the accident. 4. Justin’s family waited at the hospital
g
landscapes. while he was in the emergency room. 5. Mrs. Merz always closes and locks the
windows before she leaves the house.
eo
Unit 7 Getting Around B. 1. After their house was broken into, the Santos family got an alarm. 2. As soon as
Lesson A I woke up, I heard the rain. 3. When the fire alarm sounded, the students evacuated
lG
the school. 4. no comma 5. Before you walk away, make sure the door is locked.
A. 1. Millions of dollars are spent every day 2. Mistakes were made 3. The dishes
were washed 4. The car was driven at a speed of 85 miles per hour. 5. All over the C. 1. While in class, you may not use cell phones. 2. After the stop sign was put up,
world standardized tests are taken the number of accidents dropped. 3. As soon as you get home, call me. 4. When
na
Vesna came home, Rita was in the kitchen. 5. When the teacher is talking, you
B. 1. be paid 2. was never found 3. is accepted 4. was sent 5. be mailed should listen.
C. 1. My wallet was found in the classroom. 2. $550 were charged to my credit card.
io
D. 1. when 2. as soon as 3. After 4. While 5. after

3. I don’t know why my credit card was declined.
Unit 10 Mysteries
at
D. 1. Are the employees paid by the hour? 2. Are fees charged for ATM use at NHD
Bank? 3. How will payments be made?
Lesson A
N
E. 1. is being 2. was 3. will be 4. will have been

A. 1. almost certain 2. speculation 3. speculation 4. almost certain 5. almost certain
Lesson C
B. 1. must 2. must 3. could 4. may 5. could
A. 1. D 2. I 3. I 4. D 5. I
C. 1. must 2. could / may / might 3. must 4. could / may / might
B. 1. d 2. b 3. e 4. a 5. c
Lesson C
C. 1. where the customer service desk is 2. this bus stops at Arborway 3. your name
4. the name of the forest with the waterfall 5. how old Nguyen is A. 1. Do you know how to get home? 2. I’m going to ask her how old she is.
3. Nobody heard what she said. 4. Where I’m going is none of your business.
D. 1. b 2. a 3. a
5. Do you know what he wants?
B. 1. why Michael called 2. where the new office is going to be 3. why she cut her hair
4. how long this is going to take 5. how much this is going to cost
C. 1. b 2. a 3. c 4. e 5. d
D. 1. why 2. what 3. where 4. when 5. how
T-266 Grammar Activities Answer Key SAMPLE COPY, NOT FOR DISTRIBUTION

Unit 11 Learning Lesson C
A. 1. may / might / could 2. may / might / could 3. may / might 4. may / might / could
Lesson A
5. may / might / could
A. 1. should have 2. couldn’t have 3. would have 4. could / would have 5. would have
B. 1. are not going to be able to 2. will have to 3. are going to be able to 4. are not
B. 1. could have 2. shouldn’t have 3. could have 4. shouldn’t have 5. wouldn’t have going to be able to 5. will have to
C. 1. shouldn’t have 2. couldn’t have 3. wouldn’t have 4. shouldn’t have 5. wouldn’t have C. 1. Kim is not going to be able to finish the assignment by tomorrow. 2. The
D. 1. could have 2. should have 3. wouldn’t have 4. would have 5. could have researchers are going to be able to work in Spain next year. 3. The university will
6. would have 7. wouldn’t have have to do something about graffiti on campus. 4. Kenny will have to improve his
Lesson C grades if he wants to get into college. 5. Many students are not going to be able to
return to school next year unless they receive financial aid.
A. 1. were going to 2. were going to 3. was going to 4. was going to 5. were going to
D. 1. will / is going to 2. will / are going to 3. will / are going to 4. will not / is not
B. 1. d 2. b 3. e 4. c 5. a going to; will / is going to 5. will / is going to
C. 1. were going to 2. were going to 3. was going to
D. 1. was going to 2. were going to 3. was going to 4. was going to 5. were going to
Unit 12 Innovation
ng
Lesson A
A. 1. will / are going to 2. will / is going to 3. will / are going to 4. will / is going to
ni
5. will / is going to
B. 1. ‘ll 2. ‘ll 3. ‘ll 4. ‘ll 5. ‘ll
ar
C. 1. are going 2. are taking 3. are traveling 4. are painting 5. is opening
D. 1. will close 2. will leave 3. will arrive 4. will start 5. will begin
Le
i c
ph
g ra
eo
lG
na
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at
N

Grammar Activities Answer Key T-267

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ON THE COVER

The Galleria Vittorio Emanuele II, designed and

Student’s Book 978-0-357-11369-1

My World English Online Instant Access 978-0-357-13103-9

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World English Student Book Walk-Through ........................................................................................................................... T-4

Unit 1 Where We Live ...................................................................................................................................................................... 2

Writing Program .......................................................................................................................................................................................... T-215

Grammar Activities .................................................................................................................................................................................... T-241

Grammar Activities Answer Key ........................................................................................................................................................ T-265

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New to this Edition

communicating? family and friends?

The New Zealand

dance and chant,

B. Exchange Contact Information

C. Describe Characteristics and

D. Compare Types of Communication

E. Compare Formal and Informal

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A In groups, read the information about teenagers in the US.

How Teenagers Use Technology in the US

G Unscramble the words to write sentences. Underline the direct objects.

5. a / your / mom / Give / call

2. watch / text / turn on the TV 5. play / download / read video games

A 36 Listen and number a–c in the order you hear them.

B 36 Listen again and complete the missing information. Phone number

• Consistent Goal Check

PRONUNCIATION: Sentence Stress for Clarification

D 37 Listen to these sentences and underline the stressed words or letters.

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B Complete the table with these words.

mouth and tongue

• Each Grammar section is enhanced by flexible and additional

support and practice in the new Grammar Reference sections

in the Appendix of the Student Books.

D GOAL Compare Types of Communication

writing kissing shaking your head

B Match these sentences to actions in A.

1. “I disagree with you.” 4. “That’s so funny!”

C MY WORLD Do any of the examples of body language

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• Extended Writing Writing

and Communication informal writing for each situation in B.

WRITING SKILL: Formal and Informal Writing

lessons feature writing

• An extended, optional two-page “Video Journal”

section at the end of each unit features fascinating

video from either National Geographic or TED.

• smell bread in the oven? 1. No way!