LEARNING

SAMPLER
Develop confidence and academic skills for
students at all levels.

Complete units inside

• Listening & Speaking 3, Unit 1
• Reading & Writing 3, Unit 1

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and skills they need to succeed. Specially-designed activities give
students the opportunity to reflect on and connect ideas and language
to their academic, work, and personal lives.

Develop confidence and academic skills

for students at all levels.

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Real-world and relevant
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to explore engaging
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High-interest video boosts in-class engagement and enhances

the content and concepts students are learning.
FOCUSED ACTIVITIES
Scaffolded and focused instruction
and skills practice give students a
strong framework to communicate
with confidence.

Reflect activities build

toward the final unit task
and encourage students
to think critically about
their learning.

Reflect review at the end of

the unit is an opportunity for
assessment. Students review
the skills and vocabulary they
have learned.
2
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 Develop confidence and academic skills
for students at all levels.
LISTENING

Listen & Speak sections center on

engaging, relevant listenings adapted
from a variety of sources.

Watch & Speak sections center on

high-interest video that students
will want to explore and talk about
in class.

Explicit listening skills develop

students’ listening strategies.
 Reflect activities give
SPEAKING students moments to pause,
think critically about what
they are learning, and check
their understanding.

Clear models

Relevant grammar for speaking

Clear models, relevant grammar,

and step-by-step planning give
students the support they need
to complete the final speaking
task successfully.

6
REFLECT

1 CREATING
UNIT

CONNECTIONS
2
 Listening & Speaking, Level 3, Unit 1

Guisepi Spadafora travels around in his

bus offering tea to people. He wants
people to meet and form relationships.
IN THIS UNIT
“I’d like to live in a more sharing world,” Consider where
he says. Brooklyn, USA people meet in a big
city
Evaluate activities
that bring people
together
Brainstorm ways to
meet your neighbors
Present a plan to help
people connect

SKILLS
LISTENING
Listen for main ideas
and details

SPEAKING
Give a presentation

GRAMMAR
Verbs + gerunds or
infinitives

CRITICAL THINKING
Brainstorm
solutions

CONNECT TO THE TOPIC

1. How does the man
in the photo help
people to connect?
What do you think
of this idea?
2. How do people in
your community
connect with each
other?

3
REFLECT

PREPARE TO WATCH
A VOCABULARY Listen to the words. Complete the sentences with the correct form
of the words. Use a dictionary if necessary. 1.1

atmosphere (n) discover (v) opportunity (n) stable (adj) unique (adj)
average (adj) obligation (n) population (n) trust (v) whenever (conj)

1. people come to Mountain Lake Park, they always find something fun to do.

2. This neighborhood is very . Not much has changed in the last 20 years.

3. Combining a movie theater with a cafe was a(n) idea. I've never seen it before.

4. Over 12 million people live in São Paulo. It has the second largest in Brazil.

5. Vancouver has a nice . It’s not too crowded, and people are friendly.

6. It’s important to have friends you can , who are there when you need them.

7. The people in my neighborhood have incomes—not too high and not too low.

8. We a new restaurant down the street. Now we eat there every weekend.

9. If you borrow money, you have a(n) to pay it back. It's the right thing to do.

10. His new job is a great . It gives him the chance to learn new skills.

B Listen to the conversation between Eun and Miguel. Complete the chart. Then compare the two
cities with a partner. 1.2

Favorite
City, Country Population Atmosphere Unique feature
neighborhood

Seoul, million Gangnam Samneung

Puebla, million Centro Histórico Alley of the

4 UNIT 1
 Listening & Speaking, Level 3, Unit 1

C PERSONALIZE Discuss the questions with a partner.

1. Is the population of your city or town larger or smaller than the cities in activity B?
2. Describe the atmosphere of your neighborhood. Is it noisy or quiet? Friendly or unfriendly?
3. What places or things are unique in your neighborhood, town, or city?

D ANALYZE Look at the infographic. Then complete the facts below.

New York City Fast Facts

Population est.: 8,500,000

Recreation
23.9% 13.3% 2.4% 27% of New York
Language 52.5% 7.9% City is open space

English Spanish Other Asian & Pacific Other 1,700

Indo-European Islander Languages City Parks
27%
500
Education 21% 24% 21% 20% 14% Miles of
Beaches
Less than HS Graduate Some College or Bachelor’s Master’s or
HS Diploma or GED Associate’s Degree Professional
Degree Degree
Source: New York City Economic Development Corporation’s (NYCEDC) Research and Economic Analysis team

1. Almost one quarter (¼) of New Yorkers speak . Just over half speak
.

2. percent of New Yorkers have a bachelor’s degree or higher degree.

3. More than one quarter of the space in New York City is space with
city parks and 500 miles of .

REFLECT Consider where people meet in a big city.

You are going to watch a video about a place in New York City where people get together.
Discuss the questions in a small group.

1. Where is it easiest to meet people in a big city?

2. Why is it sometimes hard to make friends in a big city?
3. Based on the infographic, what do you think people do for fun in New York City? Where can
they go to connect with others?

CREATING CONNECTIONS 5
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Listening & Speaking, Level 3, Unit 1
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Listening & Speaking, Level 3, Unit 1
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Listening & Speaking, Level 3, Unit 1
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Listening & Speaking, Level 3, Unit 1
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Listening & Speaking, Level 3, Unit 1
 Develop confidence and academic skills
for students at all levels.
READ READING Sifting rice to
remove stones in FOODS THAT PEOPLE EAT
Mulkharka, Nepal

EVERYWHERE
Real-world passages 4.1
invite students to
explore their academic, professional, and
The world’s foods
A PREVIEW Work with a
partner. Universal means
personal
1 Some foods areworlds while
available and popular building
in many countries. Theyreading
are
“universal” foods. We all know countries that are famous for their special
something that people
everywhere know or use. skills and
ingredients. Indiaproviding ideas
is famous for spices. Italy for
is famous for
ingredients and dishes are available all over the world.
writing.
pasta. But some
Discuss what you think a
universal food is. What is an Rice
example? 2 Rice is a universal food. Rice dates back to1 China about 15,000 years ago,
READ but rice is nowSifting
allriceover
to
remove stones in
the world. InFOODS
Karnataka, EAT eat akki rotti for
India, people
THAT PEOPLE
breakfast. Akki rotti is rice bread. In Spain, rice is in the national dish, paella.
Mulkharka, Nepal

EVERYWHERE
This is rice and fish or meat, or sometimes both, and vegetables. In West Africa, 4.1

A PREVIEW Work with a

people eat rice with chicken, tomatoes, and
The world’s foodspepper.

partner. Universal means

something that people
everywhere know or use.
Discuss what you think a
universal food is. What is an
example?
1 Some foods are available and popular in many countries. They are
“universal” foods. We all know countries that are famous for their special
Beans ingredients. India is famous for spices. Italy is famous for pasta. But some
ingredients and dishes are available all over the world.
3 Beans are available all around the
Rice
world, too. Beans probably come from
Rice is a universal food. Rice dates back to China about 15,000 years ago,
2 1

Egypt and Thailand. Now people everywhere, from Mexico

bread. In Spain, tonational
rice is in the Australia,
but rice is now all over the world. In Karnataka, India, people eat akki rotti for
breakfast. Akki rotti is rice dish, paella. enjoy
beans. In Brazil and France, peoplepeople
cook eat ricebeans
with chicken,with meat pepper. and vegetables.
This is rice and fish or meat, or sometimes both, and vegetables. In West Africa,
tomatoes, and
Beans

Fish 3 Beans are available all around the world, too. Beans probably come from
Egypt and Thailand. Now people everywhere, from Mexico to Australia, enjoy
beans. In Brazil and France, people cook beans with meat and vegetables.
4 People everywhere eat fish. FishFishis easily available in many places. Many
countries are by the sea or have rivers.
countriesBut ansea orinteresting universal
universal food isfood is raw
People everywhere eat fish. Fish is easily available in many places. Many
4
are by the have rivers. But an interesting raw
fish, or fish that people do not cook. In Malaysia and Peru, people like raw fish
fish, or fish that people do not cook. Injuice.
with lime Malaysia
A favorite dish in and
Sweden Peru,
is raw salmonpeople
Tahiti, people eat raw fish with coconut milk and lime juice.
with sugar andlike
salt. In raw fish

with lime juice. A favorite dish in Sweden is raw salmon with sugar and salt. In
Each unit starts with an interesting
Chicken and lettuce

Tahiti, people eat raw fish with coconut milk and lime In thejuice.
Chicken and lettuce are both very popular foods. In China, people make
chicken soup
5
with special ingredients. United States, people fry chicken.
Fried chicken is a very popular American dish. And there’s one last example of a

video to introduce the topic and help

universal food: lettuce! People around the world eat lettuce in salads and other
Chicken and lettuce dishes.
1
date back to (v phr) to start at a certain time in the past

5 Chicken and lettuce are both very popular foods. In China, people make
students generate ideas for chicken soup with special ingredients.READING
Fried chicken is a very popular American
In the
dish.
The main idea
United States, people fry chicken.
SKILL Read for main ideas
And
of a paragraph is the there’s one
most important idea. last
It is often example
the first or second
sentence of the paragraph. The other ideas in the paragraph give extra information, or
of a
universal food: lettuce! People around the world eat lettuce in salads and other
their writing.
details, about the main idea. Always look for the main ideas when you read.

60 UNIT 4
dishes. FOOD IS LIFE 61

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1
date back to (v phr) to start at a certain time in the past 19/01/21 2:21 PM

READING SKILL Read for main ideas

Explicit reading skills develop The main idea of a paragraph is the most important idea. It is often the first or second
sentence of the paragraph. The other ideas in the paragraph give extra information, or
students’ key reading strategies. details, about the main idea. Always look for the main ideas when you read.

60 UNIT 4 FOOD IS LIFE 61

RW_48489_U4.indd 60-61 19/01/21 2:21 PM

Students have many opportunities

to practice their reading skills.
WRITING
Clear writing models and
Analyze activities give students
a solid framework to develop
their writing.

H GRAMMAR Write sentences about yourself and your community with the verbs. PLAN & WRITE
1. (get along with)
J BRAINSTORM What is your ideal community like? Complete the concept map with the
2. (run into) ideas from the unit or your own ideas.
3. (get around)
4. (look forward to)
5. (put up with)
6. (eat out)
7. (help out)
My ideal commnity
8. (meet up with)

I EDIT Read the paragraph. Find and correct five errors with multi-word verbs.

My Ideal Community

My ideal community helps people connect. I live alone, so I want to live in a community
where it’s easy to meet up people. First of all, I prefer a small community. It’s easier to run to
people in a small town. For example, in a small town, you often see your friends and neighbors WRITING TIP
around. You see them when eating up at a restaurant or dropping your laundry up. Second,
Making an outline before you write helps you more easily see parts of a paragraph that may be missing (for
my ideal community has a lot of public places that are designed for older people. For example, example, a detail). It also helps you quickly see how well the supporting ideas connect to the main idea.

there are parks and squares that have comfortable places to sit. Finally, my ideal community
has places that make it easy for people to get up. There are cafés and restaurants that aren’t too K OUTLINE Complete the outline. Choose the three most important ideas from your
brainstorming. These are your supporting ideas.
expensive. There are also events to attend, like outdoor concerts or movies. In conclusion, my
Title: My Ideal Community
ideal community is a place where it’s easy to meet people.
Topic sentence: My ideal community

The park in the central Supporting idea 1:

square (Plaza Mayor) in
Antigua, Guatemala Details:

Supporting idea 2:

Details:

Supporting idea 3:

Details:

Concluding sentence:

16 UNIT 1 BUILDING COMMUNITY 17

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Reflect activities give students moments to pause,

think critically about what they are learning, and
check their understanding.

A step-by-step approach to the writing process along

with relevant grammar helps students complete the
final writing task successfully.
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Reading & Writing, Level 3, Unit 1
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Reading & Writing, Level 3, Unit 1
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Reading & Writing, Level 3, Unit 1
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Reading & Writing, Level 3, Unit 1
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Reading & Writing, Level 3, Unit 1
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Reading & Writing, Level 3, Unit 1
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Reading & Writing, Level 3, Unit 1
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Reading & Writing, Level 3, Unit 1
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Reading & Writing, Level 3, Unit 1
Relatable, student-centered content combined with essential academic-skill
instruction make the new six-level Reflect series unique. As students interact
with the engaging content, they not only master English but also navigate
their place in the world. Reflect builds students’ confidence and helps them
achieve their academic, professional, and personal goals.

For ISBNs, more Or contact your local

information, or to order, representative at
please visit ELTNGL.com/repfinder
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