Comparing Social Relationships In Animals And Humans Compress - Tài liệu tổng hợp
UNIT OVERVIEW The theme of this unit is social interactions in the animal and human world. From social relationships in the wild to those in human workplaces, students learn about and discuss our similarities with animals. • READING 1: Human behavior in the workplace shares a number of similarities with animal behavior in the wild. • VIDEO: A wildlife organization cares for orphaned baby elephants so that they can eventually live with other elephants in the wild. • READING 2: Three studies of animal behavior in the wild reveal some interesting insights about gender roles in the animal world. Tài liệu được sưu tầm giúp bạn tham khảo, ôn tập và đạt kết quả cao trong kì thi sắp tới. Mời bạn đọc đón xem !
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SOCIAL RELATIONSHIPS 1
A C A D E M I C T R A C K
• Discuss the photo as a class. What words describe the
relationship they see in the picture? (warm, loving, Behavioral Science caring, etc.)
• Discuss the questions as a class. For question 1, elicit
A C A D E M I C S K I L L S
examples of animals that live in groups. Use this as READING
Identifying main and supporting
an opportunity to review words for social units of ideas
animals: pack (dogs/wolves), pride (lions), herd (cows WRITING Writing body paragraphs
and other large mammals), flock (birds, sheep), school
(fish, dolphins, whales), swarm (bees and other flying GRAMMAR Making comparisons
insects), colony (ants, penguins). For question 2, ask
CRITICAL THINKING Analyzing evidence
students to reflect on animal and human social
behavior in regard to groups and families. Note that UNIT OVERVIEW
students will be asked to compare animal and human
behavior in their writing task at the end of the unit.
The theme of this unit is social interactions in the animal
and human world. From social relationships in the wild ANSWER KEY
to those in human workplaces, students learn about and
discuss our similarities with animals. THINK AND DISCUSS
• READING 1: Human behavior in the workplace shares a
Answers will vary. Possible answers:
number of similarities with animal behavior in the wild.
1. Other animals that live in social groups include
mammals such as horses, lions, elephants, wolves,
• VIDEO: A wildlife organization cares for orphaned baby
dolphins, and whales; fish; insects such as bees,
elephants so that they can eventually live with other
ants, and wasps; birds such as penguins, geese, and elephants in the wild. sparrows.
• READING 2: Three studies of animal behavior in the
2. Many animals stay with their families when they are
wild reveal some interesting insights about gender
young, as humans do. Many animals take care of and roles in the animal world.
protect others in their social groups. Animals that
Students draw on what they have read and watched
live in groups fight sometimes, just like humans.
to write two paragraphs comparing animal and human
behavior. The unit prepares them for the writing task by 15 MINS
introducing vocabulary to talk about social interactions,
EXPLORE THE THEME (pages 2–3)
along with reviewing the basic concept of main ideas
The opening spread highlights some similar behavioral
and supporting ideas in paragraphs. It teaches language
characteristics between humans and other primates.
for making comparisons, and how to organize body
• Allow time for students to study the spread and answer
paragraphs in an essay. It also takes students through the the questions individually.
steps of brainstorming and planning, and shows them
• Check answers as a class. For question 2, ask students
how to revise and edit their paragraphs.
whether they think humans or animals are better 5 MINS communicators.
THINK AND DISCUSS (page 1) ANSWER KEY
The photo shows a polar bear mother with her cubs,
illustrating a strong social relationship. The title and EXPLORE THE THEME
questions help prepare students for the subject matter A 1. monkeys and apes covered in the unit.
2. Both humans and other primates communicate and
• Have students study the picture, title, and caption.
use tools. Both also live in social groups where they
Elicit the meaning of cubs. (In this case, cubs refers to
care for one another and take care of their young. the baby polar bears.) B treat; interact; care for 1
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Bringing the world to the classroom and the classroom to life NGL.Cengage.com/ELT A PART OF CENGAGE
ALL RIGHTS RESERVED – NOT FOR RESALE Reading 1
1.01 Have students read the passage individually, or Ideas for … EXPANSION
D Critical Thinking: Analyzing Evidence
play the audio and have students read along.
A vocabulary notebook is a great way for students to
The Critical Thinking box explains evidence that authors
use to support their arguments, such as examples, 30 MINS
build their vocabularies. Demonstrate on the board OVERVIEW OF THE READING
PREPARING TO READ (page 4)
how to write new words in the notebook, and include
quotations from experts, and statistics. Discuss how this
The passage describes how human behavior in the office
details such as part of speech, meaning, translation, and
kind of evidence strengthens an essay or article. Tell A
echoes primate behavior in the wild, as observed by Building Vocabulary
an example sentence. (Example: criticize [verb]: to speak
students that evidence makes the content more believable
Richard Conniff, author of The Ape in the Corner Office. For
to the reader. For the exercise, students are asked to refer
Building Vocabulary exercises introduce students to
badly of something or someone. “The author criticized the
example, both humans and other primates use social
back to sections of the reading to find evidence.
key vocabulary items from the reading passage. The
new movie in the article.”)
networking to move up the ladder to improve their
• Allow students time to refer to the passage to find
paragraph is related to the reading passage. It describes
status. Ambitious individuals in both worlds make an
the evidence. Note that the subheadings in the chart
aggressive behavior in the workplace, motivations ANSWER KEY
effort to create social connections with leaders of their
(e.g., statistics) indicate the type of evidence students
behind it, and how it can negatively affect a working PREPARING TO READ
communities. In addition, aggressive behavior may be should look for.
environment. Students should use context from the
rewarded in the short run, but it leads to isolation in the
• Check answers as a class.
sentences as clues to identify the part of speech of each A 1. conflict long run.
vocabulary item and match each one to its definition. 2. behavior E
Online search terms: Richard Conniff, The Ape in the Corner
Critical Thinking: Evaluating Evidence
• Have students work individually to complete the 3. aggressive Office
Students are next asked to evaluate the evidence that exercise. 4. motivation •
they compiled in exercise D.
Check answers as a class. Elicit example sentences for 5. 60 MINS
UNDERSTANDING THE READING
• Have students work in groups. each vocabulary item. criticize 6. ambitious (pages 8–9)
• Ask each member to identify which piece of evidence B Using Vocabulary 7.
they think is the weakest and why. status A Understanding Purpose
• Then have group members discuss what kind of
Students should practice using the new vocabulary items B
Answers will vary. Possible answers:
Students are asked to determine the reasons why Conniff
evidence could be added to make the argument while answering the questions.
1. I’m not very ambitious. I prefer to have fewer
wrote his book The Ape in the Corner Office. • stronger.
Have students work in pairs to answer the questions.
responsibilities and more free time at work. /
• Have students work individually to complete the
• Discuss answers as a class. Elicit responses from each
If necessary, provide some prompts to help with their
I think I’m rather ambitious. I get a sense of activity. group.
discussion. (1. I’d rather be … because …; 2. If I had an
achievement whenever I accomplish challenging
• Check answers as a class. Discuss where students found
aggressive coworker, I’d probably …) goals. F the reasons. Inferring Meaning
• Check answers as a class. Elicit example answers from
Students are asked to guess the meaning of a word from students.
2. If an aggressive coworker yel ed at me in a B Summarizing
meeting, I would try to act calmly. But afterward,
its context in the reading. Discuss why doing this can C Brainstorming
I would probably feel negatively toward that
Students are asked to complete a summary of the
be better than relying on a dictionary. (Possible answer: reading.
Stopping to look up words can affect reading fluency
Students should think of at least two ideas for each person.
• Have students work individually to complete the
and interfere with comprehension.) Note that students
question. Offer students one or two examples before C
Answers will vary. Possible answers:
activity. Point out that each answer is only one word.
use a three-step process in this exercise. First, they find
they begin. (Examples: work on a project team; help each
1. Employees cooperate when working in teams,
• Have students form pairs to compare answers.
and underline the words in the passage. Second, they other find food)
when finding a solution to a problem, when
• Discuss answers as a class. Ask what clues the students •
use context to deduce the meaning of the words. Third,
Allow students time to brainstorm ideas in small
supporting the company to succeed, etc. used to get their answers.
they complete the definitions of the words. groups.
2. Primates cooperate by sharing food, by •
• Have students underline the four words in the reading.
Discuss as a class. Create a large class Venn diagram C
protecting each other from predators, by helping Categorizing
• Ask them to read the sentences around the one
on the board with examples of human and animal
to take care of babies together, etc.
This exercise requires students to group examples of containing the target word.
cooperation in social settings. D
Answers will vary. Possible answers:
workplace behavior and wild primate behavior.
• Have students work out the part-of-speech of the D Predicting
Both humans and wild primates can sometimes
• If necessary, review how to complete a Venn diagram. target word.
Make sure students understand that the overlapping
• Ask them to then complete the definitions.
Predicting what a passage is about before reading it
get into a conflict. Humans also work together in
section is for the behaviors that both animals and
• Check answers as a class.
helps the reader understand the passage better later on.
teams, like primates in the wild. Humans in the humans exhibit.
In this reading passage, the title, captions, and headings
office may also compete with one another, which G
• Have students work individually to complete the activity.
Critical Thinking: Reflecting
provide clues about the passage content.
is similar to primate behavior in the jungle.
• Have them form pairs to compare answers. •
When reading someone’s argument, it is useful for students
Allow students time to skim the title, captions, and
• Discuss answers as a class. If there is time, compare this
to draw connections to what they already know. It will help headings.
Venn diagram with the one on the board that the class •
them better evaluate the points presented.
Have students work in pairs to write three ideas.
completed for exercise C of the Preparing to Read section. •
• Have students write down their own answers
Discuss answers as a class. Revisit this question after
individually before discussing them in pairs.
students have completed the reading.
• Discuss answers as a class. Ask for volunteers to share
any experiences that support or contradict the content of the reading passage. 2 UNIT 1
S O C I A L R E L AT I O N S H I P S 3
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DEVELOPING READING SKILLS ANSWER KEY Video (page 10)
UNDERSTANDING THE READING
DEVELOPING READING SKILLS
A 1, 4 (See Paragraphs B and C.)
Reading Skill: Identifying Main and
A 1. S; 2. S; 3. S; 4. (extra); 5. M Supporting Ideas B 40 MINS
VIEWING: ELEPHANT ORPHANS (See Paragraph C.) B how: 1; what: 3; why: 2
The Reading Skill box explains that the main idea of a (pages 11–12) 1. cooperate C
Answers will vary. Possible answers:
paragraph, which is expressed in its topic sentence, is 2. conflict
Main Idea 1: Although cooperation is more Overview of the Video
supported with information to answer questions such 3. networking
as how, what, why, and when. Supporting ideas include
common in groups, both humans and other
Elephants are social creatures that live in herds. Baby 4.
primates sometimes use conflict in order to gain hierarchies
examples, statistics, quotations, etc. Supporting ideas
elephants spend years living with their mothers in the status.
provide a more detailed explanation of the main idea and
wild. So when an elephant is orphaned, it is a challenge 5. aggressive
also make it more convincing. For example, quotations
Supporting Ideas: People sometimes shout
to provide it with what it needs to grow into a healthy, C office workers: a, i
can be used to give an expert’s opinion.
or intimidate others to make a point or win an
social adult. The David Sheldrick Wildlife Trust is an wild apes: e, f, h, j
argument.; Apes show aggression by pounding
organization that has been caring for orphaned baby
A Identifying Main and Supporting Ideas Both: b, c, d, g
their chests, screeching, or hitting trees.
elephants for over 40 years. Caretakers stay with the
Students are asked to read a paragraph and then identify
baby elephants all day and night to give them the same
D Cooperation versus Conflict: Chimps spend OR
its main idea and supporting ideas.
amount of social interaction that they would have in the
about 5 percent of the day being aggressive, but
Main Idea 2: However, Conniff notes that conflict
• Allow time for students to read the paragraph.
wild. The organization aims to re-introduce the orphans
15 to 20 percent of the day grooming each other.
does not gain long-term success for either
• Have them work individually to complete the exercise.
back into the wild eventually. As a species, elephants are (See Paragraph C.) species.
• Check answers as a class.
being threatened by human activities such as poaching
The Value of Networking: Research by Frans de
Supporting Ideas: When bosses criticize their
and urban development, which means any effort to save
Waal, a primatologist, shows that chimps often
B Identifying Main and Supporting Ideas
employees, treat them unfairly, or make their
these orphans is an effort to save the species.
use their networking skil s to strengthen their
working lives difficult, employees become
Students are asked to think more deeply about their
Online search terms: The David Sheldrick Wildlife Trust
social status or to get ahead. (See Paragraph D.)
stressed, lose motivation, and quit their jobs.; answers to exercise A.
The Importance of Hierarchies: Young people
When apes are aggressive, they chase other apes
• Have students work in pairs or in small groups. Ask
speak softly and avoid eye contact; young chimps away. BEFORE VIEWING
them to discuss what helped them recognize a main
make themselves look smaller. (See Paragraph F.) idea versus a supporting idea. A Predicting
The Limits of Aggression: Human employees
• Then have them discuss what questions about the
The photo shows the caretakers from The David Sheldrick
lose motivation and quit if treated aggressively;
main idea are answered in the supporting idea.
Wildlife Trust feeding the elephants under their care.
aggressive apes chase other apes away. (See
• Discuss as a class. Elicit answers for each supporting
• Have students read the photo caption and think about Paragraph G.)
detail. Ask whether all the other groups agree.
the kind of care baby elephants need (food, social E
Answers will vary. Possible answer: Adding an C Applying interaction, etc.)
example from a specific case study could help
• Discuss answers as a class.
strengthen the quote in The Value of Networking.
Students are asked to identify the main ideas and
supporting details in a paragraph from the reading. Note B
F 1. useful (Paragraph H: …is more beneficial for both
Learning About the Topic
that there are two possible main ideas. humans and primates.)
The paragraph prepares students for the video by
• Allow time for students to reread Paragraph G.
2. competing (Paragraph E: They see a main rival
familiarizing them with one of the major threats to
• Have students compare what they underlined with a sitting…)
elephant populations: poachers. Inform students that partner.
there is more than one answer to each question.
3. frightened (Paragraph G: People sometimes shout
• Check answers as a class.
• Have students read the paragraph and answer the
or intimidate others…) questions individually.
4. connected to (Paragraph D: They create tight social
• Have them form pairs to check their answers. bonds…)
• Initiate a class discussion. Ask whether students have
G Answers will vary. Possible answers: I speak
ever seen an item made from ivory. What is the attitude
politely when talking to my boss at my part-time
in their country toward the ivory trade?
job. / I once had an aggressive coworker who C
got promoted! Nobody liked him, but he was Vocabulary in Context rewarded by the company.
This exercise introduces students to some of the key
words used in the video. Students use context to deduce the meaning of the words.
• Have students work on the exercise individually.
• Have them form pairs to check their answers.
• Discuss as a class. Elicit example sentences for each word. 4 UNIT 1
S O C I A L R E L AT I O N S H I P S 5
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PW_RW_24855_TG3_U01_001-012_ptg01.indd 4 06/04/18 1:31 pm ANSWER KEY AFTER VIEWING Reading 2 B
Answers will vary. Possible answers: BEFORE VIEWING A Reacting to the Video
1. Establishing a routine can help me with time
A Answers will vary. Possible answer: The elephants
Students are asked to think about how the shelter is able
management and help reduce stress in my life. 30 MINS
need someone to feed them and interact with
to help the elephants, as well as the shelter’s limitations.
PREPARING TO READ (page 13)
2. Some benefits of living in an extended family them.
• Allow time for students to work individually to answer
include having a lively household and having B A
Answers will vary. Possible answers: the questions. Building Vocabulary
people to help take care of each other. Some 1.
drawbacks include lack of privacy and maybe
In some cultures, products made from ivory are
• Have them discuss their answers in pairs.
The sentences in the box contain ten vocabulary items more family arguments!
thought to have special significance. / Some
• For question 1, have a class discussion so students
that appear in the reading passage. Students should use
people are unaware of the il egal hunting of
can express their ideas. For question 2, have the class
contextual clues to deduce the meaning of the words. C a
elephants for the purpose of collecting ivory.
brainstorm ways in which The David Sheldrick Wildlife
• Have students complete the task individually.
Trust helps or does not help stop poaching. Write ideas 2. •
Stricter laws can be set to reduce poaching. /
Check answers as a class. Elicit example sentences for on the board.
1.02 Have students read the passage individually, or
Governments and organizations could make each vocabulary item.
play the audio and have students read along.
people more aware of the il egal ivory trade and
B Critical Thinking: Synthesizing
See Vocabulary Extension 1 in the Student Book for
discourage them from buying ivory products.
additional practice with pre-.
Students draw on information from both the Explore the OVERVIEW OF THE READING C 1. maternal
Theme section and the video to formulate their answers. B Using Vocabulary
Three studies reveal interesting details about social
2. slaughter (Note: The word slaughter usually refers
• Have students discuss their ideas in pairs.
Students should use the new vocabulary items while
relationships among different species, particularly in
to kil ing in an especial y violent or cruel way.)
• If time permits, discuss their ideas as a class. discussing the questions.
regard to gender. Although elephants are known for 3. caretaker
their strong matriarchal bonds, males also form their own ANSWER KEY
• Have students work in pairs to answer the questions. If 4. reintroduction
necessary, provide prompts to support their discussion.
social groups with hierarchies and strong social bonds. AFTER VIEWING
(1. Establishing routines can help…; 2. When you live in an
A study of gelada baboons reveals that it is the females A
extended family, you…)
who control the family group. Finally, a third study WHILE VIEWING
Answers will vary. Possible answers:
reveals that young chimpanzees express gender roles
1. The elephants will face many dangers when they
• Check answers as a class. Elicit example answers from
through their play activities. The studies were featured in
A Understanding Main Ideas are reintroduced to the wild. students.
articles published by National Geographic.
Have students read the items before playing the video.
2. The Trust may help prevent poaching by C Predicting
Online search terms: Chimp “Girls” Play With “Dolls” Too; King
• Have them complete the task while the video is
educating others about the existence of baby
Students are asked to read the title and headings to
of the Hill? by Virginia Morrell playing.
elephants that have been orphaned because of
find a connection between the sections in the reading
• Check answers as a class. Elicit some other challenges
poachers, but the video does not mention any passage. that the caretakers face.
specific efforts made to stop poachers directly. 60 MINS
UNDERSTANDING THE READING
• Allow time for students to skim the title and headings. (pages 17–18) B B
Answers will vary. Possible answers: Both primates Understanding Details
• Have students form pairs to check their answers.
and elephants share with humans a need for
A Understanding Main Ideas
Have students read the questions and write any answers
social interaction. / Both live in social groups or ANSWER KEY
they recall from the first viewing before playing the video families.
Students are asked to identify the main idea of each a second time. PREPARING TO READ
section of the reading passage.
• Play the video again. Have them complete the task A 1. generally
• Have students work individually to complete the while the video is playing. activity. 2. intense
• Check answers as a class.
• Check answers as a class. Ask students how they 3. extended family
identified the main purpose of each section. ANSWER KEY 4. social structure
B Identifying Main and Supporting Ideas WHILE VIEWING
5. gender (Note that gender mostly refers to social
Students are asked to identify the main and supporting A
and cultural aspects of being male or female, not c to biological sex.) ideas in Paragraphs D–F.
B 1. milk / food / social interaction / play
• Complete the first item as an example for the class. 6. establish
2. The caretakers stay with the elephants 24 hours
• Then allow students time to work individually. 7. discipline
a day. / Blankets are used to mimic maternal
• Check answers as a class. warmth. 8. observe
3. Both human babies and elephant babies like to 9. replace
play; they ignore your warnings about what not 10. previously
to do and where not to go; and both also need
social interaction to feel safe. 6 UNIT 1
S O C I A L R E L AT I O N S H I P S 7
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PW_RW_24855_TG3_U01_001-012_ptg01.indd 7 06/04/18 1:31 pm C Understanding Details ANSWER KEY Writing D Language for Writing
Students complete details about the passage, using no
UNDERSTANDING THE READING
Students use the expressions for making comparisons
more than three words in each space.
A 1. b; 2. a; 3. a
and the chart from Reading 2 to write three comparison
• Allow students time to work individually. B OVERVIEW Paragraph D: sentences.
• Check answers as a class. Discuss where students found
M: (the) power, S2: during the day /
In this section, students learn about the function of
• Explain that students can choose any pair of animals to the relevant information.
every day, S3: their mate/mates
write about, and that it is all right to vary the pairs (or Paragraph E:
body paragraphs in an essay. The lesson starts by
M: separate groups, S1: family male, D not) in each sentence.
Critical Thinking: Analyzing Evidence
teaching language for making comparisons and then S2: invite
reviews the basic structure of an essay, focusing on
• Have students work individually to write the sentences.
Students practice the critical thinking skill introduced in
Paragraph F: M: replaced, S: stay on
body paragraphs. In the Writing Task, students apply
• Have them form pairs to compare answers.
the Understanding the Reading section in Reading 1.
C 1. status (See Paragraph C.)
what they have learned by writing two body paragraphs
Alternatively, check answers as a class, eliciting sample
• Have students work in pairs.
2. Older males / Older male elephants (See
comparing the behavior of humans and another animal sentences from students.
• Check answers as a class. For each piece of evidence, Paragraph C.)
species. Students begin with a brainstorming exercise
discuss briefly how it helps support the main ideas of
before they learn how to select, organize, and combine ANSWER KEY
each section. This prepares students for exercise E.
3. family male / primary male (See Paragraph D.)
information. Finally, they check for common mistakes 4.
EXPLORING WRITTEN ENGLISH
grandfather (See Paragraph F.)
E Critical Thinking: Evaluating Evidence with comparison expressions. A 1. 5. S
active play / climbing, jumping, etc. (See
Students evaluate the effectiveness of the evidence from Paragraph H.) 2. S the previous exercise.
6. motherhood (See Paragraph I.) 30 MINS
EXPLORING WRITTEN ENGLISH 3. D
• Have students work in pairs to share their opinions (pages 19–21) 4. S
about the evidence from exercise D.
D 1. study / research study • 5.
If necessary, review what makes a piece of evidence 2. primatologist A Noticing D
convincing. (Convincing evidence is believable and 3. caretaking
While completing the exercise, students should notice LANGUAGE FOR WRITING
clear, and supports the author’s main idea.) 4. 14; a hundred
expressions used to show similarities and differences. B 1. both F Inferring Meaning E
Answers will vary. Possible answers:
This exercise is to be done before going over the 2. Similarly
information in the Language for Writing box.
Students first find and underline the words in the
1. Yes, I think it is convincing because the study was
• Have students complete the task individually. Tell them 3. In contrast
passage. Then they use context to deduce the meaning
done for 14 years and involved many different
to pay close attention to the language used to help them 4. Likewise
of the words. Finally, they complete sentences using the
observations of the same behavior. differentiate the sentences. 5. Unlike words.
2. I think the gelada study is the most convincing
• Check answers as a class. • C 1.
Have students work in pairs to locate the words in the
because there are many examples of the kind of In contrast,
passage and deduce their meaning. behavior being explained.
Language for Writing: Making Comparisons
2. Likewise, / Similarly,
• Have them complete the sentences using the words.
F 1. pecking order (Paragraph C: “in dry years, the strict
The Language for Writing box reviews expressions for 3. , while / , whereas
• Check answers as a class.
pecking order they establish benefits…”)
making comparisons. Go over each expression and its use.
4. , on the other hand,
G Critical Thinking: Synthesizing
2. mimicked/mimics/was mimicking (Paragraph H:
Note that some expressions can be used at the beginning
5. Similarly, / Likewise,
Kanyawara chimps played with sticks mimicked…)
of a sentence or within a sentence. Highlight how
Students draw on information from each section of the
D Answers will vary. Possible answers:
(Note: The spel ing of the verb mimic changes
commas should be used when some of these expressions
reading passage. They can also refer to Reading 1 for
Forming social bonds is important for both
depending on form: mimic, mimics, mimicked,
appear at the start of a sentence, or within a sentence. more information on chimps. elephants and primates. mimicking)
• Have students work individually to complete the chart. B Language for Writing
Elephants live in a matriarchal family. Similarly,
• Then have students discuss their ideas in pairs.
3. offspring (Paragraph D: …eight adult females, their
Students are asked to refer back to exercise A and
gelada families are led by females.
• If time permits, discuss students’ ideas as a class. offspring, and…)
underline the phrases used to indicate either similarity or 4.
Unlike female elephants, female chimpanzees
in captivity (Paragraph G: …rhesus monkeys often difference.
don’t necessarily have the most power in their
Ideas for … EXPANSION
play with dol s in captivity.)
• Have students complete the activity individually. family group.
Have students work in small groups. Ask them to find
G chimpanzees: hierarchy is important, forming
• Check answers as a class.
out about another animal species with interesting social bonds is important C
gender roles. Allow groups time to go online and
elephants: females control the group, hierarchy is Language for Writing
gather information. Have each group share with the
important, forming strong bonds is important
Students are asked to complete the sentences using
class 2–3 interesting things about how gender roles
geladas: females control the group, forming
words or phrases for expressing similarities or differences.
influence the social structure of that species.
social bonds is important (See Explore the Theme
Tell students to refer to the Language for Writing box, if
for importance of primate social bonds.) necessary.
• Have students work individually to answer the questions.
• Check answers as a class. 8 UNIT 1
S O C I A L R E L AT I O N S H I P S 9
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Writing Skill: Writing Body Paragraphs 60 MINS ANSWER KEY REVISING PRACTICE WRITING TASK (page 23) (page 22)
The Writing Skill box introduces the typical structure of an
The Revising Practice box contains an exercise that
essay, with a focus on body paragraphs in comparison WRITING TASK A Brainstorming
demonstrates several ways students can improve their
essays. Each body paragraph expresses one main idea to
A Answers will vary. Possible answers: first drafts.
support the thesis of an essay. In a comparison essay, the
Remind students that brainstorming is a useful first Animal: elephant
• Allow students time to analyze the two drafts and
body paragraphs may focus only on similarities or only
step for gathering ideas before writing. Read the Goal complete the exercise.
Notes: strict social hierarchy, cooperation over
on differences, or they can be split to have one focus on
box aloud so students are familiar with the writing task
• Check answers as a class. Ask students to identify each
conflict, matriarchal, travel together, young ones
similarities and one on differences. Note that an example
before brainstorming. Students are asked to compare the
change and explain how it makes the revised draft
stay with mothers for a long time
body paragraph comparing wolves and dogs is in exercise E.
behavior of one animal species with human behavior. stronger.
When brainstorming, students should list as many ideas B
Answers will vary. Possible answers:
E Analyzing Body Paragraphs
that closely relate to the animal’s behavior as possible. D
Thesis Statement: Elephants and humans are Revised Draft
Students read an example body paragraph in an essay
Ideas should be briefly worded. They need not be listed
similar in some ways, but different in others. They
Students should apply the revision techniques used
comparing dogs and wolves. Tell students to use the tips in any order.
both form important social bonds with others,
in the Revising Practice box to their own drafts, where
in the Writing Skill box to answer the questions about the
• Explain that students can use any of the animal species
but they differ in terms of social structures. applicable. body paragraph.
that they read about in the unit or another species that Body Paragraph 1
• Explain to students that they will be using the
• Allow students time to read the paragraph. they are familiar with.
Topic Sentence: In both elephant herds and
questions as a guide for checking and improving their
• Have students work on the exercises individually.
• Tell students to use the questions in the exercise to
human families, social bonds are key. drafts.
• Have them form pairs to check their answers. help them brainstorm.
• As a class, go over the questions carefully to make sure
Supporting Ideas/Details: Elephants stay with
• Discuss the answers as a class. Go over each answer in
• Allow students time to work individually and write their students understand them.
their mothers for many years, as humans do; older
item 3 to review the different parts of the paragraph. ideas.
• Allow students time to revise their paragraphs.
• Have them share their ideas in pairs and give each
male elephants teach younger males, etc. ANSWER KEY other feedback. Body Paragraph 2
Topic Sentence: Unlike humans, elephants tend EDITING PRACTICE WRITING SKILL B Planning
to interact mostly with those of the same gender. E 1. a difference
The Editing Practice box trains students to spot
Students should choose two points of comparison to
Supporting Ideas/Details: Adult female
and correct common errors related to comparison
2. their relationships with humans
write about. As students have not been introduced to the
elephants cooperate to raise families together;
expressions. As a class, go over the information in the box
3. a. One way that dogs and wolves differ is in their
thesis statement yet, two partially completed ones have
adult male elephants live in groups with other
carefully to make sure students understand what to look relationships with humans.
been provided. They are to complete the suitable thesis males. out for.
b. Dogs are generally friendly and helpful around
statement. Remind students that complete sentences
• Allow students time to complete the exercise humans.
are not necessary for their outline details. It is more individually.
important to focus on organizing their information.
c. Wolves, on the other hand, are shy and fearful
• Check answers as a class by asking students to read
• Allow time for students to complete their outlines of humans.
their corrected sentences aloud and explain the errors.
individually. Provide assistance as needed.
d. For example, dogs helped early humans hunt. C ANSWER KEY
e. One reason for this is that wolves are general y First Draft REVISING PRACTICE
afraid of anything that is unfamiliar.
Have students write a first draft of their paragraphs based on their outline. c, d, a, b
• Allow time for students to complete the task EDITING PRACTICE
individually. Provide assistance as needed. Refrain from
error correction at this point.
1. The use of tools among goril as is similar to the
use of tools among chimpanzees.
2. Dogs are not capable of using language. In
contrast, some apes are able to communicate using human sign language.
3. Horses help farmers by pul ing carts. Likewise, dogs help by herding sheep.
4. Cats in the wild have to hunt for food. House cats,
on the other hand, get their food from humans.
5. Chimpanzee mothers and daughters form strong
bonds. Similarly, adult female elephants form
close relationships with young females in the family. 10 UNIT 1
S O C I A L R E L AT I O N S H I P S 11
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Have students apply the skills taught in Editing Practice to
Students can work in groups on this recap of the unit.
their own revised drafts and check for any other errors.
For question 1, encourage students to use the target
• Allow students time to edit their drafts.
vocabulary words when appropriate. For questions 2 and
• Walk around and monitor students as they work.
3, encourage them to check the relevant pages of the Provide assistance as needed. unit for answers.
• Collect their work once they have completed it.
• Discuss the two questions as a class. For question
• Allow students time to answer the three questions in
A C A D E M I C T R A C K
• For the next class, show anonymous examples of good
1, elicit examples of some kinds of technology that groups. paragraphs and common errors. Technology / Genetics
assist in the investigation of crimes (for example,
• Ask each group to present its answer for question 1.
fingerprinting, CT scans, DNA matching, CCTV footage,
A C A D E M I C S K I L L S Ideas for … EXPANSION
etc.). For question 2, ask students to briefly share any READING
Identifying a sequence of events
examples they know of crimes that were solved thanks
Have students work in groups of three to review and
to technology. These could be famous cases or local
edit each other’s paragraphs further. Ask each group WRITING Writing a summary cases that they know about.
member to read another’s paragraphs and try to do GRAMMAR Paraphrasing the following:
CRITICAL THINKING Analyzing levels of certainty
• Correct one error in grammar, spelling, etc. ANSWER KEY
• Give one compliment. UNIT OVERVIEW THINK AND DISCUSS
• Give one piece of feedback to help improve the
The theme of this unit is how technology helps scientists
Answers will vary. Possible answers: paragraphs.
solve mysteries, particularly in regard to crime. From
1. Technology can reveal more evidence that helps
Allow students time to read each other’s paragraphs,
modern unsolved cases to ancient mysteries, students learn
match a criminal to a crime. Technology can be used
take notes, and then discuss their feedback.
how technology helps us uncover many hidden truths.
to interpret evidence that is too small for the human
• READING 1: Three formerly unsolved cases get solved eye to see.
with the help of modern technology.
2. In 2018, police solved a murder case after they found
• VIDEO: An ancient murder in the mountains is
a photo of the suspect and the victim on social
explained more fully, and scientists learn useful
media. The murder weapon had matched an item
information that can help us today. on the suspect in the photo.
• READING 2: After discovering the Egyptian pharaoh
King Tutankhamun’s tomb, archaeologists were able to
use technology to learn more about his death, his life,
15 MINS EXPLORE THE THEME (pages 26–27) and his family.
Students draw on what they have read and watched to
The opening spread explains DNA and DNA phenotyping in
write two paragraphs that summarize sections of a reading
more detail. This new technology helps investigators identify
passage in the unit. The unit prepares them for the writing
some basic characteristics of a criminal’s appearance.
task by introducing vocabulary for talking about crimes and
• Allow time for students to study the spread and answer
technology, as well as teaching language for describing the questions individually.
time. It also teaches students ways of paraphrasing
• Check answers as a class.
information and how to write a summary. Finally, it takes
students through the steps of brainstorming and planning, ANSWER KEY
and shows them how to revise and edit their summaries. EXPLORE THE THEME 5 MINS
A 1. eye color, natural hair color, shape of facial
THINK AND DISCUSS (page 25) features, geographic ancestry
The scene shows a picture of the results of a CT scan of
2. age, weight, dyed hair color, facial hair
the mummy of King Tutankhamun. Students will read B
suspect; commit; determine (Note: The verb
more about this investigation in Reading 2. The title and
commit is used in the unit primarily in reference
questions help prepare students for the unit’s theme.
to criminal behavior—commit a crime; commit
• Have students study the picture, title, and captions.
murder, commit theft, etc.).
Elicit the meaning of investigation (an organized
examination) and crime (an illegal activity).
• Discuss the photo as a class. Whose skull is pictured in
the scan? (King Tut: His name is in the top left corner of
the screen and in the caption.) 12 UNIT 1 13
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Answers will vary. Possible answers: B Understanding Details
F Critical Thinking: Evaluating
1. Police detectives need to be good at paying
Students are asked to identify each piece of information
Students are next asked to evaluate the evidence from
attention to small details. They also need to be
as true, false, or not given. The exercise is based on
the reading passage and draw their own conclusions
30 MINS PREPARING TO READ (page 28)
good at seeing possible connections between
information in Paragraphs D and E.
about the Iceman. What really happened to him? clues to solve a crime.
• Have students work individually to complete the
• Have students work alone to write notes before they A Building Vocabulary
2. I don’t think I’d be great at investigating a mystery activity.
discuss their ideas in pairs or small groups.
• Check answers as a class.
• Have group members or partners discuss the evidence
The paragraphs describe two common forms of
because I often forget details. / I think I’d be good
• Elicit where in the reading passage students found the
and their ideas and conclusions.
technology used in solving crimes: CT scanning and
at investigating mysteries because I like solving relevant information.
• Discuss answers as a class. Have each group present their
fingerprinting. Students should use context from the puzzles.
ideas to the class about what happened to the Iceman.
sentences as clues to match the vocabulary items to their C
Answers will vary. Correct answers: The crimes C Categorizing
definitions. A couple of words have similar definitions,
discussed are robbery and murder. DNA matching
This exercise requires students to identify the pieces of ANSWER KEY
so students should try to differentiate them using the
from humans and plants, as well as CT imaging
evidence that are related to each crime. part of speech.
technology, helped detectives uncover details
UNDERSTANDING THE READING •
• If necessary, review how to fill in a mind map. Make
Have students work individually to complete the exercise.
that led to the cases being solved.
A 1. d (See Paragraph C.) •
sure students understand how each bubble connects
Check answers as a class. Elicit example sentences for
to the next. Explain that their answers (a–g) only go in
2. a (See Paragraph E.) each vocabulary item.
1.03 Have students read the passage individually, or the “Evidence” bubbles.
3. e (See Paragraph G.) B Using Vocabulary
play the audio and have students read along.
• Have students work individually to complete the activity.
B 1. T (Explanation: Paragraph D: …police found a pager
• Have them form pairs to compare answers.
Students should use the new vocabulary items while
at the scene of the crime that led them to a suspect.)
• Discuss answers as a class. Which evidence was most discussing the questions. OVERVIEW OF THE READING
2. NG (Explanation: There is no information about •
crucial for solving each crime?
Have students work in pairs to answer the questions.
The passage describes three criminal cases where
them being friends or strangers.)
If necessary, provide some prompts to assist with their
technology played a part in uncovering clues, from a
D Critical Thinking: Analyzing Certainty
3. NG (Explanation: There is no information about
discussion. (1. Some skills police detectives need are … This
recent robbery case to a murder that occurred over 5,000
The Critical Thinking box explains language used to when he bought the truck.)
is because they need to …; 2. I think I’d be great / I don’t think
years ago. In the first case, a leech that attached itself to a
express levels of certainty. If necessary, draw a chart
4. F (Explanation: Paragraph D: The suspect admitted
I’d be great at investigating a crime or mystery because …)
robber provides detectives with DNA evidence that they
to giving the suspect a ride…) •
on the board with example words in these categories:
Check answers as a class. Elicit example answers from
are able to finally match years later. In the second, plant
Factual/Certain, Mostly Certain, and Not Certain. It will students.
5. T (Explanation: Paragraph E: This proved that the
DNA on a man’s car leads to his conviction for a murder.
help students as they complete exercises D and F. In this
truck had definitely been to the crime scene…) C Predicting
In the third, CT imaging on an ancient mummy shows
exercise, students identify the writer’s level of certainty in C
scientists that the man was killed by an arrow to his back.
Australia robbery evidence: c, e, i, j
sentences from the reading passage.
In this reading passage, the first paragraph and
The passage content is based on articles that appeared on
• Allow students time to complete the exercise
Arizona murder evidence: a, f, g, h, l
subheadings give useful clues about the passage’s
National Geographic’s news website.
individually. Note that students do not need to refer to
Iceman murder evidence: b, d, k
content. Students are also encouraged to think about
the reading passage to complete the exercise.
how technology could be used in solving the cases in
Online search terms: Crime-Fighting Leech Fingers Perp,
D 1. 2 (believe) 5. 3 (meant)
• Check answers as a class. Elicit the words or phrases the passage.
Iceman Autopsy, Iceman murder
2. 3 (clearly show) 6. 1 (might) •
that helped students determine the writer’s level of
Allow students time to skim the first paragraph and 3. certainty in each sentence. 3 (shows)
7. 1 or 2 (perhaps / most likely) subheadings. 60 MINS
UNDERSTANDING THE READING 4. 2 (unlikely)
• Ask students to think about the questions before (pages 32–33)
E Critical Thinking: Analyzing Certainty E
Answers will vary. Possible answers: discussing them in pairs. •
Students reread two parts of the passage to find examples
Discuss answers as a class. Revisit this exercise after
A Understanding Main Ideas
Certain: (Paragraph C) This proved that the suspect
of different levels of certainty used by the writer.
students have completed the reading.
Students are asked to indicate how technology helped
was at the scene of the crime; (Paragraph E) …the
• Allow students enough time to go back and carefully researchers solve each crime.
geneticist determined that its DNA matched the one check the passage. ANSWER KEY
• Have students work individually to complete the on the truck.
• Tell students to underline the sentence and circle the activity.
Less certain: (Paragraph B) The detectives thought the PREPARING TO READ
word that indicates the level of certainty.
• Check answers as a class. Discuss where students found
leech could have attached itself to one of the robbers…; A 1. heals 5. examine
• Have students compare and discuss their answers in the answers.
(Paragraph D) And indeed, a palo verde tree at the pairs. 2. reveal 6. analysis
scene of the crime looked like a truck might have hit it.
• Discuss answers as a class. Ask for volunteers to share 3. mysteries 7. prove
their examples from the passage. F
Answers will vary. Possible answers: 4. detectives
I think he was by himself. Some thieves were
planning to steal his valuables, and they shot an
arrow into his back. Since he was alone and not
many people go to that area, he gradual y became buried in the snow. 14 UNIT 2
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DEVELOPING READING SKILLS Video ANSWER KEY AFTER VIEWING (page 34) BEFORE VIEWING A Reacting to the Video
Reading Skill: Identifying a Sequence of Events
A Answers will vary. Possible answers:
Students are asked to think about the ethical issue
The Reading Skill box presents words and expressions 40 MINS
VIEWING: SECRETS IN THE ICE
1. Easily visible items probably included his clothes,
of doing research on a human body—one that is
that indicate how events relate to one another in a time (pages 35–36)
tattoos, tools, or anything that he had on him
mummified and over 5,000 years old.
sequence. Time markers can show whether an event Overview of the Video
that was mummified with him. With technology,
• Allow time for students to think about their answers
happened before, after, or at the same time as another
more detailed information about his age, facial and make notes if necessary.
event. Recognizing these expressions will help students
A mummy found in 1991 in the Ötztal Alps turns out
features, height, and living relatives was obtained.
• Have them discuss their answers in pairs. Encourage
understand a sequence of events more quickly when
to be a 5,000-year-old unsolved crime. With the help of
2. Answers will vary. Possible answers: Why was he
students to use the prompts provided to share their
they are scanning for information.
technology, scientists now believe the man was shot views.
from behind with an arrow. They are hoping to find even
in the mountains? Did his enemies kill him? Did
• Discuss their answers as a class. Make sure students A Analyzing
more evidence to piece together this crime puzzle in the he have a family?
understand that there is no right or wrong answer here,
Students are asked to look back at the reading passage
future. In addition to helping to explain the man’s death, B 1. nutrition and every opinion is valued.
and find the words that indicate a sequence of events.
technology has helped scientist Albert Zink find out 2. preserve B
This exercise refers to Paragraphs B and C.
more about the Iceman’s life. The video features Albert 3. insight
Critical Thinking: Synthesizing
• Allow students time to look at the reading. Ask them
Zink as he talks about the research on the Iceman and 4. gene
Students compare information from Reading 1 and
to circle the words that indicate a sequence of time.
the valuable information we can learn from him.
the video to decide how certain they feel about the
Identify one time marker as an example, if necessary.
Online search terms: Albert Zink, National Geographic,
circumstances of the Iceman’s death.
• Have students form pairs to compare their answers.
Iceman heart disease, Onward: A 5,300-Year-Old Mummy WHILE VIEWING
• Read the question aloud. Explain that students should with Keys to the Future
use words and phrases that express levels of certainty
B Identifying a Sequence
A Understanding Main Ideas in their discussions.
Students are asked to put the events in Paragraphs B and
Have students read the items silently before you play the
• Have students work in small groups to share their ideas C in the correct order. BEFORE VIEWING video.
and opinions. Ask them to support their opinions with
• Have students work in pairs. Tell them to go through A
• Have them complete the task while the video is reasons.
each event together and identify its place on the
Learning About the Topic playing.
• If time permits, discuss their ideas as a class. timeline.
The paragraph prepares students for the video by
• Check answers as a class.
• Point out that one event (a) is already given on the
providing them with a list of information about the ANSWER KEY timeline.
Iceman. It then asks them to think about what else they B Understanding Details
• Check answers as a class. Elicit the words from the
may want to know about the ancient mystery. AFTER VIEWING
Have students read the question and write any answers
reading that helped students understand the sequence
• Have students read the information individually.
they recall from the first viewing before playing the video
A Answers will vary. Possible answers: of events on the timeline.
• Have them work in pairs to answer the questions and a second time.
Yes, I think it is necessary for scientific research. share their ideas.
• Play the video again. Have students complete the task
The Iceman’s body could give us valuable ANSWER KEY
• Initiate a class discussion. Ask for volunteers to share while the video is playing.
information that helps us better understand
their answers to question 2.
DEVELOPING READING SKILLS
• Check answers as a class.
ourselves and the world. / I don’t agree with A
doing research on a human body. I think they
Paragraph B: in 2009; eight-year-old robbery case; B Vocabulary in Context ANSWER KEY
should respect his body instead.
in 2001; soon after; while; then
This exercise introduces students to some of the key B
Answers will vary. Possible answers:
Paragraph C: Eight years later; after; 2001
words used in the video. Students use context to deduce WHILE VIEWING B
I think it’s likely that that he died from being shot d, e, f, g, a, c, h, b the meaning of the words.
A 2, 3, 4, 5 (Explanation: Such an old mummy. It is
• Have students work on the exercise individually.
the only one in this region that we have here in
by an arrow, but the reason for his murder is still
• Have them form pairs to check their answers.
this region of such a high age; I think the Iceman is
unclear. Were his attackers stealing from him? Did
• Discuss answers as a class. Elicit example sentences for
so special because on the one hand, he’s perfectly
they get in a fight earlier in the day? each word.
preserved and he real y gives us unique insights
into this time that we don’t know so much about;
He contains a lot of information, also on different
diseases; the Iceman is one of our ancestors, and it
is very interesting to understand also the past and
where we came from and how they already were
able to adapt to the environment.) B
Answers may vary. Possible answers:
how he died / why he died / whether there are
other mummies nearby / who kil ed him 16 UNIT 2
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1.04 Have students read the passage individually, or D Inferring Meaning
B 1. T (Explanation: Paragraph J: While the data are still
play the audio and have students read along.
Students first find and underline the target words in the
incomplete, our study also suggests that one of the 30 MINS
mummified fetuses is Tutankhamun’s daughter and PREPARING TO READ
passage. Then they use context to figure out what the (page 37) OVERVIEW OF THE READING
words mean. Lastly, they write their own definition for
that the other may also be his child.) A
The passage is based on an article by Egyptian each word.
2. F (Explanation: The family tree infographic shows Building Vocabulary
archaeologist Zahi Hawass. In it, he explains his team’s
• Have students work in pairs to locate the words in the
that Tuyu was his great-grandmother.)
In this exercise, sentences that explain the meaning of key
efforts to uncover the mystery behind the death of
passage and deduce their meaning.
3. NG (Explanation: His height is not mentioned in
words from the reading passage are provided. Students
the young Egyptian monarch King Tutankhamun
• Have them discuss what they think each word means the passage.)
should use these to help them complete the exercise.
(often referred to as King Tut), one of the most famous
before they write their definitions. 4.
• Have students complete the task individually. Tell
T (Explanation: Paragraph K: Tutankhamun’s
pharaohs in history. He describes the steps followed and
• Check answers as a class. Note that definitions will differ
students to change the form of the words as needed to
clubbed foot and bone disease may therefore have
the technology used to investigate King Tut’s cause of
slightly based on word choice but are acceptable if the complete the sentences.
been because he had a genetic predisposition.)
death, and he provides additional details about Tut’s meanings are correct.
• Check answers as a class. Elicit example sentences for
family, which were revealed during the investigation. The
5. F (Explanation: Paragraph L: After Tutankhamun’s each vocabulary item. E
passage is an excerpt from the article King Tut’s Family
Critical Thinking: Analyzing Certainty
death, a new dynasty came to power.)
See Vocabulary Extension 2 in the Student Book for
Secrets, published in National Geographic magazine.
Students practice the critical thinking skill introduced in C a, b, c, e, g, d, f
additional practice with -ist.
Online search terms: Zahi Hawass, King Tut’s Family Secrets
the Understanding the Reading section in Reading 1.
D 1. honor (verb): to respect
• Have students work in pairs to look back at Reading 2 B Using Vocabulary
2. partial (adjective): incomplete, not whole
and find a sentence that is certain and one that is less 60 MINS
UNDERSTANDING THE READING
3. infant (noun): a newborn baby
Students should use the new vocabulary items while
certain. Review the words and phrases indicating levels discussing the two questions. (pages 41–42) of certainty, if necessary.
4. siblings (plural noun): brothers or sisters
• Have students work in pairs to answer the questions. If
A Understanding Main Ideas
• Discuss answers as a class. Ask each pair to read the E
Answers will vary. Possible answers:
necessary, provide prompts to initiate their discussions.
information that they chose from the reading, identify
More certain: (Paragraph G) …10 other mummies
(1. I think archaeologists may want to know …; 2. It is
Students identify the paragraph that corresponds to each
its level of certainty, and explain the reason.
we believed were members of his family. /
probably challenging to obtain evidence because …) main idea. F
(Paragraph J) …our study also suggests that one of
• Check answers as a class. Elicit example answers from
• Have students work individually to complete the
Critical Thinking: Analyzing Certainty
the mummified fetuses is Tutankhamun’s daughter… students.
activity. Allow them time to look back at the passage.
Students are asked to draw conclusions about the
• Check answers as a class. Ask students where they
research based on what Hawass has written about the
Less certain: (Paragraph J) One of these may be the C Predicting
found the main idea in each paragraph. reasons for Tut’s death.
mother of the infant mummies… / …she was the
daughter of Akhenaten and his wife, Nefertiti, and
Students are asked to read the title and headings to B Understanding Details
• Have students work individually to answer question
therefore probably was Tutankhamun’s half-sister.
identify two mysteries the passage focuses on.
1. Ask them to look back at the reading and find each
• Allow time for students to skim the title and headings.
Students are asked to identify each piece of information
health issue mentioned by Hawass that may have been
F 1. 2, 3, 4, 5, 6 (See Paragraph K.)
• Have students check their answers in pairs. Revisit the as true, false, or not given.
a cause of death. Tell them to pay careful attention to
2. Answers will vary. Possible answer: Maybe not.
exercise after students have completed the reading.
• Have students work individually to complete the
word choice in regard to level of certainty as they read.
Hawass uses the modal may when discussing exercise.
• Have them compare their answers to question 1 in pairs,
the possible causes of King Tut’s death in ANSWER KEY
• Have them form pairs to check their answers.
then ask them to discuss their answers to question 2.
Paragraph K, so I don’t think Hawass’ team has PREPARING TO READ
• Check answers as a class. Discuss where students found
• Check answers as a class. Do they think Hawass has completely solved the mystery. the relevant information. A 1. unclear
solved this mystery? How certain do they think Hawass
G Answers will vary. Possible answers: is about his own conclusions?
2. mentions/mentioned, archaeologist C Sequencing
Both: Scientists used technology such as DNA 3. combination
Students practice the reading skill introduced earlier in
G Critical Thinking: Synthesizing
analysis and CT imaging to examine the bodies. /
Scientists tried to determine Tutankhamun’s
4. suffered from, Moreover
the unit. They are asked to put the sequence of events
Students draw on information from the two reading
and the Iceman’s family backgrounds. / Both 5.
from the reading passage in the correct order. carried out, obtain
passages and the video to formulate their answers.
• Allow students time to refer back to the reading.
Tutankhamun and the Iceman had genetic • 6.
Have students work in pairs or small groups to sample, identity
Remind students to look for time markers to help them predispositions. complete the Venn diagram. B
Answers will vary. Possible answers:
identify the correct order of events.
• Check answers as a class.
Examination of Tutankhamun: More
Archaeologists are trying to learn about human
• Check answers as a class. Discuss where students found
information in the form of other mummies was ANSWER KEY
life in the past to help scientists understand more the relevant information.
available for scientists to study Tutankhamun. about human life today.
UNDERSTANDING THE READING
Examination of the Iceman: Scientists hope to
Archaeologists deal with very old objects, including A 1. E 4. H
use information from the Iceman to better deal
human remains, so it’s difficult to obtain proper with diseases. 2. K 5. D
evidence. First, it’s hard to find these objects. Second, 3.
the condition of the discoveries is often not great. C 6. F C 2, 3 18 UNIT 2
S C I E N C E A N D I N V E S T I G AT I O N 19
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PW_RW_24855_TG3_U02_013-022_ptg01.indd 19 06/04/18 1:27 pm Writing C Language for Writing ANSWER KEY ANSWER KEY
Students practice two of the techniques for paraphrasing WRITING SKILL WRITING TASK
by changing the part of speech of a word and choosing D a. 1
A Answers will vary. Possible answers: OVERVIEW an appropriate synonym. b. 7
Notes from A Body in the Mountains:
In this section, students learn how to write a summary.
• Have students complete the activity individually. c. 5
Iceman was kil ed over 5,000 years ago; body
The lesson starts by teaching a few methods for
• Check answers as a class, looking closely together at
was preserved by ice; CT scanning showed that
paraphrasing, and then goes on to introduce the main
how each sentence has been paraphrased. d. 3
he was shot by an arrow from behind; careful
steps in summarizing. In the Writing Task, students e. 4 ANSWER KEY
examination showed he had a previous injury
apply these lessons by writing and revising summaries f. 6
that was healing; they found food in his stomach,
of two sections of Reading 1. Students begin with
EXPLORING WRITTEN ENGLISH g. 2
which showed he was relaxed and not expecting
a brainstorming exercise, before selecting the most A a, b, c, b to fight someone, etc.
important ideas and organizing them in an outline.
Students then write drafts of their summaries, improve LANGUAGE FOR WRITING B
Answers will vary. Possible answers: 60 MINS
their drafts, and correct common mistakes related to B 1. b
WRITING TASK (page 46)
Topic Sentence: CT scanning helped scientists using synonyms. 2. c
learn about what might have happened to the A Iceman. 3. a Brainstorming
Read the Goal box aloud so students are familiar with Important Ideas: 30 MINS
EXPLORING WRITTEN ENGLISH 4. b
the writing task before brainstorming. The aim is to
The CT scan showed that he was hit from (pages 43–45) 5. c
summarize two different sections from a reading passage
behind with an arrow. An injury on his hand A 6. b Noticing
in the unit, one paragraph for each section.
was discovered to be from a few days before, C
Answers will vary. Possible answers:
• Explain that students should do their brainstorming
so it was not likely connected to his death. The
While completing the exercise, students should notice 1.
from memory. Tell them NOT to look at the sections
imaging also showed he had eaten a full meal
some of the techniques for paraphrasing (combining
preference; helpful/beneficial/of use
yet. Remind them that short notes are acceptable.
before he was kil ed, so scientists think he was not
ideas, changing the word to a synonym, changing the
2. ridden; vehicle/pickup/van/SUV (Explanation:
• As they make notes, encourage them to use their own expecting to be in danger.
part of speech). This exercise is to be done before going
Depending on the type of truck, the synonym words.
over the information in the Language for Writing box. may change.)
• Allow them time to read the sections and compare
• Have students complete the task individually. 3. discovery; murdered
their notes with the original information.
REVISING PRACTICE (page 47)
• Check answers as a class. For each question, go over
The Revising Practice box contains an exercise that
the original and paraphrased versions to look at the B
Writing Skill: Writing a Summary Planning
demonstrates several ways students can improve their differences.
The Writing Skill box introduces the main steps in writing
Students complete the outline. For each summarized first drafts.
• Allow time for students to analyze the two drafts and
Language for Writing: Paraphrasing
a summary. Before going over the information in the box,
section, they should write a topic sentence and note the important ideas. complete the exercise.
The Language for Writing box introduces three
explain that summaries are useful for both readers and
• Remind students to use synonyms, change parts of
• Check answers as a class. Ask students to identify each
paraphrasing techniques that can be used when writing
writers. As we do research or study, rephrasing what we
speech, and combine sentences when necessary.
change and explain how it makes the revised draft
a summary: combine ideas, use synonyms, and change
have read in our own words helps us remember it better
• Allow time for students to complete their outlines stronger.
parts of speech. Go over each technique and how to use
and also helps us avoid copying the author’s language.
individually. Provide assistance as needed.
it. Explain that paraphrasing techniques help us avoid
Then go over the steps of writing a summary as outlined D Revised Draft
copying the author’s original language. If necessary, in the box. C First Draft
Students should apply the revision techniques used
explain why plagiarism must be avoided. D Writing Skill
Have students write first drafts of their summaries based
in the Revising Practice box to their own drafts, where B applicable. Language for Writing
Students are asked to refer to the “Researchers Discover on their outlines.
• Allow time for students to complete the task
• Explain to students that they will be using the
Students practice one of the techniques of paraphrasing
Gender-Driven Play in Chimps” section of Reading 2
individually. Provide assistance as needed. Refrain from
questions as a guide for checking and improving their
by selecting the best choice for a synonym.
in Unit 1 for this exercise. Tell students to review the
error correction at this point. drafts.
• Quickly review with students that a synonym has a very
content and then put the events in the summary in the
• As a class, go over the questions carefully to make sure
similar meaning to the original word. Remind students correct order. students understand them.
that it is important to consider the sentence context
• Allow students time to reread the section.
• Allow time for students to revise their summaries.
when they are choosing synonyms.
• Have students work on the exercise individually.
• Have students complete the activity individually. Allow
• Have them form pairs to check their answers.
the use of a dictionary or thesaurus, if needed.
• Discuss as a class. Point out that these particular points
• Check answers as a class.
were chosen as they are important ideas in the section,
and summaries should only contain the main points. 20 UNIT 2
S C I E N C E A N D I N V E S T I G AT I O N 21
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PW_RW_24855_TG3_U02_013-022_ptg01.indd 21 06/04/18 1:27 pm EDITING PRACTICE Ideas for … EXPANSION
The Editing Practice box trains students to spot and City SolutionS 3
Have students work in groups of three to review and
correct common errors related to using synonyms. As
edit each other’s summaries further. Ask each group
a class, go over the information in the box carefully to
member to read another’s summary paragraphs and
make sure students understand what to look out for. try to do the following:
• Allow students time to complete the exercise
• Correct one error in grammar, spelling, etc. individually.
• Give one compliment.
• Discuss the photo as a class. What is the most common
• Check answers as a class by asking students to read
A C A D E M I C T R A C K
• Give one piece of feedback to help improve the
mode of transportation in students’ cities? Do they
their corrected sentences aloud and explain the errors. summary. Sociology / Urban Studies think it is convenient?
• Discuss the questions as a class. For question 1, elicit ANSWER KEY
Allow students time to read each other’s summaries,
A C A D E M I C S K I L L S
take notes, and then discuss their feedback.
examples of big cities in their countries. Use this as an REVISING PRACTICE READING Analyzing visual information
opportunity to introduce the word megacity (a city a, b, d, c WRITING Writing introductory and
with a population over 10 million). For question 2, ask 10 MINS concluding paragraphs
students to name a city they like and explain why. What EDITING PRACTICE UNIT REVIEW
about the city makes it special? Are there lots of places GRAMMAR
Using the simple past and the
1. Paraphrase: DNA is a small molecule that contains
Students can work in groups on this recap of the unit.
to visit? Is the transportation system reliable and easy to present perfect
information for a person’s cel development.
For question 1, encourage students to use the target use? Is the city clean? 2.
CRITICAL THINKING Analyzing quotes
Paraphrase: Every individual’s DNA is unique, so it
vocabulary words when appropriate. For questions 2 and ANSWER KEY
is useful in identifying people.
3, encourage them to check the relevant pages of the 3. THINK AND DISCUSS
Paraphrase: DNA phenotyping allows scientists unit for answers. UNIT OVERVIEW
to identify characteristics such as eye and hair
• Allow students time to answer the three questions in
The theme of this unit is urban planning, and how proper
Answers will vary. Possible answers:
color, the structure of faces, as well as geographic groups.
planning of cities can help solve environmental problems.
1. The biggest cities in my country are New Delhi and origin.
• Ask each group to present its answer for question 1.
Mumbai. They both have very big populations. So
• READING 1: Well-planned megacities, like Seoul,
they are both very lively! Both cities are very modern
South Korea, can help solve the planet’s many
in some parts, but there are also poorer areas with E Final Draft
environmental issues caused by human activity. poor infrastructure.
Have students apply the skills taught in Editing Practice to
• VIDEO: One company is trying to make underground
2. My favorite city is Singapore. I like it because there
their own revised drafts and check for any other errors.
farming a reality in London, in order to bring freshly
are great parks, the public transportation is easy
• Allow time for students to edit their drafts.
grown food closer to city residents.
to use, and there is a diverse population of people
• Walk around and monitor students as they work.
• READING 2: One architect has set out to create a
from all around the world. There’s also terrific food Provide assistance as needed.
database of information about different cities, and to and shopping!
• Collect their work once they have completed it.
share this information more effectively to help cities
• For the next class, show anonymous examples of good grow successfully. 15 MINS summaries and common errors.
EXPLORE THE THEME (pages 50–51)
Students draw on what they have read and watched
to write a problem-solution essay about how a city or
The opening spread provides information and statistics
town overcame a problem. The unit prepares them for
about urbanization as a growing trend.
the writing task by introducing vocabulary to talk about
• Allow time for students to study the spread, including
urban planning and related issues, and reviewing the
the graph, and to answer the questions individually.
simple past and present perfect. It also introduces the
• Check answers as a class. Ask students why they think
structure of an introductory paragraph and a concluding
so many people want to live in cities.
paragraph in an essay. Finally, it takes students through ANSWER KEY
the steps of brainstorming and planning, and shows
them how to revise and edit their essays. EXPLORE THE THEME
A Answers will vary. Possible answers:
5 MINS THINK AND DISCUSS (page 49)
1. More and more people are living in urban areas in all parts of the world.
The title and questions help prepare students for the
2. Latin America and the Caribbean; Asia
subject matter covered in the unit. The photo shows a 3. Africa and Asia
bus stop in Curitiba, Brazil. By having bus-only lanes, the
bus rapid transit system has allowed for more efficient
B urban; growth; dense (Note: The noun density is travel in the city.
used to talk about population in comparison to
• Have students study the picture, title, and caption.
land space: population density.) 22 UNIT 2 23
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PW_RW_24855_TG3_U03_023-032_ptg01.indd 23 06/04/18 1:29 pm Reading 1
B Answers will vary. Possible answers:
C Identifying Pros and Cons
3. a (Explanation: …cities tend to produce fewer
1. I like suburbs and rural areas because they are less
greenhouse gas emissions per person than suburbs.)
This exercise requires students to identify examples crowded.
related to positive and negative points discussed in the 4. 30 MINS
f (Explanation: …it proves that a poor country can
PREPARING TO READ (page 52)
2. The aspects of city life that appeal to me include reading.
urbanize successful y and incredibly fast.)
good work opportunities and easy access to
• Before students attempt to answer the questions, have
5. e (Explanation: Some ways to densify suburbs A Building Vocabulary
public transportation. However, housing in the
them identify the key words they can scan for (e.g.,
include creating walkable town centers. … This
The sentences are related to the theme of urbanization. city is very expensive.
Glaeser, benefit, etc.)
would make people less dependent on cars.)
• Have students work individually to complete the activity.
They contain seven key vocabulary items that appear
C Answers will vary. Correct answer: c
6. c (Explanation: …dense and careful y planned
• Have students compare answers in pairs.
in the passage. Students should use contextual clues to
cities are looking more like a solution—perhaps the
• Discuss answers as a class. Note that in some cases,
deduce the meaning of the words.
best hope for lifting people out of poverty without •
there is more than one example in the reading.
Have students work individually to complete the
1.05 Have students read the passage individually, or wrecking the planet.) exercise.
play the audio and have students read along.
D Critical Thinking: Analyzing Quotes
C 1. reduced cost of transporting goods, people, and
• Check answers as a class. Elicit example sentences for
ideas; easier to share information and learn from
The Critical Thinking box explains that authors may each vocabulary item. OVERVIEW OF THE READING one another
sometimes use quotes from experts as supporting details.
See Vocabulary Extension 3 in the Student Book for
The passage discusses the topic of urbanization. As the
Remind students that in Unit 1, they learned about
2. less impact on the environment (example: half
additional practice with expressions with income.
world’s population is increasingly choosing to live in
supporting evidence in the form of examples. Quotes
of the world’s population lives on only 4 percent
cities, attitudes about urban life are beginning to change. B Using Vocabulary
are another type of supporting evidence. Discuss how
of land / fewer resources needed to maintain
While cities used to be seen as undesirable places to
this kind of evidence strengthens an essay or article. For
city infrastructure / city apartments use lesser
Students should use the new vocabulary items while
live, they are now turning into a possible solution to
exercise D students are asked to read quotes from the energy / fewer cars) discussing the questions.
environmental issues and global poverty. The passage
reading passage and identify the ideas that each supports.
3. managing urban growth
• Have students work in pairs to answer the questions.
discusses the benefits of urbanization. It also shares views
• Allow students time to find the quotes in the passage.
If necessary, provide some prompts to help with their
from several experts who believe that cities can help
D 1. Information can be shared easily in cities, al owing
• Have them work in pairs to identify the idea supported
discussion. (1. I’d rather live in a … because …; 2. Some
improve shared knowledge, are better for the planet,
people to learn from one another. by the quote.
aspects of city life that I like are …)
and can help poorer countries thrive, as long as effective
2. A city’s urban growth must be supported by
• Check answers as a class. Do the students think the
• Check answers as a class. Elicit example answers from
urban planning is a part of a city’s design and growth economic development.
quotes are effective at supporting the idea(s)? students.
process. The passage is based on the article The City
3. the issue of urban sprawl
Solution by Robert Kunzig, which appeared in National
E Critical Thinking: Justifying Your Opinion C Predicting
4. Expanding suburban areas have led to increased Geographic magazine.
Forming your own opinions about an essay or article
energy use, air pol ution, and greenhouse gas
In this reading passage, the title and headings provide
Online search terms: The City Solution, Edward Glaeser,
deepens your understanding of it. Encourage students emissions.
useful insight into the passage content.
Stewart Brand, David Satterthwaite, Shlomo Angel
to do this by considering what they have read about the
• Allow students time to skim the title and headings
E Answers will vary. Possible answer:
pros and cons of urbanization, and forming their own before answering the question.
Overal , I think urbanization has a positive opinions on the topic.
• Discuss answers as a class. Revisit this activity after 60 MINS
UNDERSTANDING THE READING
impact on human societies because city living is
• Have students write down their own responses
students have completed the reading. (pages 56–57)
more environmentally friendly. Life is also more
individually before discussing them in pairs. convenient for everyone. A Summarizing
• Discuss answers as a class. Ask for volunteers to share ANSWER KEY
their opinions and the reasons for them.
Students are asked to decide which sentences belong in PREPARING TO READ a summary of the reading. A 1. 20 MINS
DEVELOPING READING SKILLS aspect
• Have students work individually to complete the activity. ANSWER KEY (page 58) 2. spread out
• Have students compare answers in pairs.
UNDERSTANDING THE READING 3.
• Discuss answers as a class. Ask students why the
income (Note: Income can be hourly, daily, weekly,
Reading Skill: Analyzing Visual Information
A 1 (See Paragraph C.); 3 (See Paragraph G.);
remaining sentences are not suitable options. yearly, etc.)
The Reading Skill box explains how to analyze
4 (See Paragraph H.); 6 (See Paragraph K.) 4. productive
B Understanding Main Ideas
infographics—such as graphs—that accompany a
B 1. d (Explanation: Recent decades, however, have 5. tend to
reading passage. Students should first identify the kind of
Students are asked to determine the main ideas of the
seen a widespread change in attitudes toward
information that is being shown, then ask themselves how
6. concentration (Note: Another common meaning paragraphs in the reading. urbanization.)
this information supports the ideas in the reading passage.
of concentration is focus.)
• Have students work in pairs to complete the activity.
2. b (Explanation: This closeness reduces the cost of 7. suburb
Encourage them to skim for the topic sentence to get
transporting goods, people, and ideas, and al ows the main idea quickly.
people to be more productive.)
• Check answers as a class. Elicit the sentences in the
paragraphs that helped students identify the main ideas. 24 UNIT 3
C I T y S o l U T I o N S 25
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PW_RW_24855_TG3_U03_023-032_ptg01.indd 25 06/04/18 1:29 pm A ANSWER KEY AFTER VIEWING
Analyzing Visual Information Video
Students are asked to analyze a graph related to the A BEFORE VIEWING Reacting to the Video
content of the reading passage.
A Answers will vary. Possible answer: There’s not a
Students are asked to think about why it is a problem
• Have students work in pairs. Tell them to look at the 40 MINS VIEWING: FARMING
lot of space in cities for farming, and underground
that consumers don’t know where their food is from, and
graph together and talk about what they see.
UNDERGROUND (pages 59–60)
farms won’t take up land that people live on.
how Dring’s farm may help address that.
• Ask them to review each question and use the
• Allow time for students to work individually to answer
B 1. Transporting food across long distances causes
information in the graph to answer them. For question 3, Overview of the Video the questions.
greenhouse gas emissions, which are a big
tell them to discuss their ideas.
In London, a team is using hydroponic farming
• Have students share and discuss answers in pairs. contributor to global warming.
• Check answers as a class. Ask students if any part of
techniques to create the right environment underground
• Discuss as a class. Ask if students can suggest ways that
the graph was difficult to understand. If so, what could 2.
to grow crops. This farm, set in a bomb shelter tunnel
“Food miles” are likely to increase as the
this problem could be addressed even more fully. For make it easier to understand?
built during World War II, is powered by renewable population increases.
example, young people could work on the farm to be a
3. Answers will vary. Possible answer: One way to B
energy. The team behind the endeavor is aiming to make
Analyzing Visual Information
part of the food growing process.
urban farms a reality for cities in the near future, so that
reduce food transportation is for people to buy
Students are asked to analyze the diagram in Reading 1
food has to travel a shorter distance to get to people’s B
more food from local farmers instead of buying
Critical Thinking: Evaluating
to determine how it is connected to the content of the
plates. Additionally, the team hopes that urban farms will imported food.
Students are asked to consider whether there are reading passage.
help connect people living in urban areas to the origins C 1. distribution 4. carbon-neutral
downsides to having underground farms in cities.
• Have students work in pairs or in small groups. Ask
of their food. The video is from a short clip that aired on 2. utilize 5. hydroponic farming
• Read the question aloud. Have students discuss
them to look at the diagram first before discussing their
the National Geographic channel.
their ideas in pairs. They should think about various
answers to questions 1–3. 3. LED
Online search terms: Steven Dring, Richard Ballard, Growing
aspects, such as cost, environmental issues, etc. Are
• Check answers as a class. For questions 1 and 2, ask Underground
there limitations to the types of farms we can have
students which parts of the diagram gave them the underground in cities? WHILE VIEWING
answers. For question 3, ask them what the connection • Discuss as a class.
between the diagram and the paragraph is. BEFORE VIEWING
A Understanding Main Ideas A Predicting
Have students read the items before you play the video. ANSWER KEY ANSWER KEY
The photo shows entrepreneur Steven Dring in his
• Have students complete the task while the video is
DEVELOPING READING SKILLS AFTER VIEWING
underground farm in London. His crops are grown using playing.
A 1. The graph shows South Korea’s economic
hydroponic farming techniques. They receive nutrients
A Answers will vary. Possible answers:
• Check answers as a class.
growth from 1980 to 2015 in comparison to major
from a nutrient solution and light from LEDs.
It shows that young people who grow up in cities B Understanding Details European countries.
• Have students study the title, photo, and caption and
lack an understanding of how food is actual y 2. Paragraph F:
Have students read the questions and write any answers
In the same period, South Korea has
discuss reasons for building underground farms.
produced. With underground farms, the food will
they recall from the first viewing before playing the video
also gone from being one of the world’s poorest
• Discuss answers as a class.
come from a local source. If underground farms a second time.
countries to being richer than many countries in
become the norm, city people will have easy
B Learning About the Topic
• Play the video again. Have students complete the task Europe.
access to farms and fresh food. while the video is playing. 3.
The paragraph prepares students for the video by
The graph provides more details about South
B Answers will vary. Possible answers:
familiarizing them with the issues of “food miles” and
• Check answers as a class.
Korea’s rapid growth compared to some
If a disease breaks out at an underground farm,
how transporting food can contribute to global warming. European countries.
it’s likely that many people will be affected.
• Have students read the paragraph and answer the ANSWER KEY
B 1. The colors represent the levels of emissions—red
Another possible problem is that constructing questions individually.
indicates higher greenhouse gas emissions (per WHILE VIEWING
underground farms might cost cities too much
• Ask students to form pairs to check answers.
person), while green indicates lower emissions. money.
• Check answers as a class. For question 3, ask students A 1, 3, 4, 5 2. c
to name the countries that produced the food they
B 1. F (We are in a tunnel system that was built during
3. Paragraph D: As a result, cities tend to produce fewer
recently bought. For example, ask: Where were the the Second World War.)
greenhouse gas emissions per person than suburbs.
bananas you ate for breakfast grown? Then ask them
2. T (In London, for example, we’re going to have an
to think about how to reduce the “food miles” of this
additional two mil ion people in the next 10 years.)
product (e.g., by buying bananas from a local farm). 3. NG C Vocabulary in Context
4. T (And so we got one bench, but when we populate
This exercise introduces students to some of the key
it—the whole of the tunnel—we’ll have a bench on
words used in the video. Students use context to deduce
the floor, bench halfway up, and a bench up here as the meaning of the words.
wel , so we’ll be growing that.)
• Have students work on the exercise individually.
• Ask students to form pairs to compare answers.
• Discuss as a class. Elicit example sentences for each word. 26 UNIT 3
C I T y S o l U T I o N S 27
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PW_RW_24855_TG3_U03_023-032_ptg01.indd 27 06/04/18 1:30 pm Reading 2
C Answers will vary. Correct answer: D Inferring Meaning ANSWER KEY
He collected information about the infrastructure
Students first find and underline the words in the
UNDERSTANDING THE READING 30 MINS
of cities: power, water distribution, healthcare, PREPARING TO READ
passage. Then they use context to deduce the meaning (page 61) A a
education, etc. His work can help us understand
of the words. Lastly, they complete the definitions of the
urbanization and look at how some cities are able
B 1. a (Explanation: The project’s aim is to standardize words. A Building Vocabulary
to grow more rapidly and/or more successful y
the way information about cities … is col ected and
• Have students work in pairs to locate the words in the shared.)
Students should first use a dictionary to check the than others.
passage and guess their meaning.
definition of the words in blue before completing the
• Have them complete the definitions.
2. b (Explanation: People flock to cities because…)
sentences. Provide assistance as needed.
• Check answers as a class.
3. e (Explanation: There’s no readily available
• Have students complete the task individually. Point out
1.06 Have students read the passage individually, or
information on the speed of growth of cities.) E
that some sentences require more than one word.
play the audio and have students read along.
Critical Thinking: Analyzing Visual
4. d (Explanation: So I decided to gather consistent
• Check answers as a class. Elicit example sentences for Information
information on 19 cities that will have more than each vocabulary item. OVERVIEW OF THE READING
Students practice the reading skill introduced in the
20 mil ion people in the 21st century.)
The reading passage features an interview with urban
Developing Reading Skills section by answering questions B Using Vocabulary
5. c (Explanation: …you can’t solve a problem with a
planner Richard Wurman. In the interview, he describes about the maps in Reading 2.
col ection of little ideas. One has to understand them
Students should use the new vocabulary items while
a project that he is working on to help create a better
• Have students work in pairs to answer the questions.
in context and in comparison to other places.) discussing the two questions.
system for comparing data between cities. His hope
• Check answers as a class.
• Have students work in pairs to answer the questions. If
is that making the data easier to understand will help
• Ask students to explain how the maps support content C 1. architect 7. urban planners
necessary, provide prompts to support their discussion.
cities learn from each other and improve their efforts in the passage. 2. urbanization 8. environmental impact
(1. The quality of life in cities can be enhanced by …
to become better. The interview is an excerpt from the F 3. business 9. 20 mil ion
and …; 2. To reduce my energy consumption, I could …)
article Urban Visionary that appeared in the magazine
Critical Thinking: Synthesizing 4. media 10. resources / energy
• Check answers as a class. Elicit example answers from
National Geographic Traveler.
Students draw on information from both reading passages 5. 5 years 11. online students.
Online search terms: Urban Observatory, Richard Wurman,
to match the statements to the people in the unit.
• Have students read the statements and identify the 6. standardize C Predicting 19.20.21 Project
ones Wurman would agree with. Then have them refer D 1. go there 4. obvious
Students are asked to predict how urban planner Richard
to Reading 1 to review Glaeser’s, Brand’s, and Angel’s 2. large 5. poor
Wurman studied urbanization and its effects. 60 MINS
UNDERSTANDING THE READING opinions. 3. in comparison with
• Allow time for students to write their own ideas. (pages 65–66)
• Have students discuss their answers in pairs.
• Ask them to discuss their ideas in pairs. How might this
• Check answers as a class. Get volunteers to share the
E Answers will vary. Possible answers:
information be useful for studying urbanization?
A Understanding Main Ideas reasons for their answers.
1. The maps compare the amount of green spaces
• Discuss students’ answers as a class. Revisit the activity
Students are asked to choose another title for the
in Abu Dhabi, Tokyo, and London.
after students have completed the reading. reading.
2. London (most); Abu Dhabi (least) ANSWER KEY
• Have students work individually to complete the Ideas for … EXPANSION
3. This information might help urban planners look at activity.
Have students work in pairs or in small groups. Ask
ways to increase green spaces in cities. PREPARING TO READ
• Check answers as a class. Ask students why the other
students to go online to browse the Urban Observatory
F Answers will vary. Possible answers: A 1. safety options are less suitable.
that Wurman’s team created. Tell them to launch the 1. Brand 3. Wurman, Glaeser
2. consumption; majority B Understanding Purpose
site app to see the data that the study has gathered. 2. Wurman 4. Angel
3. phenomenon; increasingly (Note: The plural of
Get them to choose one “Theme” and make notes
Students are asked to match each section of the reading
phenomenon is phenomena.)
about how some cities compare in regards to this to its main purpose. 4.
theme, according to the data on the site. Then have industrial; varied
• Allow students time to work in pairs to complete the
each group present their observations to the class. 5. basical y activity. 6. attempt; enhance
• Check answers as a class. Ask students where the clues B were in the paragraph(s).
Answers will vary. Possible answers:
1. Two ways to enhance the quality of city life C Understanding Details
include making sure everyone has access to clean
Students complete a concept map using details from the
drinking water, and making sure the city is safe for passage. al who live there.
• Allow students time to work individually.
2. One thing I can do to reduce my energy
• Check answers as a class. Discuss where students found
consumption is to unplug my electronic devices the relevant information. when I am not using them. 28 UNIT 3
C I T y S o l U T I o N S 29
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PW_RW_24855_TG3_U03_023-032_ptg01.indd 29 06/04/18 1:30 pm Writing ANSWER KEY
Writing Skill: Writing a Concluding Paragraph
Topic 2: As a result of an increased number of
EXPLORING WRITTEN ENGLISH
The second Writing Skill box introduces the elements of
pedestrian-only areas and stoplights, the number
a concluding paragraph. In addition to summarizing the A 1. b
of pedestrian-related accidents have fallen. OVERVIEW
thesis, a concluding paragraph often leaves the reader 2.
Topic 3: Thanks to a new metro and more new c
with a final thought. Some ways of writing a final thought
In this section, students learn about the introductory
homes in the city center, the traffic issue has 3. a
include asking a question or making a prediction.
and concluding paragraphs of an essay. The lesson starts improved.
by reviewing the simple past and the present perfect. LANGUAGE FOR WRITING F Writing Skill
G Answer will vary. Possible answers:
It then introduces the structure of and elements in the B 1. moved
Students write a summary statement for each thesis
Topic 1: This improvement in parking will likely
introductory and concluding paragraphs of an essay. 2.
statement in exercise E. Explain that students should
make visiting the downtown area a more pleasant
In the Writing Task, students apply these lessons, along invested
rewrite each statement in their own words. Tell students
experience in the future. / Topic 2: With safer
with what they learned about body paragraphs in the 3. was
to use the tips in the second Writing Skill box to help
roads, cities will become a better place to live.
previous units, by writing a complete essay about an 4. has improved them.
urban problem and its possible solutions. Students 5. has increased
• Review the three paraphrasing techniques that
begin with a brainstorming exercise before selecting,
students learned in Unit 2: using synonyms, changing 60 MINS WRITING TASK
organizing, and combining information in an outline. (page 70)
Writing Skill: Writing an Introductory Paragraph
parts of speech, and combining information.
Finally, they draft their essays, improve their drafts, and
The first Writing Skill box explains the structure of the
• Have students work on the exercise individually. A
correct common mistakes related to using the simple Brainstorming
introductory paragraph and its role in the essay. It also
• Have them share their answers in pairs. past and the present perfect.
provides information about the hook and the thesis
• Discuss as a class. Ask volunteers to share their
Read the Goal box aloud so students are familiar with
statement—two common elements in an introduction. As summary statements.
the writing task before brainstorming. The aim is to write
an essay about a problem in a city or town. The essay
the thesis statement contains the author’s main message, 30 MINS
EXPLORING WRITTEN ENGLISH G Writing Skill
should also present one thing that was done to solve
it should highlight the main points of the essay. (pages 67–69)
Students write a final thought for a summary statement
the problem. When brainstorming, the first step is to list C
as many ideas as possible without worrying too much A Writing Skill
from exercise F. Tell students to use the tips in the Noticing
about how good the ideas are, as long as they are on
Tell students to use the tips in the Writing Skill box to
second Writing Skill box to help them.
While doing this activity students should notice which topic.
identify the best thesis statements.
• If needed, review the options introduced in the second
verb form is used and why it is used. This exercise should
• Encourage students to choose a city or town that they
• Have students work on the exercise individually.
Writing Skill box for writing a final thought (making a
be completed before going over the information in the
know well. Allow them time to do research online to
• Have them check their answers in pairs.
prediction, asking a question).
Language for Writing box.
collect information, if necessary. (Note that students
• Discuss students’ answers as a class, going over again
• Have students work on the exercise individually.
• Have students complete the activity individually. Tell
will be guided further in Unit 8 on how to find reliable
what makes a strong thesis statement. Note that the
• Have them compare their answers in pairs.
them to pay close attention to the language used and sources online.)
thesis statement should let the reader know what to
• Discuss students’ answers as a class. Ask volunteers to what it is expressing.
• Allow time for students to work individually and note expect later in the essay. share their final thoughts.
• Check answers as a class. Ask students to point out the their ideas.
expressions that helped them decide. For example, D Writing Skill ANSWER KEY
• Have them discuss their ideas in pairs and give each
In 2017 in item a refers to a specific time. other feedback.
Students evaluate the hooks and choose the better one WRITING SKILL
Language for Writing: Using the Simple Past
for each topic. Tell students to use the tips in the Writing B C 1. Planning
b (Explanation: Main points to be discussed are and the Present Perfect Skill box to help them.
After brainstorming, the next steps involve selecting
• Have students work on the exercise individually. clear.)
The Language for Writing box reviews the use of the
the best ideas, organizing the information, and writing
• Have them check their answers in pairs.
2. a (Explanation: Main points to be discussed are
simple past versus the present perfect. While both are
the thesis statement. Remind students that complete
• Discuss students’ answers as a class, reviewing what clear.)
used to talk about events in the past, the simple past is
sentences are not necessary for the supporting details. It is
makes a good hook: a surprising fact, an interesting
D 1. b (Explanation: an interesting question)
used when something happened at a specified time,
more important to focus on organizing their information.
question, or an imaginary situation related to the topic.
while the present perfect is used for something that
2. a (Explanation: a surprising fact)
Point out that students will also note their ideas for the
happened at an unspecified time, or something that E Writing Skill
3. b (Explanation: an imaginary situation)
introductory and concluding paragraphs.
happened more than once in the past. Review how the
• Allow time for students to complete their outlines
Students match the topics in exercise D with an E a. 3 c. 2
present perfect is formed: has/have + past participle.
individually. Provide assistance as needed. appropriate thesis statement. b. (extra) d. 1 B Language for Writing
• Have students work on the exercise individually.
F Answers will vary. Possible answers:
• Have them check their answers in pairs.
Students are asked to choose the correct verb form to
Topic 1: The increased number of parking lots in
• Discuss students’ answers as a class. complete the sentences.
the downtown area has made it more convenient
• Have students complete the activity individually.
for drivers to find a place to park their car.
• Check answers as a class. Ask students the reasons for their answers.
C I T y S o l U T I o N S 31 30 UNIT 3
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• Have students write a first draft of their essay based on
The Editing Practice box trains students to spot and correct Danger Zones 4 their outline.
common errors related to the present perfect tense. As a
• Allow time for students to complete the task
class, review the information in the box carefully to make
individually. Provide assistance as needed. Refrain from
sure students understand what to look out for.
error correction at this point.
• Allow students time to complete the exercise individually.
• Check answers as a class by asking students to read 5 MINS ANSWER KEY
their corrected sentences aloud and explain the errors.
A C A D E M I C T R A C K
THINK AND DISCUSS (page 73) WRITING TASK ANSWER KEY Earth Science
The photo shows the landscape around Mount
A Answers will vary. Possible answer:
Sinabung, an active volcano in Sumatra, Indonesia. The REVISING PRACTICE
A C A D E M I C S K I L L S
City: San Francisco; Improvements: removed
volcano had been dormant for centuries before starting 1. c, a, b
Embarcadero Bridge, renovated the waterfront READING
Understanding referencing and
to erupt in 2010. The title and questions help prepare area, etc.
2. d. Sentence to cross out: Visitors can take ferries to cohesion
students for the subject matter covered in the unit. B
Alcatraz and take a tour of the old prison.
• Have students study the picture, title, and caption. Elicit
Answers will vary. Possible answer: WRITING Writing a process essay
e. Walking under the freeway was not a pleasant
the meaning of zone (an area, usually one that shares a Introductory Paragraph GRAMMAR Using parallel structures experience.
common characteristic, such as a car-free zone of a city).
Hook: Imagine your shock when you visit San CRITICAL THINKING Inferring
f. In 1989, part of the freeway was destroyed by an
• Discuss the photo as a class. What kind of contrast
Francisco for the first time, and you have to walk earthquake …
is shown in the photo? (beautiful natural area with a
under an ugly freeway to get to the bay. UNIT OVERVIEW smoking, dangerous volcano)
Thesis Statement: However, one improvement EDITING PRACTICE
The theme of this unit is natural disasters, and how some
• Discuss the two questions as a class. For question 1,
that has made the city a more beautiful place
1. The city has made a lot of changes over the past 10
regions of the world are more susceptible to them.
have the class brainstorm a list of natural disasters.
for residents and tourists is tearing down the years.
From earthquakes to volcanic eruptions to hurricanes,
Create a mind map on the board and review the Embarcadero Freeway. 2.
meaning of each word. For question 2, ask students to
Residents have enjoyed the renovations to the city
vulnerable areas can be changed in a moment when Concluding Paragraph
think back to what they learned in Unit 3 about urban center and the public parks. catastrophe strikes.
planning. Can better urban and town planning also
Summary Statement: The removal of the
3. The new subway system has made it easier to get
• READING 1: Scientists are studying whether animals
help make natural disasters less devastating? If so, how?
Embarcadero Freeway has made the waterfront area across town.
can sense natural disasters by observing their behavior.
attractive and accessible to both visitors and San
4. It is now safer for people to ride their bikes to work
If proven true, it may be an effective and inexpensive ANSWER KEY Franciscans.
because the government has added bicycle lanes to
way to predict natural disasters.
Final Thought: What other improvements might busy streets. THINK AND DISCUSS
• VIDEO: Hurricanes are monster storms that cost lives
make the city an even more beautiful place to live
5. San Francisco city planners have created a beautiful
and devastate vulnerable areas; scientists are trying to
Answers will vary. Possible answers: and visit?
walkable area alongside the bay.
find ways to better predict a hurricane’s movement.
1. cyclones, tsunamis, floods, earthquakes, volcanic
• READING 2: Yellowstone National Park sits on top of a
eruptions, sinkholes, forest fires, etc.
REVISING PRACTICE (page 71) E
2. Although some places are at risk of being affected Final Draft
supervolcano, and an eruption could change the face
The Revising Practice box contains an exercise that of the planet.
by extreme natural events, they often have positive
Have students apply the skills taught in Editing Practice to
demonstrates several ways students can improve their
sides, too. A coastal area, for example, may face risk
their own revised drafts and check for any other errors.
Students draw on what they have read and watched first drafts.
of storms or tsunamis, but is also beautiful and a
• Allow time for students to edit their drafts.
to write an essay about a natural hazard and how to
• Allow students time to analyze the essay draft and good place for water sports.
• Walk around and monitor students as they work.
prepare for it. The unit prepares them for the writing task complete the exercise. Provide assistance as needed.
by introducing vocabulary to talk about disasters, along
• Check answers as a class. Ask students to identify each
• Collect students’ work once they have completed it.
with how to use parallel nouns, verbs, and adjectives. It
change that was made and explain how it makes the
• For the next class, show anonymous examples of good
also introduces process essays and some transition words revised draft stronger. essays and common errors.
and phrases that can be used in such essays. It then takes D
students through the steps of brainstorming, planning, Revised Draft 10 MINS
revising, and editing their essays.
Students should apply the revision techniques used UNIT REVIEW
in the Revising Practice box to their own drafts, where applicable.
Students can work in groups on this recap of the unit.
• Explain to students that they will be using the questions
For question 1, encourage students to use the target
as a guide for checking and improving their drafts.
vocabulary words when appropriate. For questions 2 and
• As a class, go over the questions carefully to make sure
3, encourage them to check the relevant pages of the students understand them. unit for answers.
• Allow students time to revise their essays.
• Allow students time to answer the questions in groups.
• Ask each group to present its answer for question 1. 32 UNIT 3 33
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15 MINS EXPLORE THE THEME (pages 74–75) Reading 1 60 MINS ANSWER KEY
UNDERSTANDING THE READING (pages 80–81)
The opening spread contains an infographic that shows PREPARING TO READ
vulnerable areas around the world, and the kinds of 30 MINS A PREPARING TO READ A 1. alert Summarizing
natural disasters that affect these areas. It also explains (page 76) 2. forecast
Students are asked to complete a summary of the
that the damage cost of natural disasters in these areas is A reading. very high. Building Vocabulary 3. destruction
• Have students work individually to complete the
• Allow time for students to study the spread and answer
The paragraph is related to the reading passage. It 4. get out
activity. Point out that each space should only contain the questions individually.
describes attempts to make an early-warning system for 5. affordable
one word, but there is more than one answer choice
• Check answers as a class.
earthquakes. It contains seven vocabulary words that 6. effectively for some questions.
are used in the passage. Students should use context to
• Get students to form pairs to compare answers. 7. deadly ANSWER KEY
deduce the meaning of the words.
• Discuss answers as a class.
• Have students work individually to complete the
B Answers will vary. Possible answers: EXPLORE THE THEME exercise. B
1. hurricanes, earthquakes, tsunamis, tornadoes,
Understanding a Process
A 1. Earthquakes: the west coasts of North and South
• Check answers as a class. Elicit example sentences for
floods, heat waves, avalanches, blizzards, etc.
Students are asked to identify the steps in the process of
America, as well as in Japan, New Zealand, and each vocabulary item.
2. The most common natural hazards we experience
how scientists think animals are alerted to a upcoming parts of China.
See Vocabulary Extension 4 in the Student Book for
in my country are earthquakes. People are alerted danger before fleeing an area.
Volcanoes: Central and South America, Indonesia,
additional practice with changing nouns/adjectives into
by an alarm on their cell phones that goes off one
• Have students work individually to complete the and Japan.
verbs with the suffix -en.
minute before a large earthquake is expected. activity.
Cyclones: Asia, Madagascar, and the east coast of B Using Vocabulary
• Check answers as a class. Ask where students found the
C Answers will vary. Possible answers: North America.
relevant information. (Paragraph F)
Scientists look at seismic data to predict
Students should use the new vocabulary items while
2. They are in highly populated areas. discussing the two questions.
earthquakes. For weather-related disasters, they
C Understanding Main Ideas B hazard; throughout; disaster
• Have students work in pairs to answer the questions. watch meteorological reports.
Students answer questions about key information in
• Check answers as a class. Elicit example answers from
D Answers will vary. Correct answers: Paragraphs H–K.
students. For question 2, ask students if they think the
Scientists think that atmospheric changes affect
• Have students read the questions first before scanning Ideas for … EXPANSION alert method is effective.
animals’ serotonin levels, causing them to feel the passage for answers.
Have students work in small groups to talk about C
restless and leave an area. Scientists think that Brainstorming
• Allow them time to complete the activity individually.
natural disasters that are common in their countries.
birds can hear the infrasound produced by an
• Check answers as a class. Ask students where they
Students should work in pairs to think of as many ideas as
If students live in a vulnerable area, ask them to talk
oncoming storm, which keeps them from going found the answers.
possible. Offer students one or two examples before they
about what people do to prepare for the type of
where the storm is about to hit.
begin. (Examples: check satellite imagery for weather; D Understanding Details
disaster that is common there. Have they prepared
check data on seismic activity)
any kind of emergency pack at home? Do they have
Students test their understanding of the details in the
• Allow students time to brainstorm ideas in pairs.
1.07 Have students read the passage individually, or
a plan ready to follow if a disaster strikes? Note that
passage by answering with true, false, or not given.
• Discuss ideas as a class. Create a mind map on the
play the audio and have students read along.
students will be asked to write on a similar topic at the
Note that the questions refer only to information in
board using students’ responses.
end of the unit. This discussion can provide a useful Paragraphs C–G. OVERVIEW OF THE READING
brainstorming session for students to refer back to D Predicting
• Have students work individually to complete the
The passage describes how animals have been observed before they write. activity.
If necessary, review how to use skimming to read quickly
leaving places before a large natural disaster strikes and
• Ask students to form pairs to compare answers.
for comprehension: students should read the first and
discusses the possibility of using animals to forecast
• Discuss answers as a class. Elicit where in the reading
last sentences and quickly go over the sentences in
deadly disasters. Some scientists believe that certain
students found the details, and discuss how to make
between, focusing only on the content words.
animals may be sensitive to atmospheric changes that any false statement true.
• Allow students time to skim the first two paragraphs.
happen before earthquakes. They also think that birds
• Get them to write two ideas in response to the
may be able to hear infrasound from a big storm. The E Inferring Meaning question.
passage content is based on two articles that appeared
Students first find and underline the words in the
• Discuss answers as a class. Revisit this exercise after
on National Geographic: Scientists Seek Foolproof Signal to
passage. Then they use context to deduce the meaning
students have completed the reading.
Predict Earthquakes by Richard Lovett and Birds May Have
of the words. Lastly, they match the words to their
Sensed Severe Storm Days in Advance by Carrie Arnold. definitions.
Online search terms: Scientists Seek Foolproof Signal to
• Have students work in pairs to locate the words in the
Predict Earthquakes, Birds May Have Sensed Severe Storm
passage and deduce their meaning.
Days in Advance, Rachel Grant, Gunnar Kramer
• Have them complete the exercise by matching the words to their definitions.
• Check answers as a class. 34 UNIT 4
D a N g e r Z o N e s 35
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F Critical Thinking: Inferring
5. b (Note: Blown away is often used in the passive Video C Vocabulary in Context
The Critical Thinking box explains how to infer in order to
form: I was blown away by the surprising news.)
This exercise introduces students to some of the key
understand unstated information in a passage. Readers
F 2 (Explanation: The scientists used geolocators on
words used in the video. Students use context to deduce
draw conclusions based on what is implied from the
the birds, so we can infer that this is how they were 40 MINS VIEWING: HURRICANES the meaning of the words.
information given. For exercise F, students are asked to able to locate the birds.); (pages 83–84)
• Have students work on the exercise individually.
reread Paragraph I and identify information that can be
4 (Explanation: The team had expected to find
• Ask students to form pairs to check answers. inferred from the paragraph. the birds in Tennessee.) Overview of the Video
• Discuss answers as a class. Elicit example sentences for
• Allow students time to read the paragraph and choose
The video provides more information about hurricanes, each word. the two statements.
(also called typhoons or cyclones). These violent storms
• Have students form pairs to compare their answers,
can be over 500 miles (805 km) wide with winds up to ANSWER KEY
sharing why they were able to make those inferences. 20 MINS
DEVELOPING READING SKILLS
200 miles (322 km) per hour. When they make landfall, BEFORE VIEWING
• Check answers as a class. Elicit reasons why each (page 82)
the damage and destruction can be devastating. One
statement can or cannot be inferred.
A Answers will vary. Possible answers:
Reading Skill: Understanding Referencing
of the most dangerous parts of a hurricane is the storm
Hurricanes can cause bad flooding. The strong and Cohesion
surge, a wall of water that overcomes a coastal area
winds in hurricanes can destroy buildings. ANSWER KEY
when a hurricane hits. Scientists are using technology
The Reading Skill box explains how to use referents to
to try to better predict the directions that these monster
B Answers will vary. Possible answers:
UNDERSTANDING THE READING
refer to an antecedent (an idea that appeared earlier in
storms may take, so fewer lives will be lost to them. This
1. A storm surge is the large amount of water that A 1.
the text). Some referents introduced are: pronouns (I, you, sense / predict 4. earthquake
video originally appeared on National Geographic as
rushes over the land during a hurricane.
we, they, etc.), possessive adjectives (my, your, our, its, etc.),
2. movement(s) / behavior 5. storm Hurricanes 101.
and demonstrative pronouns (that, this, these, those).
2. To make landfall is to come on to the land from 3. changes
Online search terms: Hurricanes 101, Watch Daredevils Fly the ocean. A
Into a Hurricane for Science B
Understanding Referencing c, e, b, d, a
3. Debris is material from structures and other things
C 1. Scientists used geolocators to track the location
Students are asked to identify the antecedents for each
that have been destroyed during the storm.
of the warblers. (See Paragraph I.) referent. BEFORE VIEWING C 1. moist
• Allow students time to read the sentences and
2. They were supposed to be in Tennessee.
2. catastrophic (Note: The noun catastrophe is also
complete the exercise individually. A Predicting (See Paragraph I.)
commonly used when talking about natural
• Ask students to form pairs to compare answers.
3. They heard the infrasound from an approaching
The photo shows residents being evacuated from an disasters.)
• Check answers as a class. storm. (See Paragraph K.)
area affected by Hurricane Harvey, one of the costliest 3. diameter B
hurricanes to affect the United States.
4. He means that birds know more than we think
Understanding Referencing
• Have students study the title, photo, and caption for
they do. (Note: The term bird brain is used to refer
Students are asked to identify the antecedents for each
the video and predict what they may see.
to someone lacking intel igence.)
referent in a paragraph from the passage.
• Ask students to draw from any background knowledge WHILE VIEWING
D 1. F (See Paragraph C: … Over a three-week period,
• Allow students time to read the paragraph and
or personal experience they have had with large storms
A Understanding Main Ideas
the sightings dropped to fewer than five a day.)
complete the exercise individually. to answer the question.
• Ask students to form pairs to compare answers. 2.
Have students read the items before playing the video.
T (See Paragraph E: “As far as we know, this is • Discuss as a class.
• Check answers as a class.
Note that there are three extra items.
the first time that motion-triggered cameras B
• Have students complete the task while the video is
have documented this phenomenon prior to an
Learning About the Topic ANSWER KEY playing.
earthquake,” says lead researcher Dr. Rachel Grant.)
The paragraph prepares students for the video by
• Check answers as a class. 3.
DEVELOPING READING SKILLS
T (See Paragraph F: Two weeks before the
providing information about how a hurricane causes
earthquake in Peru, a significant atmospheric
A 1. this = no animal sightings
damage. Students use their own words to complete B Understanding Details change was recorded.)
2. she = Dr. Rachel Grant
sentences that explain terms related to hurricanes.
• Have students read the paragraph and complete the
Have students read the questions and write any answers
4. F (See Paragraph F: … cause increased serotonin
3. it = a significant atmospheric change sentences individually.
they recall from the first viewing before playing the video
levels in animals and humans, leading to unpleasant 4. they = the warblers
• Have them compare answers in pairs. a second time.
feelings of restlessness.) B they = the rodents
• Check answers as a class. Ask students if they have
• Play the video again. Have students complete the task
5. NG (Explanation: There is no specific mention while the video is playing.
this = that they should completely disappear
ever experienced a hurricane, typhoon, or cyclone.
of an overall study or purposeful connection
(Note that these storms have different names based on
• Check answers as a class. Ask students if they think a
between the research studies mentioned.)
these = recent research in China and Japan
where they occur—otherwise they are the same kind
hurricane hunter’s job is more interesting or dangerous. E 1. d
These = rats’ sleeping and waking patterns of storm.) Would they want to do it? 2. e them = rats 3. c 4. a 36 UNIT 4
D a N g e r Z o N e s 37
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PW_RW_24855_TG3_U04_033-044_ptg01.indd 37 06/04/18 1:30 pm ANSWER KEY Reading 2
B Answers will vary. Possible answers:
B Understanding Visual Information WHILE VIEWING
I watched a volcanic eruption on a TV program
Students answer questions about the infographic on the A 1, 2, 3, 5, 8
once. Some volcanic eruptions I’ve heard of are
final page of the reading passage. 30 MINS B PREPARING TO READ 1. (page 85)
Eyjafjal ajökull in Iceland, Mount Vesuvius in Italy,
• Complete the first question with the whole class as an
The wall is violent; the eye is calm.
Krakatoa in Indonesia, and Mount St. Helens in example.
2. A “hurricane hunter” flies above a hurricane and A Building Vocabulary the United States.
• Allow students time to work individually.
drops sensors into the storm so that scientists can
C Predictions will vary. Correct answer:
• Check answers as a class. Discuss where students found
study the hurricane’s direction and strength.
Students should first use dictionaries to check the
definition of the words in blue before using them to the relevant information. 3.
A supervolcano is bigger and more powerful 3-D models
complete the sentences. Students should change the than a regular volcano.
C Critical Thinking: Inferring form of the words as needed.
D Predictions will vary. Correct answer:
• Have students complete the task individually.
Students reread Paragraphs C and D and decide which of AFTER VIEWING
• Check answers as a class. Elicit example sentences for 1, 2, 4
the statements can be inferred based on the information each vocabulary item.
in the passage. Students are practicing the critical A Reacting to the Video
thinking skill introduced in the Understanding the Reading B
1.08 Have students read the passage individually, or
Students are asked to reflect on their knowledge of Using Vocabulary
play the audio and have students read along. section of Reading 1.
hurricane-related news. Note that hurricanes are also
Students should use the new vocabulary items while
• Allow students time to reread the paragraphs and
known as typhoons and cyclones, depending on where discussing the questions. choose the two statements. OVERVIEW OF THE READING they occur.
• Have students work in pairs to answer the questions. If
• Have them form pairs to compare their answers,
• Have students work in pairs. Tell them to share any
necessary, provide prompts to support their discussion.
Yellowstone National Park in the United States sits on
explaining how they were able to make those
news or stories about recent big storms that they have
• Discuss as a class. Elicit example responses from
top of a supervolcano—a volcano so powerful that inferences. heard about. students.
if it erupts, it would change the planet’s landscape
• Check answers as a class. Elicit reasons why each
• Have students share with the class what their group
dramatically and cause entire species to go extinct. In
statement can or cannot be inferred from the passage. C discussed. Brainstorming
the 2.1 million years since this supervolcano formed,
D Understanding a Process
Students are asked to infer what a supervolcano is like
scientists believe that it has erupted three times. The
B Critical Thinking: Applying compared to a volcano.
giant caldera crater in Yellowstone is evidence of the
Students use information in Paragraph B to put the
Students draw on information from both Reading 1 and
• Ask students to form pairs to share their ideas.
last eruption 640,000 years ago. This eruption carried
stages of a super-eruption in the correct order.
the video to formulate their answers.
• Discuss as a class. Ask for volunteers to share their ideas.
ash as far south as the Gulf of Mexico. The land above
• Have students work individually to complete the
• Read the questions aloud. Have students discuss their
the caldera has been experiencing periods of rising and exercise. D
ideas in pairs or small groups. Get them to also give Predicting
falling for the last 15,000 years, which means an eruption
• Check answers as a class. reasons for their responses.
Students are asked to look at the photos and headings to
is likely at some point, but scientists are unable to predict E Inferring Meaning
• If time permits, discuss as a class.
predict topics that are covered in the passage.
exactly when that will happen. The passage is based
• Allow time for students to skim the headings and look
on content in the National Geographic article When
Students first find and underline the words in the ANSWER KEY at the pictures.
Yellowstone Explodes by Joel Achenbach.
passage. Then they use context to deduce the meaning
• Discuss answers as a class. Revisit this exercise after
Online search terms: Yellowstone supervolcano, When
of the words. Lastly, they complete the definitions of the AFTER VIEWING
students have completed the reading. Yellowstone Explodes words.
A Answers will vary. Possible answers:
• Have students work in pairs to locate the words in the
I heard about Hurricane Irma, which caused great ANSWER KEY
passage and deduce their meaning.
damage to many islands in the Caribbean Sea. 60 MINS
UNDERSTANDING THE READING
• Have them complete the exercise. PREPARING TO READ B
• Check answers as a class.
Answers will vary. Possible answers: (pages 91–92) A 1. entire
Observing the behavior of certain birds may help A Summarizing
F Critical Thinking: Analyzing Evidence
in predicting a hurricane. Birds may be able to 2. eruption, vast
Students complete a summary of the passage using
Students scan the passage to find evidence of the
hear the infrasound of a storm before it hits. 3. continuous
suitable words. Note that in some cases, more than one
supervolcano’s existence and reasons for the uncertainty 4. threaten answer is possible. of its eruption cycle.
5. pressure, accumulates, cracks, col apse
• Have students work individually to complete the
• Have students work in pairs to look at the relevant parts 6. explode summary.
of the reading and find the answers.
• Check answers as a class. Elicit any alternative answers
• Check answers as a class.
where appropriate (for example, item 1 could be bigger or larger). 38 UNIT 4
D a N g e r Z o N e s 39
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