Pathways RW Level 2 Teacher Guide - Business English | Trường Đại học Hùng Vương

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Bringing the world to the classroom and the classroom to life

A PART OF CENGAGE

NGL.Cengage.com/ELT

2 U N I T 1

Reading 1

PREPARING TO READ

(page 4)

Building Vocabulary

Building Vocabulary exercises introduce students to key

vocabulary items from the reading passage. Students

should find the blue words in the passage and use

contextual clues to guess the meanings of the words.

One useful clue is part of speech. For example: Nouns are

often preceded by articles such as or , a the (a team the

project); verbs often take the infinitive form follow and

the word ); adjectives to (to produce, to communicate

frequently appear after forms of the verb (be normal,

extraordinary). Recognizing parts of speech can help

students understand new words better.

speech of each blue word. What other clues from the

reading passage did students find helpful?

See Vocabulary Extension 1A on page 203 of the Student

Book for additional practice with Word Partners: Expressions

with living.

Using Vocabulary

Students should practice using the new vocabulary items

while answering the three questions.

students. For question , ask students how often they 1

socialize with their classmates. For question , do 2

students think their lists of basic necessities are the

same as they would be if they had lived 100 years ago?

For question , what do they think could be done 3

about poverty in their countries?

Ideas for… EXPANSION

A vocabulary notebook is a great way for students to

build their vocabularies. Demonstrate on the board

how to write new words in the notebook, and include

details such as , , part of speech, meaning translation

and an . (Example: example sentence socialize (verb): To

spend time with other people for fun. I like to socialize

with my classmates during our lunch break.

Brainstorming

Have students list things that they think they need to

be happy. Each idea should be brief. Elicit one or two

examples before students begin (family, football).

exercise.

students to explain they chose their answers.why

create a word web with students’ answers.

Predicting

Predicting helps the reader understand a passage better

later. Here, students should read the title and subheads

and make their own guesses about this reading.

students should not try to read the entire passage. You

may want to give a time limit of 1 to 2 minutes.

question after completing the reading.

A N SW E R K E Y

PREPARING TO READ

A 1. socialize

2. poverty (Note: Social programs are ways to help

people in a community with childcare, after-

school programs, or care for the elderly, etc.)

3. access (Note: Access often appears in the phrase

have access to: Many people have access to the

Internet through smartphones.)

4. financial (Note: Concerned means worried.)

5. equal

6. Freedom (Note: Freedom of speech means that

citizens have the right to voice their opinions.)

7. basic necessities (Note: A struggle is something

that is very difficult to do.)

B Answers will vary. Possible answers:

1. my classmates and my family

2. access to healthcare, freedom

3. Yes, money is not equally distributed in my

country. Some people are very wealthy, but many

are very poor. The government is trying to tackle

this problem by setting a national minimum

wage.

C Answers will vary. Possible answers: health,

friends, an interesting job, money, family, a safe

environment

D b (Note: This passage doesn’t talk about how to

measure happiness or whether one country is

the happiest. It discusses how different things

contribute to happiness, so b is the correct

answer.)

1.01

Have students read the passag

play the audio and have students read a

OVERVIEW OF THE READIN

The passage presents two contrasting c

Singapore and Mexico, which help to m

that there is no single reason that peop

Work, security, safety, freedom, and soci

friends and family all play important role

Online search terms: Happy Planet Index; W

Report

UNDERSTANDING TH

(page 7)

Understanding the Main Idea

Students are asked to identify the main

reading passage.

arrived at their answers. Introduce the

using a process of elimination.

Understanding Details

Students test their understanding of the

passage by indicating whether the state

for Mexico, Singapore, or both. Ask stud

letter corresponding to the sentence in

the diagram on the board, and demons

sentence. (Example: Sentence a is true f

and Singapore.)

individually.

a class.

Critical Thinking: Inferring Me

The box explains how toCritical Thinking

meaning of words by using context. You

covered this with students already in Pre

but go over the lesson again because in

is a useful skill that will be practiced thro

book. Ask why inferring meaning can be

using a dictionary. Explain that stopping

word halfway through a passage can aff

fluency and interfere with comprehensi

offers students more practice with this s

with more challenging words. Students

the words in the reading and pay close

words around them.

U N I T 1

DEVELOPING READING

SKILLS

(page 8)

Reading Skill: Identifying the Main Idea

The Reading Skill box explains that the main idea of a

reading is what the writer wants readers to understand

about a topic. It’s important to be able to determine

the main idea so that students can understand the

general meaning of a passage. Ask students to read the

text in the Reading Skill box. When they have finished,

tell students to close their books. Ask them what the

reading was about. Elicit: Mexico, sun, happy. Now

have students open their books again and read the

statements. Working as a class, they should see that

sentence c is the main idea; the other two sentences

provide supporting details.

Matching

Each of the sentences is a main idea for one of the

paragraphs in the reading. Explain that students should

read and match the paragraphs to the main ideas.

individually.

Identifying the Main Idea

Students read the paragraph about Denmark. If possible,

point out the location of Denmark on a map. Ask

students if they think people there will be happy or not.

Ask them to justify their reasons.

the main idea individually.

volunteers to write their answers on the board, and

ask students to discuss what makes a good main idea

sentence.

A N SW E R K E Y

DEVELOPING READING SKILLS

A 1. C; 2. G; 3. F; 4. H; 5. D

B Answers will vary. Possible answer: Being healthy

makes people feel happier.

Video

VIEWING: LONGEVIT Y

LE ADERS

(pages 9–10)

Overview of the Video

The video discusses the factors that enable people to live to

be 100 years old. The video describes how the number of

elderly people in the world is growing, and it investigates

factors that enable people to live to a very old age. Two of the

places it focuses on are Sardinia, Italy, and Okinawa, Japan.

Online search terms: Sardinia centenarians; Okinawa diet

BEFO RE VIEWING

Predicting

Predicting the video content helps students understand

it better when they view it. The title suggests that this

is about people who live a long time. The photograph

shows that elderly people, such as this shepherd, can still

lead active lifestyles. The caption reinforces this, stating

that the man in Sardinia still works outside. Students

might infer that the video will be about people around

the world who live a long time.

and captions.

life,” and make a word web with students’ ideas. Ask

students: Do they know anyone over 100 years old?

What is the secret to living a long life?

Learning About the Topic

The paragraph prepares students for the video by giving

them background information about the links between

living a long time and being happy.

Ask students whether they agree with these findings.

Would they follow this guide to live a longer life?

Vocabulary in Context

This exercise introduces students to some of the key

words used in the video.

each word. Remind students to use the inferring meaning

from context skills that they learned earlier in the unit. Ask:

What is the part of speech for each of these words? What

are the clues that helped to determine the meanings?

U N I T 1

Reading 2

PREPARING TO READ

(page 11)

Building Vocabulary

In this exercise, students complete sentences that follow

the same topic as the reading passage. Point out that

students need to use the correct forms of the words. Ask

students to use contextual clues from the passage to

infer the meanings of the words, if necessary.

each vocabulary item.

See Vocabulary Extension 1B on page 203 of the Student

Book for additional practice with Word Forms: Words as

Nouns and Verbs.

Using Vocabulary

Students should use the new vocabulary items while

discussing the two questions.

students.

Brainstorming

This exercise gets students thinking about factors

associated with happiness, the topic of the reading

passage. Ideas should be brief. Remind students of the

word web that the class created earlier in the unit, or

draw the web on the board with a sample answer.

for the four factors. Students should write their answers

individually.

that relate to each of the four factors. Provide one or

two examples, if necessary.

words and phrases on a word web on the board.

A N SW E R KE Y

PREPARING TO READ

A 1. long-term

2. communities; support

3. well-being

4. volunteered; grateful

5. mood; factors

B Answers will vary. Possible answers:

1. My community is very safe and clean, but people

don’t talk to their neighbors so it can be lonely if

you don’t already have friends.

2. fun friends; exercise; shopping; vacations

C Answers will vary. Possible answers:

Stay Connected—family; friends; Skype.

Keep Active—exercise; walk; sports.

Buy Less—recycle; reuse; save money.

Give Away—donate; volunteer; help others.

1.02

Have students read the passage individually, or

play the audio and have students read along.

OVERVIEW OF THE READING

The reading passage identifies four common factors

- staying connected, keeping active, buying less, and

giving things (or time) away - that can affect everyone’s

happiness. It suggests that paying attention to these four

factors will make you happier and are not difficult to do,

either! A number of experts explain their findings in this

article, including a psychiatrist, a designer, an author, and

a social science researcher.

Online search terms: Nic Marks; Michael Norton TED Talk; live

happier

UNDERSTANDING THE READING

(page 14)

Understanding the Main Idea

Students choose a sentence that summarizes the

content of the passage.

found their answers.

Identifying Main Ideas

Students read the six scenarios and check the four that

follow the advice in the reading passage.

of advice in the reading passage matches with each

correct scenario.

Critical Thinking: Inferring Mea

Go over the box that apCritical Thinking

in the unit with students again. Student

contextual clues from the passage to fig

words mean. As a class, have students fi

phrase in the reading. As a class, elicit th

the context.

individually.

themselves, what do they usually do?

know when someone has low self-este

learning English your life? Whatenrich

very high ?salary

Critical Thinking: Reflecting

Explain that connecting a reading with

helps students interact with the materia

their language learning skills. Have a stu

sample answer aloud.

individually.

A N SW E R K E Y

UNDERSTANDING THE READING

A b (Note: The answer, b, is found in

paragraph. Option a is incorrect b

passage is not about different typ

and option c is incorrect because

doesn’t say that forming social co

most important factor.)

B 1, 2, 4, and 6 (Note: Scenario 1 is a

buying less; Scenario 2 is an exam

active; Scenario 4 is an example o

away; and Scenario 6 is an examp

connected.)

C 1. confident

2. money

3. better

4. less

D Answers will vary. Possible answe

1. Stay Connected—I can invite frien

once a week, and try to see relativ

away as often as possible.

Writing Skill: Writing a Strong To

The box explains that mainWriting Skill

introduced by topic sentences. A topic

usually the first sentence in a paragrap

appear anywhere in the paragraph. The

box teaches students the difference be

topic sentence, which is too general, an

sentence, which has enough informatio

to understand the main idea.

Writing Skill

Students should refer to the informatio

Skill box to determine which paragraph

topic sentence than the others.

strong topic sentences.

Writing Skill

Students should refer to the informatio

Skill box to rewrite the weak topic sente

Walk around, and provide assistance

the board. Ask students to explain w

make the changes. Discuss these as a

D Answers will vary. Possible answe

1. I exercise three times a week.

2. I spend time with my family and

weekend.

3. I study English every day.

E Answers will vary. Possible answe

1. My community includes people

15 different nationalities.

2. Our government offers tax break

of young children.

3. My country is a democracy.

U N I T 2

Reading 1

prepAriNG TO reAd

(page 24)

Building Vocabulary

The sentences are about inventions. They contain

seven key vocabulary items that appear in the passage.

Students should use contextual clues to deduce the

meanings of the words.

is something that you can’t afford but would like to have?

What is something that you struggle with? What is one way

that people try to prevent themselves from getting sick?

See Vocabulary Extension 2A on page 204 of the Student

Book for additional practice with Word Partners: adjective +

power; power + noun.

Using Vocabulary

Students should use the new vocabulary items while

discussing the two questions.

students. Compare ways that students are creative.

Make a list of sources of electricity on the board.

Brainstorming

Each idea should be brief. Elicit one or two examples

before students begin. Offer one or two examples

(television, hair dryer).

and create a word web on the board with the answers.

Ideas for… expANSiON

Write these quotes on the board:

I have not failed. I’ve just found 10,000 ways that won’t work.

– Thomas Edison (1847–1931)

Let me tell you the secret that has led me to my goal. My

strength lies solely in my tenacity.

– Louis Pasteur (1822–1895)

(Note: solely tenacity = only; = persistence; he didn’t

give up!)

Ask students what they think these quotes mean. Can

they apply to students’ lives as well? Have students

discuss in pairs and then with the class. Then, if

computers are available, have students search online

for famous quotes by other inventors and share these

findings with the class.

predicting

The opening paragraph describes how difficult it is for

people in Malawi, Africa, to access electricity. Remind

students to skim the first paragraph but also to look at

the title, captions, and graphics when predicting what an

article is about.

look at the title and captions.

the reading.

A N SW E R KE Y

prepAriNG TO reAd

A 1. power

2. eventually

3. electricity

4. prevention

5. afford

6. struggle

7. creative

B Answers will vary. Possible answers:

1. Yes; baking cakes

2. sun, wind, nuclear energy, coal, natural gas, water,

and thermal

C Answers will vary. Possible answers:

1. cell phone charger

2. lights

3. microwave

4. ceiling fans

5. refrigerator

6. alarm clock

D b (Note: Based on the first paragraph, the answer

could be option a, but after looking at the pictures

and captions, the correct answer is option b.)

1.03

Have students read the passage individually, or

play the audio and have students read along.

OVerVieW OF The reAdiNG

The passage is about how William Kamkwamba, a 14-year-

old boy, built a windmill in his village in Malawi, Africa. Using

an instruction book from the library and recycled material,

Kamkwamba built his first windmill and then additional

windmills to provide electricity for his village. He continues

to educate and provide solutions to his community.

Online search terms: William Kamkwamba TED Talk; Moving

Windmills Project; BBC Malawi Windmill

UNderSTANdiNG Th

(page 27)

Understanding the main idea

Students are asked to choose the best al

the reading passage.

this title.

Understanding details

Students test their understanding of the

passage by answering the questions.

critical Thinking: Analyzing

andSolutions

The box explains how tCritical Thinking

problems and solutions. In a reading, th

usually stated first, followed by solution

students should read the chart and writ

the problems. Encourage students to re

passage to fill in the chart. Complete the

with the class as an example.

and elicit example answers.

Ideas for… expANSiON

To supplement Exercise C, have studen

groups of three or four to create a dialo

story. They should first discuss what W

and the people in the village said to hi

wanted to build a windmill. What was

Have students write, practice, and pres

dialogue to the class.

critical Thinking: Analyzing

Students should review the chart in exe

discuss alternative solutions.

UNderSTANdiNG The

(page 34)

Understanding main ideas

Students read the chart and choose the se

summarizes the purpose of each product.

meanings of (control), (faregulate remote

others), and (correctly). accurately

found their answers.

identifying details

Students are asked to find supporting det

in the passage. Ask whether they were co

earlier predictions about the three items.

individually.

critical Thinking: evaluating

Students should identify what makes an i

useful and reflect on the items from both

the reading. Encourage students to review

and their notes on the video again.

individually.

four and give reasons to justify their ch

students to try to convince their group

withthem.

UNiT OVerVieW

The theme of this unit is online commu

examples of ways that people have used

collaborate with other people around th

projects that use crowdsourcing to rec

help with work on archaeological site

citizen scientists to help search for Gen

two men started to connect an island in

funds with a larger Internet community

Students draw on what they’ve read and

a paragraph about a crowdsourcing webs

prepares them by introducing vocabulary

online communication, taking notes, and

perfect tense. They also learn how to wri

sentence. Lastly, students brainstorm to h

their paragraphs, and then revise and edit

ThiNk ANd diScUSS

The questions help prepare students for

matter covered in the unit—online com

scene depicts people playing in an onlin

in Germany.

the unit is about? Provide your own ov

create a word web on the board that li

activities student do online. For questi

chart that lists ways that our lives hav

by online communication, and ways th

A c A d e m i c T r A c k

Communications/Sociology

A c A d e m i c S k i l l S

READING Taking notes (Part

WRITING Writing a concludin

GRAMMAR Using the present p

CRITICAL THINKING Making inferences

U N I T 3

Reading 1

prepAriNG TO reAd

(page 44)

Building Vocabulary

Students find the seven blue words in the passage and

use contextual clues to guess the meanings of the words.

individually.

already knew. Which ones are new to them?

Ask whether students know other forms of the

vocabularywords. Note that many of the vocabulary

words on thislist have noun forms that end in –

tion: participation, investigation, collaboration, and

contribution.

Is it important to be an active in English participant

class? Why or why not? What are some of this features

textbook? Do you like collaborating with others on

projects? Why or why not?

See Vocabulary Extension 3A on page 205 of the Student

Book for additional practice with Word Partners: adjective +

contribution.

Using Vocabulary

Students should practice using the new vocabulary items

while answering the three questions.

from students. For question , ask students what they 1

need to do if they forget their information. For log in

question , ask if the Internet has to their 2 contributed

language learning. If so, how?

Brainstorming

Students create a list of reasons why people use the

Internet. Encourage students to use the vocabulary

words from exercise A, if possible. Ideas can be brief.

list of ideas. Ask students which ideas they think are the

most important.

predicting

Students look at the title and subheads, and then read

the first paragraph of the reading passage. They should

decide which answer best describes what the paragraph

is about.

the question. You may want to give a time limit of 1 to

2 minutes.

other students in the class. Ask them how they arrived

at their answers. Revisit this question after the reading.

A N SW E R K E Y

prepAriNG TO reAd

A 1. participant (Note: A participant is a person.

Theaction is participation.)

2. investigate

3. Accurate (Note: A synonym for accurate is precise.)

4. collaborate

5. contribution

6. potential

7. feature

B Answers will vary. Possible answers:

1. I log in to social media sites at least once a day.

My favorite sites are Facebook and Instagram.

2. Social media helps connect people all over the

world. During disasters, social media provides

access to relevant and timely information. For

example, weather agencies used Twitter to post

frequent updates on the path of Hurricane Irma

as it approached Florida. After the storm, Florida

residents used Facebook and Twitter to reassure

family and friends that they were safe.

C Answers will vary. Possible answers: to do

group projects for school; to start or join an

online petition; to raise money for a project

(crowdfunding)

D b (Explanation: Option a is untrue because not

everyone involved is an archaeologist. Option c is

too specific to be the main idea.)

1.05

Have students read the passage individually, or

play the audio and have students read along.

OVerVieW OF The reAdiNG

The reading passage describes two crowdsourcing

projects, both related to archaeology. Lin’s project

focuses on finding the tomb of Genghis Khan. Parcak

hopes to find and preserve archaeological sites in Peru,

protecting them from looting and illegal construction.

Online search terms: Genghis Khan; Albert Lin; Sarah Parcak;

GlobalXplorer

UNderSTANdiNG Th

reAdiNG

(page 47)

Understanding the main idea

Students choose the correct statement to

crowdsourcing. Elicit the meaning of en

something possible).

crowdsourcing might have received th

a crowd? What is a source?)

identifying details

Students test their understanding of the

passage by completing a chart.

information to arrive at their answers.

unmarked grave means we don’t know

tile is usually a small square used in co

students why they think these areas of

tiles.

critical Thinking: making inf

The box describes the iCritical Thinking

making guesses when reading. Elicit th

“read between the lines” by drawing thr

board. Scribble on the top and bottom l

to the middle line. Explain that there ar

here, but there is space for a reader to th

meaning of the passage. Have a student

the box aloud. You may want to discuss

as a class.

arrived at their answers.

Critical Thinking: Reflecting

Have students think about what they ha

discuss their personal opinions. Remind

their opinions.

would like to join each project. If stud

to join either project, have them expla

U N I T 3

Taking Notes

Students complete the flow chart using the information

in exercise . Elicit the meaning of a flow chart. (It shows A

how one thing leads to another in a process.)

find it easier to read the information in a flow chart

than in paragraph form.

Video

VIEWING: CITIZEN SCIENTISTS

(pages 49-50)

Overview of the Video

The video shows how Albert Lin’s project uses citizen

scientists from around the world to search for Genghis

Khan’s tomb. Although the citizen scientists did not

find his tomb, the video shows one ancient tomb found

through their crowdsourcing.

Online search terms: Albert Lin Mongolia; Genghis Khan

tomb; Mongolia; Burkhan Khaldun

BEFOR E VIEWING

Brainstorming

Have students look at the picture and read the caption.

What adjectives would they use to describe Mongolia?

Then ask them what they know about Genghis Khan.

What would they like to learn about him?

board, and revisit this question after watching the

video to see if students’ predictions were correct.

Learning about the Topic

The paragraph prepares students for the video by giving

them background information about Genghis Khan. Have

students read the paragraph and answer the questions.

Mongol Empire covered is available, show it to the

class.

Vocabulary in Context

This exercise introduces students to some of the key

words used in the video. Encourage students to try to

infer the meanings from the context. Remind students to

use the correct word form for each word.

each word. Ask: Why might someone an animal in tag

the wild? Do you think English phrases are difficult to

figure out? Why or why not? How long will you wait for

something to before you get annoyed?upload

Ideas for… EXPANSION

Have students think about a process that they know

well, such as making an omelet or changing a tire.

Have them work in pairs to create a flow chart with at

least six steps. Tell them not to give the flow chart a

title. Then have the other students read the flow charts

and guess what process is being described. Afterward,

ask whether students think that writing the flow chart

helped them speak about the process clearly.

A N SW E R K E Y

DEVELOPING READING SKILLS

A Participants first watch online videos that teach

them how to identify certain features on satellite

images.

Then they study and flag satellite images on their

own.

Once enough volunteers say that they see the

same thing, …

… Parcak and her team will check for themselves

…

… before passing the information along to

archaeologists on the ground.

The “players” receive a score based on how

accurate they are.

B 1. online videos

2. flag

3. see the same thing

4. check

5. archaeologists

6. accurate

Writing Skill: Writing a Concluding

The describes the imporWriting Skill box

a good concluding sentence. It discusses

common types of conclusions: to make

give an opinion, or restate the main idea

concluding sentence should be interestin

not include any new or surprising inform

students read the aloud. Writing Skill box

which of these types of concluding sent

usually use.

Writing Skill

Students find the concluding statements

reading passages and identify the types

statements.

these are in the passages.

Writing Skill

Students write a concluding sentence fo

paragraph.

and compare them.

A N SW E R KE Y

WRITING SKILL

D 1. R (See page 49.)

2. P (See page 53, Paragraph A.)

3. O (See page 53, Paragraph B.)

E Answers will vary. Possible answ

1. More face-to-face contact with yo

will make you feel happier.

2. In summary, reading the news on

advantages over getting the news

sources.

WRITING TASK

(page 58

Taking Notes

Remind students that brainstorming is a

step for gathering ideas before writing. R

the box aloud so students will be faGoal

writing task before brainstorming.

individually. Provide assistance as nee

30 U NI T 3

REVISING PR AC TICE (page 59)

The box contains an exercise that Revising Practice

demonstrates several ways students can improve their

first drafts.

complete the exercise.

change and explain how it makes the revised draft

stronger.

Revised Draft

Students should apply the revision techniques used

in the to their own drafts, where Revising Practice box

applicable.

questions as a guide for checking and improving their

drafts.

students understand them.

EDITING PR AC TICE (page 60)

The box trains students to spot and Editing Practice

correct common errors related to the present perfect

tense. As a class, go over the information in the box

carefully.

individually.

their corrected sentences aloud and explain the errors.

Final Draft

Have students apply the skills taught in to Editing Practice

their own revised drafts and check for any other errors.

their drafts.

Provide assistance as needed.

paragraphs and common errors.

UNIT REVIEW

Students can work in groups on this recap of the unit. For

question , encourage students to use the target words 1

when appropriate. For questions and , encourage 2 3

them to check the relevant pages of the unit for answers.

groups.

question . Have them vote on the project they would 1

most like to join.

Ideas for… EXPANSION

Editing codes are helpful devices to use when

commenting on students’ work. Using these codes

helps students correct their own work. Make a list

of the codes you use on the board. Write sentences

with one error each, and elicit the error. (Examples:

She have three sisters [SV]. The techer is funny [SP].) or

Have students copy the codes in their notebooks.

They can refer to them when you return their work to

them. Some example codes: SP (spelling), T (tense),

WW (wrong word), ^ (missing word), WF (word form),

SV (subject-verb agreement), WO (word order)

A N SW E R K E Y

REVISING PRACTICE

b, a, d, c

EDITING PRACTICE

1. The Internet has been in existence for several

decades now, but we are still discovering creative

ways to use it.

2. Now that it’s so easy to share videos, millions of

people have posted videos online.

3. Even though I have seen that video a few times, I

still find it very funny.

4. Social networks like Facebook and Twitter have

changed the way we get our news.

5. The Internet has allowed people to share

information and collaborate on projects.

6. Sarah Parcak has spent the last several years

using satellite images to identify important

archaeological sites.

7. Participants in the Galaxy Zoo project have

helped scientists discover new types of galaxies

(star systems) in our universe.

A C A D E M I C T R A C K

Environmental Science

AC A D E M I C SK I L L S

READING Interpreting visual

WRITING Explaining a chart o

GRAMMAR Describing charts a

CRITICAL THINKING Evaluating an argu

UNIT OVERVIEW

The theme of this unit is ocean conserv

unit discusses the changes in fishing tha

consequences for many different fish po

oceans and seas and the impact this has

environment. It provides a closer look a

and explains how we can help to minim

human activity.

in the world’s seas and oceans and its

oceans.

bluefin tuna in captivity in an effort to

discusses how fishing for top predator

chain, which can lead to consequence

Students draw on what they’ve read and

write a paragraph describing a graph or

prepares them by introducing vocabular

ocean conservation, reviewing language

charts and graphs, and offering tips for

sources of information. Lastly, students

brainstorming and using an outline to p

skills that they will use in every unit’s W

THINK AND DISCUS

The questions help prepare students for

matter covered in the unit—ocean cons

been diving? Would you like to go? W

make a list on the board of the seafood

like to eat.

U N I T 4

Reading 1

PREPARING TO READ

(page 64)

Building Vocabulary

The seven words in the box are key vocabulary items that

appear in the passage. Students should use contextual

clues to deduce the meanings of the words and

complete the definitions.

Is there a diverse student population at this school?

Would you like to reduce or double the amount of

homework you have?

See Vocabulary Extension 4A on page 206 of the Student

Book for additional practice with Word Forms: Changing

Nouns into Adjectives.

Using Vocabulary

Students should practice using the new vocabulary items

while answering the three questions. Point out that this

provides practice with vocabulary from Explore the Theme

as well.

students. For question , ask students how long they 1

estimate humans and fish can go without air/water.

For question , ask which species they would most like 2

to see in the wild. For question , ask how much trash 3

they estimate that their families create every week.

Predicting

Students skim the reading passage to make their own

guesses about this reading. Point out that skimming

means allowing your eyes to move quickly over the

words. One skimming strategy is to read the first

sentence of each paragraph.

1to 2 minutes.

students whether they tried the strategy of reading

the first sentences. Ask them to provide one word to

describe the topic of this passage. Revisit this question

after completing the reading.

A N SW E R K E Y

PREPARING TO READ

A 1. reduce

2. restore

3. estimate (Note: This is the same word for the verb

or the noun.)

4. diverse

5. stable

6. quantity

7. doubled

B Answers will vary. Possible answers:

1. Fish need water, oxygen, the correct temperature,

and food—either plants or other animals.

Humans need water, oxygen, food, shelter, and

sleep.

2. dolphins, seals, octopi, squid, mussels, whales

3. by recycling, taking public transportation, using

renewable energy, and not littering

C 1, 3, 6

1.07

Have students read the passage individually, or

play the audio and have students read along.

OVERVIEW OF THE READING

The reading passage presents some of the causes and

effects of overfishing in the world’s oceans. It warns that

many more fish could disappear and suggests some

possible solutions to the problem.

Online search terms: Overfishing Science; Pristine Seas;

Census of Marine Life

UNDERSTANDING T HE READING

(page 67)

Understanding Main Ideas

Students are asked to identify the main idea for each of

the sections of the reading passage.

individually.

at their answers.

Understanding a Process

Students test their understanding of the

passage by completing the diagram with

the box. Draw the diagram on the board

first answer (dropped) as an example.

individually.

the board.

Identifying Problems and Solutio

Students should reread the section A Fut

in the reading passage and find the thre

Students do not need to write full senten

answer.

solutions.

Critical Thinking: Evaluating an

The box explains how tCritical Thinking

argument by looking for facts and statis

author uses to support their argument. S

read the reading passage again to note w

the author has used to make the argume

overfishing.

with statistics in the article and statisti

think should be included. Fill in the ch

students’ ideas. Ask students whether

learned from this reading will affect th

habits. Why or why not?

Ideas for… EXPANSION

Have students choose an ocean specie

online. They should create a pamphlet

following information:

What does the species look like?

Where does it live?

Who are its predators?

Who is its prey?

Is this species in danger? Why or why

U N I T 4

Reading 2

PREPARING TO READ

(page 71)

Building Vocabulary

In this exercise, students complete sentences that follow

the same topic as the reading passage. Explain that the

sentences in the box define the blue words. Remind

students to use the correct forms of the words.

individually.

for each vocabulary item. Ask students to name

one individual they can always rely on. Also ask: Are

population numbers declining where you live? Why or

why not? What is something that you will definitely do

after class today?

See Vocabulary Extension 4B on page 206 of the Student

Book for additional practice with Word Partners: verb + on.

Using Vocabulary

Students should use the new vocabulary items while

discussing the three questions.

students.

Brainstorming

This exercise gets students thinking about what they can

do to keep oceans healthy. Ideas should be brief. Draw a

word web on the board with the words “healthy oceans”

and a sample answer (raise awareness).

words and phrases on a word web on the board.

A N SW E R K E Y

PREPARING TO READ

A 1. individuals (Note: Using the word individuals

as a plural noun means that there are many

individuals who are recognized as different

people, not as one large group.)

2. declining; definitely

3. essential (Note: If something dies out, it means

that the species has become extinct.)

4. informed

5. severe

6. impact

7. rely on

B Answers will vary. Possible answers:

1. clean air; protected areas for wildlife; balanced

ecosystems

2. I read articles, listen to lectures, and watch nature

shows.

3. rising sea levels; unstable weather patterns

C Answers will vary. Possible answers:

raise awareness about overfishing; donate to

charities that protect the oceans; help clean up

beaches; make informed choices about seafood;

eat farmed fish

1.08

Have students read the passage individually, or

play the audio and have students read along.

OVERVIEW OF THE READING

The reading passage is an interview with a chef and

conservationist, Barton Seaver. His recommendations

include making better food choices when we eat, eating

farm-raised fish, eating fish that are low on the food

chain, and thinking more about our relationship with our

environment.

Online search terms: Barton Seaver Projects; Barton Seaver

TED Talk; Seafood decision guide; National Geographic

Overfishing

UNDERSTANDING THE READING

(page 74)

Understanding the Main Idea

Students choose the sentence that best summarizes

Seaver’s message.

U N I T 4

Writing

OVERVIEW

In this section, students prepare to write a paragraph

describing a chart or graph. The lesson starts by teaching

students language that can be used to describe charts

and graphs. Students then learn how to explain a

chart or graph, starting with the main idea or purpose.

In the , students apply these lessons by Writing Task

brainstorming, planning, and writing about a graph.

As added support, they will encounter two drafts of

sample paragraphs and revising strategies that the

author used. Students will use a checklist to revise their

own paragraphs. Editing practice helps students correct

common mistakes with prepositions, verbs used to

describe trends, and the past tense. After this, students

write the final drafts of their paragraphs.

EXPLORING WRIT TEN ENG LISH

(pages 75–77)

Noticing

Students are expected to notice the language to

describe upward and downward trends. Explain that a

trend is a change or development toward something

new or different. This exercise is to be done before going

over the information in the box. Do Language for Writing

the first sentence as an example with the class. Elicit that

this must be DT (downward trend) because the amount

“has fallen.”

individually.

at their answers. Explain that the Language for Writing

box will provide more details about these trends.

Language for Writing: Describing Charts

andGraphs

The box reviews words that are Language for Writing

used to describe charts and graphs, including phrases

to introduce a description and common verbs and

prepositions that are used to talk about changes and

developments. Have students circle the verbs in exercise

A that show whether the trend has been upward,

downward, or stable. Have them underline the phrases

that introduce the sentence and draw a square around

each preposition.

language for Writing

Students practice using the information in the box by

completing the sentences about the graph.

language for Writing

Students write sentences about the graph on page 70.

Refer students to the box for help Language for Writing

writing these sentences.

students, and write them on the board.

A N SW E R K E Y

explOriNG WriTTeN eNGliSh

A 1. DT

2. UT

3. NC

4. UT

5. DT

lANGUAGe FOr WriTiNG

B 1. increased

2. doubled

3. remained stable

C Answers will vary. Possible answers:

1. In the early 1960s, the Pacific bluefin population

peaked at approximately 140,000 metric tons.

2. Between 1961 and 1974, the Pacific bluefin tuna

population decreased dramatically.

3. As the graph shows, the Pacific bluefin

population rose to almost 50,000 metric tons

by1992.

Writing Skill: explaining a chart or Graph

The box explains that descriptions of charts Writing Skill

or graphs begin by explaining the main idea or purpose

and then providing facts (specific information) to support

this main idea. Have a student read each of the main

idea examples in the box followed by the supporting

detail. Ask students to note which is more specific— the

main idea or the supporting detail.

Writing Skill

Students look at the graph and then deci

the statements correctly reflect the infor

students to pay attention to the x- and y-

Writing Skill

Students read the sentences for exercise

correct the incorrect statements, using th

the graph.

Writing Skill

Students should refer to the information

Skill box to write a paragraph about the g

students to pay attention to transition wo

them organize the sentences into a parag

individually. Walk around, and provid

needed.

versions of the paragraph aloud. Have

how they arrived at their answers.

A N SW E R KE Y

WRITING SKILL

D 1, 2, 5

E 3. In 2005, total bluefin production

90,000 metric tons; by 2009, that

fallen to about 60,000.

4. According to the graph, total prod

bluefin tuna decreased steadily be

and 2009.

F The graph shows global producti

species of bluefin tuna in metric t

According to the graph, total prod

bluefin tuna decreased steadily be

and 2009. In 2005, total bluefin p

almost 90,000 metric tons; by 20

had fallen to about 60,000. As fo

level by species, both Atlantic an

tuna showed some variation betw

2009. However, production of So

tuna remained more or less stable

U N I T 4

Revised Draft

Students should apply the revision techniques used

in the box to their own drafts, where Revising Practice

applicable.

questions as a guide for checking and improving

theirdrafts.

students understand them.

EDITING PR ACTICE

(page 80)

The box trains students to spot and Editing Practice

correct common errors related to describing a chart or

graph. As a class, go over the information in the box

carefully to make sure students understand what to look

out for.

individually.

their corrected sentences aloud and explain the errors.

A N SW E R K E Y

REVISING PRACTICE

d, c, a, b

EDITING PRACTICE

1. As we can see from the graph, global aquaculture

production of Atlantic salmon was stable

between 1950 and 1980.

2. Production of Atlantic salmon doubled between

1990 and 1995.

3. Between 1991 and 1992, production of Atlantic

salmon declined slightly.

4. Between 1999 and 2001, production of Atlantic

salmon grew by about 200,000 metric tons.

5. Production of Atlantic salmon decreased slightly

in 2009.

Final Draft

Have students apply the skills taught in to Editing Practice

their own revised drafts and check for any other errors.

their drafts.

Provide assistance as needed.

paragraphs and common errors.

UNIT RE VIEW

Students can work in groups on this recap of the unit. For

question , encourage students to use the target words 1

when appropriate. For questions and , encourage 2 3

them to check the relevant pages of the unit for answers.

groups. For question , ask groups to decide which 1

factors they think are most effective for restoring the

ocean’s biodiversity.

Have students vote for what they believe is the most

important factor.

MEMORY A

A C A D E M I C T R A C K

Psychology/Biology

A C A D E M I C S K I L L S

READING Identifying cause a

WRITING Using an outline

GRAMMAR Using by + gerund

CRITICAL THINKING Applying a method

UNIT OVERVIEW

The theme of this unit is memory—its i

in ancient times and now, the loci meth

memory championships, tips and techni

memorization, and the connection betw

and sleep.

of the loci method and the importance

memory in ancient times. It also discu

why memory is less valued today.

champion uses the loci method to quic

the order of a deck of cards.

between memory and sleep. During d

brain waves help transform short-term

long-term memories. The reading also

improving memory.

Students draw on what they’ve read and

write a discussion paragraph about how

memory. The unit prepares them by intr

vocabulary to talk about memory, teach

by + gerund, and offering tips for how t

The unit also explains how to identify c

Lastly, it introduces students to brainsto

using an outline to prepare drafts—skill

will use in every unit’s Writing Task.

THINK D DISCUS AN

The questions help prepare students for

matter covered in the unit—memory an

to learning. The scene depicts an artist,

drawing the New York City skyline from

U N I T 5

Reading 1

PREPARING TO READ

(page 84)

Building Vocabulary

Students find the seven blue words in the passage and

use contextual clues to guess the meanings of the words.

Remind students to look for the parts of speech to help

them better understand the new words.

individually.

passage did students find helpful?

What is an achievement that you are proud of? Can you

visualize your bedroom when you close your eyes?

See Vocabulary Extension 5A on page 207 of the Student

Book for additional practice with Word Forms: Changing

Nouns and Adjectives into Verbs.

Using Vocabulary

Students should practice using the new vocabulary items

while answering the two questions.

from students. For question , ask students what they 1

can remember about their partner’s place. For question

2, ask students why these external conditions make it

difficult. What would an condition be?internal

Classifying

Students complete the chart with their ideas. Each idea

should be brief. Elicit examples before students begin.

exercise.

Encourage students to explain they chose their why

answers.

different groups in the class.

Predicting

Students scan the passage to make their own guesses

about this reading. Elicit strategies for scanning a reading

passage. Students should let their eyes move quickly

down the page, without worrying about unknown words.

They can read the first paragraph, then scan the rest of the

passage for similar words. Point out that answers will vary.

Stress that students should not try to read the entire

passage. Give students 1 minute for this activity, and

time them, if possible.

found. Then have students share their predictions.

Revisit this question after the reading.

A N SW E R K E Y

PREPARING TO READ

A 1. familiar; 2. text; 3. internal; external; 4.

5. visualize; 6. memorize; 7. achievement

B Answers will vary. Possible answers:

1. My kitchen is a place that is very familiar to me.

It’s a big room with a large wooden table and a

green and white floor.

2. I find it difficult to study when people are talking

on the phone or watching TV. I also find it difficult

to study if the room is messy. I need a clean space

to study well.

C Answers will vary. Possible answers:

Things I make lists for: food shopping;

household chores; homework assignment due

dates

Things I try to memorize: irregular verbs;

history dates; passwords; locker combinations

D Answers will vary. Possible answers: technique,

loci, visualize, remember

1.09 Have students read the passage individually, or

play the audio and have students read along.

OVERVIEW OF THE READING

The reading passage describes how attitudes toward

memory have changed over the centuries; it also explains a

special technique for memorization called the loci method.

Online search terms: Memory Palace; Joshua Foer TED Talk;

Simonides

UNDERSTANDING THE

READING

(page 87)

Understanding the Main Idea

Students are asked to identify the main idea of the

reading passage.

arrived at the answer.

Understanding Details

Students test their understanding of the details in the

passage. Explain that a is a small job or chore. If you task

value something, it means it is important to you.

U N I T 5

or , and write them on the board. (Examples: ei believe,

achieve, ceiling, deceive. seize, Exceptions to the rule:

leisure.) Ask students to identify the signal words used

in the techniques.

Identifying Cause and Effect

Students read the reading passage on pages 85–86 again

and look for three causes and effects. Remind students to

look for signal words.

their answers individually.

causes and effects that they found aloud. Create a list

of the signal words on the board.

A N SW E R K E Y

DEVELOPING READING SKILLS

A Five cause-effect relationships:

People often use mnemonics—like poems

or pictures—because it’s easier to remember

rhymes or images than plain facts and lists.

… it may be hard to remember the colors of the

rainbow in the order that they appear. Someone

therefore made an acronym for this: ROY G BIV.

The name Roy G. Biv is meaningless, but it’s short,

so it’s easier to remember than the list.

English spelling rules can also be difficult to learn,

so some students use rhymes to help them

remember the rules. By learning “i before e except

after c (where you hear ee),” students of English

can remember the spelling of words like niece

and receipt.

B Answers will vary. Possible answers:

By using the loci method, he was able to “read”

books stored in his memory palaces. (Paragraph D)

A person with a good memory was special

because they could help preserve the society’s

cultural heritage. (Paragraph E)

We’ve invented devices so we don’t have to store

information in our brains. (Paragraph G)

Video

VIEWING: HOUSE OF CARDS

(pages 89–90)

Overview of the Video

The video shows how a memory champion memorizes

the order of a deck of cards. He uses a memory palace

and assigns each card a person, an action, and an object

to help him with the process.

Online search terms: USA Memory Championship; World

Memory Championships; memory sports

BEFO RE VIEWING

Learning about the Topic

The paragraph prepares students for the video by giving

them background information about the USA Memory

Championships.

how close their guesses were to the correct answer. For

question 2, elicit example answers from the class. Ask

students if they think they would do well in this contest.

Vocabulary in Context

This exercise introduces students to some of the key

words used in the video. Remind students to try to infer

the meaning from context. Point out that the part of

speech for each of these words differs, so these clues can

help to determine the meanings.

each word. Ask: Do you have a mental map of your

school? What colors are associated with your country?

Have you ever created a secret code with friends?

A N SW E R K E Y

BEFORE VIEWING

A 1. Answers will vary. Correct answer: 18.65 seconds

2. Answers will vary. Possible answer: They could

connect the cards with objects around a living

room and attach the same number and suit of

each card to that object. For example, a mirror on

the wall could have 8 hearts on the frame, and it

would be the 8 of hearts.

B 1. mental map

2. associated

3. code

UNDERSTANDING T

READING

(page 94)

Understanding Main Ideas

Students check the sentences that are su

reading passage.

individually.

statements they already knew and whi

Ask whether they remember what the

are called.

Understanding a Process

Students complete the diagram with inf

the reading passage. Point out that the a

clockwise. Elicit the meaning of tempo

that they will need to infer the informat

written in the passage.

individually.

they can remember while covering the

volunteers to share the information.

dentifying Cause and E I ffect

Students complete the chart by adding t

first two items and the effect for the last

that the causes and effects are portrayed

chart. You may want to complete the fir

individually.

helpful to see the information presente

chart. Ask students to combine each c

in a sentence.

Critical Thinking: Synthesizing

Students reflect on Reading 1, Reading

to create a list of techniques and tips for

memory. Encourage students to look ba

chapter for ideas.

individually.

U N I T 5

Language for Writing

Students practice writing cause-and-effect sentences

with + gerund. They combine the information in by

two separate sentences into one. Remind students to

use commas appropriately. Ask a student to read the

example sentence aloud before they begin.

individually.

Language for Writing

Students create their own sentences using + gerund. by

Before beginning the exercise, you may want to create

a word web on the board with ideas about exercise and

stress. Be sure to keep these ideas brief.

or four. Ask students whether they have similar or

different ideas.

from each group. Make sure that students are aware of

comma placement.

Ideas for… EXPANSION

Before class, prepare enough papers for a 2:1 ratio

in the class. Write an at the top of each page. effect

Examples: You will get a good grade in English; You can

run a marathon; You will improve your finances. Explain

to students that they should write a “ + gerund” by

phrase as the at the bottom of the page. Have cause

students form pairs, write causes, fold the paper over

their answer so that the + gerund clause is hidden, by

and then pass the paper to another pair. The new

pair should not look at the previous answer; they

should write their own, fold the paper again, and pass

it to a new pair. Model this before students begin.

After students have written answers on five or six

papers, collect the papers, unfold them, and read the

statements aloud to the class. Vote on the best ideas.

See Grammar Summary on page 222 of the Student Book for

additional practice with By +Language for Writing: Using

Gerund.

Writing

OVERVIEW

In this section, students prepare to write a cause-and-

effect paragraph about improving one’s memory.

The lesson starts by teaching students how to use + by

gerund. Students then learn how to use an outline to

develop their ideas. In the , students apply Writing Task

these lessons by brainstorming, planning, and writing

about memory. As added support, they will encounter

two drafts of sample paragraphs and revising strategies

that the author used. Students will use a checklist to

revise their own paragraphs. Editing practice helps

students correct common mistakes with + gerund. by

After this, students write the final drafts of their

paragraphs.

EXPLORING WRIT TEN

ENGLISH

(pages 95–97)

Noticing

Students are expected to notice how + gerund is used by

in cause-and-effect sentences. This exercise is to be done

before going over the information in the Language for

Writing box.

gerund in the sentences. What do they notice about

the structure of the sentences?

Language for Writing: Using + Gerund By

The box describes how + gerund Language for Writing by

is used in cause-and-effect relationships. It explains

how the gerund (verb form + - ) is used to describe ing

the cause. One way to explain this is that the act of

completing the action described in the verb leads to the

result. Have a student read the text in the Language for

Writing box aloud. Direct students to the examples in

exercise A and in the box. Point out that when the cause

comes before the effect, a comma is needed between

the two clauses.

A N SW E R KE Y

EXPLORING WRITTEN ENGLISH

A 1. C

2. E (Note: Remind students of ROY

A on page 88.)

3. E

4. E

5. C (Note: Having self-esteem mean

good about yourself.)

6. E

LANGUAGE FOR WRITING

B 1. By getting a good night’s sleep, y

brain form long-term memories.

2. You can memorize the order of a

using the loci method.

3. The scientists stopped the rats’ br

giving them a drug.

4. By making a shopping list, you c

what items you need to buy.

C Answers will vary. Possible answ

1. I try to relieve stress by listening

2. By meditating every morning, I s

relaxed way.

3. By planning all my meals for the

morning, I can avoid eating junk

Writing Skill: Using an Outline

The Writing Skill box describes how using

help the development of a paragraph. The

teaches students to write a topic sentence,

and details. The box explains that this can

of writing. It should help students determ

need more information, whether they hav

information, and how to order their parag

writing. Why or why not? Elicit acade

which they use outlines.

Writing Skill box. What cause and effec

Writing Skill

Students should read the outline and then

longer sentences with the information in

students to the example in the book, and

that they can refer to the Writing Skill box

U N I T 5

First Draft

Have students write first drafts of their paragraphs based

on their outlines.

Provide assistance as needed. Refrain from error correction

at this point.

A N SW E R K E Y

WRITING TASK

A Answers will vary. Possible answers: stop

multitasking and concentrate on one task at

a time; take naps; take regular breaks from

technology; meditate; try new and challenging

tasks

B Answers will vary. Possible answers:

Topic Sentence: There are many different ways to

improve memory, including using the loci method,

using acronyms, and getting enough sleep.

Supporting Idea 1: loci method (memory palace)

Details: USA Memory champion organizes a deck

of cards

Supporting Idea 2: acronyms

Details: ROY G BIV (rainbow)

Supporting Idea 3: getting enough sleep

Details: brain-wave activity—long-term memory

REVISING PR ACTICE

(page 99)

The box contains an exercise that Revising Practice

demonstrates several ways students can improve their

first drafts.

complete the exercise.

change and explain how it makes the revised draft

stronger.

Revised Draft

Students should apply the revision techniques used in the

Revising Practice box to their own drafts, where applicable.

as a guide for checking and improving their drafts.

students understand them.

EDITING PRACTICE

(page 100)

The box trains students to spot and Editing Practice

correct common errors related to + gerund. As a class, by

go over the information in the box carefully.

their corrected sentences aloud and explain the errors.

A N SW E R K E Y

REVISING PRACTICE

b, a, a, d, c

EDITING PRACTICE

1. You can’t remember all of the information in a

lecture just by listening to it.

2. By taking notes while you listen, you can

remember information better.

3. By writing a summary of your notes after a lecture,

you will remember the information more easily.

4. By taking notes and making lists, you transfer

information from internal to external memory.

(Explanation: Both take make and should be in

the gerund form. They both are part of the by +

gerund phrase.)

5. One study shows that by getting a good night’s

sleep, people remember a skill (such as playing

the piano) 30 percent better.

6. You can improve your memory by eating a

healthy diet and exercising regularly.

Final Draft

Have students apply the skills taught in to Editing Practice

their own revised drafts and check for any other errors.

their drafts.

Provide assistance as needed.

paragraphs and common errors.

UNIT REVIEW

Students can work in groups on this recap of the unit. For

question , encourage students to use the target words 1

when appropriate. For questions and , encourage 2 3

them to check the relevant pages of the unit for answers.

in groups. For question , ask groups whether they 1

changed their opinions as they studied this unit.

a class, have students vote for what they believe is the

most effective technique for memorization.

UNIT OVERVIEW

The theme of this unit is the role of anim

including collection of toxins from snak

the benefits and dangers of toxins, resea

rebuilding extinct viruses, and the use o

medical research.

to catalogue different snake venoms in

these may be used for medical purpos

Valerie Clark, uses to study insects th

of a frog’s toxins in Madagascar.

medical research, but with a law bann

chimps once used for research now liv

However, some scientists argue that th

needed for medical research.

Students draw on what they’ve read and w

an argumentative paragraph. The unit pre

introducing vocabulary to talk about anim

identifying pros and cons, and explaining

language to show concessions. They also

express agreement and disagreement. Las

brainstorm to help them plan their paragr

revise and edit their drafts.

THINK AND DISCUS

The questions help prepare students for

matter covered in the unit—animals and

scene depicts a colorful sea slug called

A C A D E M I C T R A C K

Health and Medicine

A C A D E M I C S K I L L S

READING Identifying pros an

WRITING Writing an argume

GRAMMAR Making concession

CRITICAL THINKING Understanding me

andsimiles

U N I T 6

Reading 1

PREPARING TO READ

(page 104)

Building Vocabulary

Students find the seven blue words in the passage and

use contextual clues to guess the meanings. Remind

students to look for the parts of speech to help them

better understand the new words.

individually.

already knew. Which ones are new to them?

What are some you have for learning English? resources

What are some you have about your future? concerns

Do you have a reason for learning English? If so, specific

what is it?

See Vocabulary Extension 6A on page 208 of the Student

Book for additional practice with Word Link: en- (meaning

“putting or causing to be in a certain condition”).

Using Vocabulary

Students should practice using the new vocabulary items

while answering the three questions.

from students. For question , write a list on the board. 1

For question , ask whether students have experienced 2

these side effects. For question , ask students to also 3

name some diseases that doctors cure. Remind can

students of unit 2, in which they learned about the

invention of antibiotics.

Brainstorming

Students discuss the question in pairs. Ideas can be brief.

the biggest problem that scientists face?

Predicting

Students skim the reading passage and decide which

sentence best describes Zoltan Takacs. Remind students

to skim the passage quickly and not to stop at unknown

words.

the question. You may want to set a time limit of 1 to

2minutes.

them how they arrived at their answers. Revisit this

question after the reading.

2.01 Have students read the passage individually, or

play the audio and have students read along.

OVERVIEW OF THE READING

The reading passage describes the work of Zoltan Takacs

and his colleagues, who collect venom for scientific

research from snakes around the world. Takacs believes

that toxins can help cure many diseases. He is afraid that

if species disappear, the opportunity to develop cures

will disappear, too.

Online search terms: The Bite that Heals; Zoltan Takacs;

National Geographic mamba

UNDERSTANDING THE

READING

(page 107)

Understanding Main Ideas

Students are asked to match each section to the

correct heading. Elicit the meanings of: tell the difference

(differentiate, distinguish), (possibly), and potentially

biodiversity (the existence of a wide variety of animal and

plant species in their natural environment).

A N SW E R K E Y

PREPARING TO READ

A 1. target

2. concerned

3. disease

4. cure

5. specific

6. resources

7. endangered

B Answers will vary. Possible answers:

1. panda bears; polar bears; rhinoceroses;

orangutans

2. headaches; drowsiness; lack of/enhanced

appetite; weakness; hair loss

3. cancer; diabetes; AIDS; Parkinson’s disease;

Alzheimer’s disease

C Answers will vary. Possible answers: Scientists

may have to travel to remote and dangerous

places to collect samples; they might not know

the language spoken in the area; they might get

bitten or stung themselves.

D b

by what they have read. If so, what surp

Understanding Details

Students test their understanding of the

passage by answering questions.

found the information to arrive at thei

Critical Thinking: Understandin

and Similes

The box describes two Critical Thinking

language, metaphors and similes, which

to be compared. By noticing a similarity

things, the reader can better understand

Have a student read the text in the box a

Sam is not actually a fish and the teeth

daggers, but the author’s use of this lan

reader to imagine the meaning. You ma

the first example as a class.

answers are all meanings of the literal

students whether the figurative langua

better understand the passage. Why or

Critical Thinking: Reflecting

Have students think about what they ha

discuss their personal opinions. Remind

their opinions.

would like this job and who would no

volunteers from both groups to explai

would or would not like this job.

ideas for… EXPANSION

Have students imagine that they have

to interview Zoltan Takacs for a TV sh

work in pairs. First, ask them to decide

of talk show they want to create (serio

children, etc.). Next, what do they wan

They should create a list of three to fiv

Then they should work with a new par

the interview. One student should be Z

other should be the interviewer. Encou

to be as creative as possible. Afterwar

to share the best answers to their quest

U N I T 6

and fill it in as a class.

Critical Thinking: Evaluating

Students look at their lists of pros and cons in exercise A

and form their own opinions.

individually. Encourage them to write brief notes.

their opinions.

why they chose their answers. Have students vote on

whether virologists should or should not continue to

study extinct viruses. Then ask what restrictions they

think should or could be placed on scientists.

Video

VIEWING: THE FROG

LI CKER

(pages 109–110)

Overview of the Video

The video describes the work of scientist Valerie Clark,

who studies frogs to find information on toxins that

could be valuable for medical research. The Mantella

poison frog in Madagascar is particularly interesting

because it has a variety of toxins that are produced from

the insects the frog eats.

Online search terms: Mantella Poison Frog; Valerie Clark

National Geographic; Frog Licker; Madagascar nature

BEFOR E VIEWING

Predicting

Have students look at the picture and read the caption.

Have students predict why she is licking the frog.

and revisit this question after watching the video to see

whether students’ predictions were correct.

Learning about the Topic

The paragraph prepares students for the video by giving

them background information on some poisonous

animals. Have students read the paragraph and answer

the questions.

dart frog is different from the Mantella poison frog.

Vocabulary in Context

This exercise introduces students to some of the key

words used in the video. Encourage students to try to

infer the meanings from the context. Remind students to

use the correct word form for each word.

each word. Ask: What is a good of vitamin C? Are source

there near where you live? What do you primary forests

hope to find when you follow the in the game leads

Cluedo?

ideas for… EXPANSION

Have students work in two large groups. One group

represents virologists who want to study extinct

viruses. The other group represents doctors who are

worried about the possible dangers. Give students 5

to 7 minutes to prepare their arguments. Then have

the virologists stand in a circle facing outward. Have

the doctors stand so that each one is facing one of

the virologists. Explain that they will debate their

case one on one. After 1 minute, the students in the

outside circle move one step clockwise, so each is

speaking with another person. Repeat this, switching

every 1 to 2 minutes, at least four times. Ask students

if they felt their arguments improved after the fourth

debate. When this exercise has been completed, have

students vote on which group they agree with.

A N SW E R K E Y

DEVELOPING READING SKILLS

A Answers will vary. Possible answers:

Pros: We could learn more about how viruses

cause disease and how humans developed in

the past. We could develop vaccines in case the

extinct viruses reappear.

Cons: The scientists and the public could

become infected with the virus, and there would

be no cure. Our immune systems probably

wouldn’t have the ability to fight an extinct virus.

B Answers will vary. Possible answers:

I don’t think virologists should continue studying

extinct viruses because it’s just too dangerous. If

just one person becomes infected, it could lead

to an outbreak and many people could die.

Understanding Details

Students read the statements and decide

true, false, or . Explain that NGnot given

that the answer is not found in the text.

finish early, have them correct the false

individually.

false statements.

Understanding Pronoun Referen

Students read the sentences. Elicit what

are and why it is important to understan

represent. Elicit that the information wi

come the pronoun.before

individually.

sentences on the board, and draw an a

pronoun to the subject in each.

Identifying Pros and Cons

Students complete the chart with pros a

on the material in the reading passage.

pros and cons. As students share their

them on the board.

Critical Thinking: Evaluating

Students look at their lists of pros and c

and form their own opinions.

in exercise , and decide whether the D

outweigh the disadvantages.

pairs. Encourage students to justify th

U N I T 6

Writing

OVERVIEW

In this section, students prepare to write an

argumentative paragraph about using animals in medical

research. The lesson starts by teaching students how

to make concessions in writing (show two sides of a

situation in one sentence). Students then learn how to

express agreement and disagreement. In the Writing

Task, students apply these lessons by brainstorming,

planning, and writing their opinions. As added support,

they will encounter two drafts of sample paragraphs and

revising strategies that the author used. Students will

use a checklist to revise their own paragraphs. Editing

practice helps students correct common mistakes with

concessions. After this, students write the final drafts of

their paragraphs.

EXPLORING WRIT TEN

ENGLISH

(pages 115–117)

Noticing

Students are expected to notice how concessions are

used by reading the information and determining

which argument the author feels is more important. This

exercise is to be done before going over the information

in the box. If students feel this Language for Writing

exercise is confusing, reassure them that they will learn

more about it later.

notice what each of the more important sections has in

common (and what each of the less important sections

has in common).

Language for Writing: Making Concessions

The box describes how to make Language for Writing

concessions. It explains that clauses beginning with

although or even though are concession clauses; this

information is true, but not as strong as the information

in the main clause. Have students read the text in the

Language for Writing box aloud. Have students look

again at exercise and rewrite the sentences, switching A

around the two clauses and making changes, including

comma changes where necessary. Remind students that

each clause needs a subject and a verb! Allow time for

students to write the sentences. Then write them on

theboard.

Language for Writing

Students practice writing sentences making concessions.

They should read the two items of information and then

connect these in one sentence to reflect the information.

Have a student read the example aloud. Elicit that the

writer has used a pronoun in the second clause and has

connected the clauses with a comma.

individually.

sentences on the board. Ask: If the information in

thetwo clauses were reversed, how would it change

the message?

Language for Writing

Students create their own sentences in which they make

concessions. Before beginning the exercise, remind

students that they can write about any topic they

choose. You may want to offer an example to start. Write

an example sentence on the board, and label the “more

important” and “less important” sections.

three or four. Have each group check the grammar and

then choose two sentences to write on the board.

any that contain errors.

ideas for… EXPANSION

Have students write stories using concessions. Have

students work in pairs, and begin the story with

the following two sentences: “As I was walking to

school, I saw a _________. Even though _______, I

__________.”

Allow students time to think of imaginative ideas.

Then collect the papers and give them to different

pairs. Have the next pair read the beginning of

the story and write another concession sentence,

continuing the story. Continue switching papers three

or four more times. At the fifth switch, have each pair

read the story they are given and correct the grammar

and spelling. Then have them write a concluding

sentence. Post the stories around the classroom for

students to read, or have volunteers read their stories

aloud.

Writing Skill: Writing an Argumenta

Paragraph

The box describes the stepsWriting Skill

convince a reader that your point of vie

points out the importance of expressing

and disagreement in an argumentative p

Writing Skill box teaches students to state

the argument, and then the reasons why

is valid. The box lists phrases for agreem

disagreement. Have students read the te

Skill box aloud. Ask students which of th

already use, and which one sounds the m

Writing Skill

Students read the paragraph and underli

sentences that make a concession. Rem

look for the words or even though altho

Writing Skill

Students read the paragraph again and a

questions.

A N SW E R KE Y

EXPLORING WRITTEN ENGLISH

A 1. b (Even though)

2. b (Although)

3. a (even though)

4. b (Even though)

LANGUAGE FOR WRITING

B 1. Although a small amount of arsen

deadly, it is still used to treat cert

2. The poison dart frog is highly tox

it is just two inches long.

3. Even though chimpanzee experim

can lead to advances in human he

research on chimps has been larg

C Answers will vary. Possible answ

1. Although he used chimpanzees in

research, he always treated them

2. I did all my homework even thou

feeling well.

U N I T 6

First Draft

Have students write first drafts of their paragraphs based

on their outlines.

individually. Provide assistance as needed. Refrain from

error correction at this point.

EDITING PR ACTICE

(page 120)

The box trains students to spot and Editing Practice

correct common errors related to making concessions. As

a class, go over the information in the box carefully.

individually.

their corrected sentences aloud and explain the errors.

A N SW E R K E Y

WRITING TASK

A Answers will vary. Possible answers:

Pros: Medicines made from animal venom have

fewer side effects; some medical advances can

help animals in the wild, too.

Cons: cruel to the animals; medicines may affect

humans and animals differently.

B Answers will vary. Possible answers:

Main Argument: Scientists should not be

allowed to use animals for medical research

because it is cruel and unnecessary.

Supporting Idea 1: Animals are often harmed.

Concession: Scientists don’t want to be cruel.

Details: Animals live in small cages; may be

injured or in pain during testing.

Supporting Idea 2: Drugs don’t always have the

same effect on animals and humans.

Concession: Experiments with animals can lead

to advances in human health.

Details: Some drugs are safe for animals but not

for humans.

REVISING PR AC TICE

(page 119)

The box contains an exercise that Revising Practice

demonstrates several ways students can improve their

first drafts.

complete the exercise.

Revised Draft

Students apply the revision techniques used in the

Revising Practice box to their own drafts.

questions as a guide for improving their drafts.

students understand them.

A N SW E R K E Y

REVISING PRACTICE

d, a, b, c

EDITING PRACTICE

1. Even though she’s afraid of snakes, she wants to

study snake venoms.

2. Although the golden poison dart frog is very

small, it is very deadly.

3. Even though the NIH is retiring its research

chimpanzees, it will continue to use other animals

for medical research.

4. Although there are potentially millions of toxins

in the wild, scientists have studied only a couple

thousand.

5. Even though black widow spider bites can be

deadly to small children, they are not usually

strong enough to kill an adult human.

Final Draft

Have students apply the skills taught in to Editing Practice

their own revised drafts and check for any other errors.

their drafts.

Provide assistance as needed.

UNIT RE VIEW

Students can work in groups on this recap of the unit. For

question , encourage students to use the target words 1

when appropriate. For questions and , encourage 2 3

them to check the relevant pages of the unit for answers.

groups.

question . 1

U N I T 7

Reading 1

PREPARING TO READ

(page 124)

Building Vocabulary

The seven words in the box are key vocabulary items that

appear in the passage. Students should use contextual

clues to deduce the meanings of the words and

complete the definitions.

Ask: What are two items that often collide? What is the

hottest temperature on record in your region? How

long does it take to get to the coast from where you

live?

See Vocabulary Extension 7A on page 209 of the Student

Book for additional practice with Word Link: - (meaning ex

“away from”)

Using Vocabulary

Students should practice using the new vocabulary items

while answering the three questions. Encourage students

to try to include additional words from the blue box in

their answers.

students. For question , ask students what countries 1

have the hottest/wettest/coldest/driest climates. For

question , ask whether they have experienced any 2

of these extreme events. For question , choose one 3

recent example and elicit details from the class.

Brainstorming

Students should practice brainstorming about the

topic. If available, show video clips or photographs of

tornadoes and their devastating effects.

students and write a list on the board. After reading,

revisit this list to see if any were mentioned in the

reading.

Predicting

Students scan the first paragraph to find specific

information and then make a prediction about this

reading.

to 2 minutes.

Ask students how they arrived at this answer.

A N SW E R K E Y

PREPARING TO READ

A 1. Data (Note: Data is a plural noun. The singular,

datum, is rarely used.)

2. collide

3. Climate

4. coast

5. condition

6. on record (Note: Record can be a verb or a noun.

You record information in order to have a record of

it; this helps you to remember the information.)

7. extends

B Answers will vary. Possible answers:

1. hot and humid in the summer, cold in the winter

2. blizzards and hurricanes

3. wildfires in California; caused by a cigarette

thrown out the window

C Answers will vary. Possible answers: houses are

destroyed; animals and people are killed; trees fall

on roads

D April 25–28, 2011; Mississippi, Alabama, Tennessee,

and Georgia

2.03

Have students read the passage individually, or

play the audio and have students read along.

OVERVIEW OF THE READING

The reading passage presents the history of a series of

large tornadoes that struck the United States in 2011.

It also discusses some of the causes and effects of

tornadoes.

Online search terms: Tim Samaras; tornado alley; James

Spann Ted-Ed

UNDERSTANDING THE

READING

(page 127)

Understanding Main Ideas

Students are asked to identify the purpose for each

paragraph in the reading passage. Elicit the meaning

of . Ask students what preventive preventive measures

measures can be taken to help people before a natural

event occurs.

individually.

their answers. Elicit the meaning of “p

Understanding Cause and Effect

Students test their understanding of the

passage by completing the diagram wit

effects. Draw the diagram on the board

the arrows lead from causes to effects. E

answer (global warming) as an example

individually.

the board.

Critical Thinking: Evaluating So

The box explains how toCritical Thinking

source (the person who has given the in

looking at his/her credentials (job, educ

etc.). Have a student read the text in the

why it is important to know a person’s c

are credentials important in the digital a

they think is the most credible. Why? A

they arrived at their choices.

Interpreting Maps

Students look at the map connected to

and interpret the data. Ask students wh

surprised by this information or if it refle

already know.

theories for why tornadoes occur in th

Ideas for… EXPANSION

Ask students whether they have seen

with tornadoes. If available, show stude

tornado in an iconic AThe Wizard of Oz,

Ask what they think happens next. The

clip from the tornado scene in the mov

how the two depictions of tornadoes a

are they different? If possible, have stud

one of the movies for homework and t

in the following class.

U N I T 7

Reading 2

PREPARING TO READ

(page 131)

Building Vocabulary

In this exercise, students complete sentences that follow

the same topic as the reading passage. Explain that the

sentences in the box define the blue words. Remind

students to use the correct forms of the words. They

should use each word only once.

individually.

for each vocabulary item. Ask: What fuel do you use

to heat your homes? What can block a road? What

do you particularly like about English class? What is

one significant difference between lightning and

tornadoes?

See Vocabulary Extension 7B on page 209 of the Student

Book for additional practice with Word Forms: Changing

Adjectives into Adverbs.

Using Vocabulary

Students should use the new vocabulary items while

discussing the two questions.

students. For question , ask: What precautions are in 1

place to prevent fires in your area? For question , ask 2

students whether there are safety measures in their

areas to make buildings safer. If so, what are they? If

not, what safety measures should be added?

Predicting

This exercise gets students thinking about the topic. They

should predict the topic based on the illustrations.

individually.

of the class.

A N SW E R K E Y

PREPARING TO READ

A 1. Frequent; threaten

2. particularly

3. on purpose

4. appropriate

5. block

6. fuel; significant (Note: In this context, consuming

means destroying.)

B Answers will vary. Possible answers:

1. Unfortunately, fires occur quite frequently in my

community. This is because there are a lot of

trees and wooded areas near where I live, and

they catch fire quite easily, especially during the

summer.

2. remain calm; look for the exits; leave quickly; help

others; alert others; check whether the door is hot

before opening it

C b (Explanation: The illustration shows people

trying to put out a wildfire. Both options a and c

are mentioned in the passage, but the main idea

is option b.)

2.04

Have students read the passage individually, or

play the audio and have students read along.

OVERVIEW OF THE READING

The reading passage is about wildfires—how they form

and the measures taken to stop them. Some measures

include building fire-resistant homes, clearing land, and

digging “fire lines,” which are trenches around the fire.

Online search terms: wildfires National Geographic; Smokey

Bear; forest firefighters

UNDERSTANDING THE

READING

(page 134)

Understanding Main Ideas

Students choose the sentence that matches the

paragraph to its purpose.

a problem where they live. Have they heard of any

wildfires in the news? Where did these take place?

Understanding Details

Students fill in the chart with informatio

Explain that a is something that c factor

result. Explain that factors will be more g

examples.

individually.

found the answers in the reading.

Understanding a Process

Have students read the sentences and d

they are true or false. Ask students who

correct the false statements. The studen

information on page 133 to answer thes

individually.

false statements.

Critical Thinking: Evaluating S

Have students read paragraph D again a

their answers in pairs. Refer them to the

box on page 127 for a reminder about c

for question 3.

Critical Thinking: Evaluating S

Have students reflect on what they have

unit and choose who they would includ

source, noting their reason.

whether they agree or disagree with e

Ideas for… EXPANSION

If computers are available, have studen

a news article about a recent wildfire, t

lightning storm. Then have students di

questions in pairs:

credible sources? Why or why not?

Have volunteers share their informatio

U N I T 7

Writing

OVERVIEW

In this section, students prepare to write a paragraph

describing a natural process. The lesson starts by

teaching students language for describing a process,

including the use of sequencing words and the simple

present tense. Students then learn how to organize a

process paragraph. In the , students apply Writing Task

these lessons by brainstorming, planning, and writing

about a process. As added support, they will encounter

two drafts of sample paragraphs and revising strategies

that the author used. Students will use a checklist to

revise their own paragraph. Editing practice helps

students use the simple present tense to explain how

something happens, and to check for subject-verb

agreement. After this, students write the final drafts of

their paragraphs.

EXPLORING WRIT TEN

ENGLISH

(pages 135–137)

Noticing

Students are expected to notice the verbs that are used

to describe a natural cycle. This exercise is to be done

before going over the information in the Language for

Writing box.

individually.

are all in the simple present tense. Explain that the

Language for Writing box will give more details.

Language for Writing: Describing a Process

The box reviews the use of simple Language for Writing

present tense for describing a process.

process do these sentences describe?

the box and in exercise A to show the subject-verb

agreement.

Language for Writing

Students practice using the information in the box by

completing the sentences about the formation of snow.

individually.

Language for Writing

Students write sentences about one of the natural events

described in this unit. Refer students to the Language for

Writing box for help writing these sentences. Encourage

students to try to write sentences without referring to the

video and reading passages. After 2 to 3 minutes, allow

them to use their books to check their answers.

about each of the three events. Check for subject-verb

agreement.

A N SW E R K E Y

EXPLORING WRITTEN ENGLISH

A 1. raises

2. heats; turns

3. rises

4. rises; gets; turns; form

5. get; falls

6. continues

simple present tense

LANGUAGE FOR WRITING

B 1. is; freezes; turns

2. collide; stick; form

3. starts; grows

4. become; fall

5. falls; melts; stays

C Answers will vary. Possible answers:

1. Wildfires begin with a heat source.

2. Humans cause most wildfires.

3. Tornadoes occur when warm, wet air collides

with cold, dry air.

Writing Skill: Organizing a Process Paragraph

The box is about planning a process Writing Skill

paragraph. Explain that the sequence words and phrases

indicate the order of steps or events in a process. Point

out that students should include details, as well as steps,

in their paragraphs.

in bold. Ask what process this describes. Have students

circle the markers in exercise B and ask writers use why

different markers (to make the information clear and

interesting).

Writing Skill

Students read the sentences and under

words. Then they order the stages.

helped them make their decisions. Wr

words on the board.

Writing Skill

Students use the sentences in exercise D

a paragraph about the stages of a wildfi

the box for other sequencWriting Skill

paragraph aloud.

A N SW E R KE Y

WRITING SKILL

D Underlined words: Next; First; Fina

Once

3, 1, 5, 2, 4

E When a wildfire starts, it goes thro

different stages of growth. To beg

ember lands close to a fuel source

grass or leaves. As the ember reac

it increases in heat and strength. Th

of heat, oxygen, and fuel increases

of the fire growing to the next stag

the fire begins to spread to the surr

After that, as the flames get bigger

farther, the fire reaches its hottest s

point, the fire is fully developed. As

fuel has been consumed, the fire b

However, any introduction of new f

an increase in oxygen can cause th

up again. Eventually, the fire is redu

and ash. It often takes weeks to full

embers from a large fire.

WRITING TASK

(page 13

Taking Notes

Have students make a list of natural or b

processes. Encourage students to look o

computers are available.

the processes to a partner.

the board.

UNIT OVERVIEW

The theme of this unit is architecture an

to our culture and the values of civilizat

famous cathedral, La Sagrada Família

from nature; and the long time frame

a clockmaker and goldsmith, who bui

largest brick dome in Florence, Italy.

structures from ancient times: Göbekli

in Turkey, and Chichén Itzá, a Mayan c

Students draw on what they’ve read and

write a paragraph comparing two buildi

prepares them by introducing vocabular

architecture and teaching them how to u

adjectives. They learn how to write a co

paragraph and evaluate evidence. Lastly

Venn diagram to help them plan their pa

then revise and edit their drafts—skills t

use in every unit’s Writing Task.

THINK AND DISCUS

The questions help prepare students for

matter covered in the unit—architecture

depicts the Taj Mahal, a magnificent bui

inthe early morning.

the photo and the unit are about? Prov

overview.

students agree on the oldest/tallest buil

A C A D E M I C T R A C K

Architecture/Archaeology

A C A D E M I C S K I L L S

ReAding identifying releva

WRiting Writing a compar

gRAmmAR Using comparati

CRitiCAl thinking interpreting quote

U N I T 8

Reading 1

PREPARING TO READ

(page 144)

Building Vocabulary

Students find the seven blue words in the passage and

use contextual clues to guess the meanings. Remind

students to look for the parts of speech to help them

better understand the new words.

individually.

passage did students find helpful?

Ask: What is the theme of this chapter? Are you

committed to your language learning? What inspired

you to learn English? What is one famous sculpture?

What do the pictures on page 128 illustrate?

See Vocabulary Extension 8A on page 210 of the Student

Book for additional practice with Word Partners:

adjective + style.

Using Vocabulary

Students should practice using the new vocabulary items

while answering the two questions.

from students. For question , ask students if they 1

know of any famous architects from their country or

countries. For question , ask whether they like the 2

building. Why or why not?

Brainstorming

Students complete the chart with their ideas. Each idea

should be brief. Read the example before students

begin.

four.

from different groups in the class. Ask students if they

have seen any examples of the ideas from the word

web on real buildings. If so, where?

A N SW E R K E Y

PREPARING TO READ

A 1. Sculpture

2. committed to

3. inspiration (Note: The verb is inspire.)

4. theme

5. architect (Note: The person is an architect; the

field is architecture.)

6. illustrate (Note: Illustrate often refers to drawings,

but it can also refer to speech or writing.)

7. style

B Answers will vary. Possible answers:

1. Frank Lloyd Wright; Falling Water

2. It’s a brick school building. It is modern.

C Answers will vary. Possible answers:

The sky: rooms with glass ceilings

Animals: animal sculpted into the columns

Water: The windows have stained glass that looks

like waterfalls.

Plants: The walls are painted to look like a jungle.

2.05

Have students read the passage individually, or

play the audio and have students read along.

OVERVIEW OF THE READING

The reading passage is about the famous Spanish

architect Antoni Gaudí and his most famous building,

La Sagrada Família Cathedral in Barcelona, which was

unfinished at the time of his death in 1926. Construction

work on this architectural wonder continues to this day.

Online search terms: virtual visit La Sagrada Família; Gaudí

globotreks; works of Antoni Gaudí

UNDERSTANDING THE

READING

(page 149)

Understanding Main Ideas

Students are asked to identify the purpose for each

paragraph in the reading passage. Explain that La

Sagrada Família refers to the Holy Family. Timeless means

that something is so good or beautiful that it cannot

be affected by changes in society or fashion. Elicit the

meaning of .natural wonders

at their answers.

Understanding Details

Remind students that a chart is a useful

a lot of information at one time. Studen

understanding of the details in the passa

the chart about the influences of nature

Família. Read the first example, and po

students’ answers can be brief. If necess

to paragraph D and the illustrations on p

elements students would most like to

Critical Thinking: Interpreting Q

The box explains that qCritical Thinking

credibility to a claim. First, elicit why it

have a credible source. Then explain th

also ask why the quote is important. Ha

the quotes and discuss their meaning. H

related to the main idea of the passage?

need the first item done as an example.

they agree with the quotes. Why or wh

one that they like more than the others

Critical Thinking: Reflecting

Have students think about what they ha

discuss their personal opinions. Remind

their opinions.

been to La Sagrada Família, ask them

the experience. If not, ask them to ima

experience would be like. What adjec

use to describe the structure?

ideas for… EXPANSION

Have students research the work of mo

architects from around the world. Hav

work individually or in small groups t

architect and one building to present to

They should show photographs, give a

of the architect, and explain what insp

architect’s work. Then they should exp

like the building that they chose to pre

presentations, students vote on the bui

like the best.

U N I T 8

Reading 2

PREPARING TO READ

(page 153)

Building Vocabulary

In this exercise, students read the sentences about

culture and architecture. Then they choose the correct

definition for the eight vocabulary words.

each vocabulary item. Ask: What is a common topic for

debate? What is another example of a holy building?

What did your breakfast consist of? How long does it

usually take to construct a new building in your area?

See Vocabulary Extension 8B on page 210 of the Student

Book for additional practice with Word Link: trans-

(meaning “across”)

Using Vocabulary

Students should use the new vocabulary items while

discussing the three questions.

from students. Ask: What methods of transportation

are used today? What methods were used in ancient

times? Have volunteers describe temples that they

have visited. Ask students whether their answers to

question3 were influenced by what they learned in

thevideo. Why or why not?

Predicting

Students scan the reading passage, focusing on dates

and names of places.

students 1 minute to find this information.

students what else they hope to learn about these

twoplaces.

2.06

Have students read the passage individually, or

play the audio and have students read along.

OVERVIEW OF THE READING

The reading passage describes two ancient structures.

Göbekli Tepe is a stone circle in Turkey, one of the oldest

man-made structures on Earth. Chichén Itzá is an ancient

Mayan city in Mexico that has pyramids, temples, and

other structures.

Online search terms: Göbekli Tepe, Klaus Schmidt

archaeologist; Chichén Itzá; Maya facts

UNDERSTANDING THE

READING

(page 156)

Understanding the Main Idea

Students read the passage and then choose the best title

from three options.

individually.

at their answers.

Understanding Details

Students read the statements and decide which ones are

true. If some students finish early, have them correct the

false statements. As an alternative activity, have half of

the students read about Göbekli Tepe and the other half

read about Chichén Itzá. Then have them work together

to compare the two places and answer the questions.

individually.

false statements.

Identifying Evidence

Students read the passage again to find the purpose(s)

the writer gives for each structure and the evidence the

writer provides. You may want to complete the first item

as a class.

individually.

their answers. Explain that they will discuss their ideas

further when they use this information in exercise D

below.

A N SW E R K E Y

PREPARING TO READ

A 1. b; 2. a; 3. a; 4. b; 5. a; 6. b; 7. b; 8. a

B Answers will vary. Possible answers:

1. container ships; trains; trucks

2. I’ve been to Angkor Wat in Cambodia. It’s one of

the most stunning places I’ve visited.

3. An architect needs to be organized, and have

good communication and visualization skills.

C Answers will vary. Possible answers: thousands of

years old; temples for people to worship in

Critical Thinking: Evaluating an

Students reflect on the evidence given i

passage to evaluate the arguments.

support their ideas. For question 1, ex

certainty are words that show how con

is that something is correct. Words suc

perhaps, could, and might show that the

certain.

of three. Before beginning, tell the cla

will give them to discuss these questio

to each member of the group. One per

the note taker, another should be the t

(to keep the group on task), and a thir

spokesperson (who will present the gr

the class).

share their group’s ideas.

Critical Thinking: Reflecting

Have students read the question and ref

own opinions. Encourage students to us

experience or knowledge of other histor

justify their opinions.

the board. As students share their answ

on the chart. Have students assess the

if they think the pros outweigh the con

A N SW E R KE Y

UNDERSTANDING THE READING

A b

B 2, 3, 6

C Answers will vary. Possible answ

Chichén Itzá

Purpose(s): a religious site, a plac

sacrifices to a god; a place to view

other planets

Evidence: Spanish records; bones

other objects that people wore wh

sacrificed have been found.

Göbekli Tepe

Purpose(s): a holy meeting place;

Evidence: The T-shaped pillars co

human beings in a religious cerem

bones and large containers for liq

found; smaller pillars similar to G

have been found farther away.

U N I T 8

Writing

OVERVIEW

In this section, students prepare to write a comparison

paragraph about two structures. The lesson starts by

teaching students how to use comparison adjectives.

Students then learn how to write a comparison

paragraph. In the , students apply these Writing Task

lessons by brainstorming, planning, and writing about

two structures. As added support, they will encounter

two drafts of sample paragraphs and revising strategies

that the author used. Students will use a checklist to

revise their own paragraphs. Editing practice helps

students correct common mistakes with comparative

adjectives. After this, students write the final drafts of

their paragraphs.

EXPLORING WRIT TEN

ENGLISH

(pages 157-159)

Noticing

Students are expected to notice how comparative

adjectives are used by reading the information and

filling in the box with the correct comparative form. This

exercise is to be done before going over the information

in the box. Point out that they will Language for Writing

only use three of the four options in the box.

sentences aloud.

Language for Writing: Using Comparative

Adjectives

The box describes how to Language for Writing

use comparative adjectives. It explains why we use

comparative adjectives and how to form them: adjective

+ -er + than; more/less + + than; (not) as adjective and

+ + as Language for adjective . Have students read the

Writing box. Have students look again at exercise A and

rewrite the sentences using a different comparative

adjective structure. Elicit: Stonehenge is newer than

Göbekli Tepe. Or Stonehenge is Göbekli not as old as

Tepe. Allow time for students to write the sentences.

Then write them on the board.

Language for Writing

Students practice writing comparative adjective

sentences. They should read the information provided

and then complete the sentences to reflect the

information.

individually.

Language for Writing

Students create their own sentences using comparative

adjectives. Before beginning the exercise, you may want

make two lists on the board: interesting places and

descriptive adjectives. Be sure to keep these ideas brief.

groups of three or four. Have each group check the

grammar and then choose the three sentences to write

on the board.

class.

ideas for… EXPANSION

Have students work in pairs to write three true

sentences and one false sentence comparing

buildings in the area in which the class is being

taught. Each sentence should include a different form

of a comparative adjective from the Language Writing

box. Have students read their sentences to the class.

The class should decide which sentence is false.

See Grammar Summary on page 222 of the Student Book for

additional practice with using comparative adjectives.

A N SW E R K E Y

EXPLORING WRITTEN ENGLISH

A 1. older than

2. not as old as

3. less expensive than

LANGUAGE FOR WRITING

B 1. taller than

2. as tall as

3. more traditional than

4. not as long as

5. higher than

C Answers will vary. Possible answers:

1. Los Angeles isn’t as compact as Boston.

2. The climate in Riyadh is hotter than the climate

inReykjavik.

3. Tokyo is more expensive to live in than

MexicoCity.

UNIT OVERVIEW

The theme of this unit is nature. The titl

Function,” refers to the animals’ adapta

and the use of biomimetics, drawing on

new inventions.

feathers, from the time of the dinosaur

the present day.

tree snake and the Draco lizard. These

that fly, or rather glide, through the fo

predators.

biomimetics—how shark scales and to

haveinspired modern designs of cars

andbathing suits, among other thing

Students draw on what they’ve read and

write a summary paragraph about a sect

reading passage. The unit prepares them

vocabulary to talk about nature and eva

It explains the importance of using syno

organization of a summary paragraph. L

brainstorming and planning techniques.

THINK AND DISCUS

The scene depicts a male bird of paradi

feathers. It is meant to show that this un

nature, and more specifically, animals a

characteristics.

the photo and the unit are about? Prov

overview.

A C A D E M I C T R A C K

life Science

A C A D E M I C S K I L L S

ReAding identifying theori

WRiting Writing a summar

gRAmmAR Using synonyms

CRitiCAl thinking evaluating eviden

U N I T 9

Reading 1

PREPARING TO READ

(page 166)

Building Vocabulary

The sentences are definitions for the words in the

reading passage on pages 167–168. They contain

seven key vocabulary items that appear in the passage.

Students should use contextual clues to deduce the

meanings of the words. Remind students to use the

correct word forms.

look for when they are working on a case? (Elicit clues

and .) What’s something that is on display in evidence

a nearby store window? Do you wear more layers of

clothing in the winter or the summer?

See Vocabulary Extension 9A on page 211 of the Student

Book for additional practice with Word Partners: adjective +

advantage.

Using Vocabulary

Students should use the new vocabulary items while

discussing the two questions.

students. Make a list of strategies that animals use on

the board. Ask: Are any of these strategies also used

byhumans?

Brainstorming

Students should write the main characteristics of birds.

Each idea should be brief. If available, show images of

different types of birds in nature. Have a student read the

example aloud.

the board with the answers.

Predicting

The opening paragraph discusses the fact that feathers

have existed for millions of years. Remind students to

skim the first paragraph but also look at the title, captions,

and subheads to predict what the article is about. Elicit

the meanings of paleontologist fossil and by directing

students to the first footnote on page 167. Elicit the

meaning of insulation (materials used to keep something

warm). Explain that they do not need to give answers

based on the passage; they should use their own ideas.

look at the title, captions, and subheads.

Revisit these categories after completing the reading.

A N SW E R K E Y

PREPARING TO READ

A 1. Evidence

2. layer

3. flexible

4. advantage

5. clue

6. display

7. attracts

B Answers will vary. Possible answers:

1. Darwin’s theory of evolution, Einstein’s theory

ofrelativity

2. make special sounds or noises; show off their

feathers; fight other animals to show their

strength

C Answers will vary. Possible answers:

2. Birds build nests.

3. Birds have feathers.

4. Birds have beaks.

D Answers will vary. Possible answers:

Insulation: Feathers trap body heat to help birds

stay warm.

Attraction: Colorful feathers help birds attract

the opposite sex.

Flight: The shape and arrangement of feathers in

wings help birds fly.

2.07

Have students read the passage individually, or

play the audio and have students read along.

OVERVIEW OF THE READING

The passage is about the evolution of feathers, from

dinosaurs to present-day birds, and theories about the

different functions that feathers have.

Online search terms: birds of paradise project; theropod BBC;

flamingo National Geographic

U N I T 9

Reading 2

PREPARING TO READ

(page 173)

Building Vocabulary

The eight words in the box are related to the reading

passage on pages 174–175. Students should use

contextual clues to deduce the meanings of the words

and complete the sentences with the correct words.

Remind students to use the correct forms of the words.

each vocabulary item. Ask: How do you adjust to a

new culture? Are you involved in any school activities?

Doyou prefer chocolate that is solid or hollow?

See Vocabulary Extension 9B on page 211 of the Student

Book for additional practice with Word Link: (meaning pro-

“in front/before”).

Using Vocabulary

Students should use the new vocabulary items while

discussing the two questions. Point out that question 1

is difficult, and behavioral scientists have been discussing

this for years. Students might want to use levels of

certainty when discussing their answers. Elicit the

meanings of and .rough smooth

students.

Predicting

Students should look at the photos and read the

subheads to make their own guesses about this reading.

Stress that students should not try to read the entire

passage; they should think of their own ideas You may

want to give them 1 minute to skim the material.

answer the questions.

revisit it after reading the passage.

A N SW E R K E Y

PREPARING TO READ

A 1. process

2. industry

3. involved

4. vary

5. adjust

6. solid

7. surface

8. unique

B Answers will vary. Possible answers:

1. We wear clothing; we can imagine things; we can

voice our opinion and create change in the world.

2. The walls have rough surfaces. The desks have

smooth surfaces.

C Answers will vary. Possible answers:

Toucan bills and car safety: Maybe toucan bills

are very hard, so cars can be made of a similar

hard material.

Shark scales and swimsuits: Shark scales must

work well in the water, so they could be used as a

model for swimsuit design.

2.08

Have students read the passage individually, or

play the audio and have students read along.

OVERVIEW OF THE READING

The reading passage describes different examples of

biomimetics. The passage discusses the functions of

the toucan bill and shark skin in nature and how these

functions can be reproduced to design better objects

forhumans.

Online search terms: National Geographic biomimetics;

toucan bills biomimicry

UNDERSTANDING THE

READING

(page 176)

Understanding the Main Idea

Students write a definition of the term biomimetics.

their definitions on the board. Work as a class to create

a class definition for the term.

U N I T 9

Writing

OVERVIEW

In this section, students write a summary paragraph. The

lesson starts by reviewing use of synonyms and then

teaches students about writing a summary paragraph. In

the , students apply these lessons by writing Writing Task

a summary paragraph about one of the sections of the

reading passage on pages 174–175. As added support,

they will encounter two drafts of a sample paragraph.

Students begin the task by brainstorming and planning

their summary paragraphs. Students then draft their

paragraphs, improve their drafts, and correct common

mistakes that occur with synonyms.

EXPLORING WRIT TEN

ENGLISH

(pages 177-179)

Noticing

While completing the exercise, students are expected to

notice that the simple past tense can be used for events

that began and ended in the past. This exercise is to be

done before going over the information in the Language

for Writing box. Point out that the sentences are all

excerpts from Readings and .1 2

sentences in the reading passages to find the answers.

Language for Writing: Using Synonyms

The box gives examples of using Language for Writing

synonyms to paraphrase a passage. Elicit what synonyms

are by asking for other words that mean , , etc. big small

Have students read the text in the box aloud. Point out

the importance of choosing the right synonym from

a possible list. Elicit that often the best synonyms are

words that students already know. If possible, bring in

a thesaurus or find one online. Have students check for

possible alternatives to common words.

Language for Writing

Students read the sentences and choose the best

synonym for each. Explain that both of the word choices

are synonyms, but only one is appropriate in this context.

If a dictionary is available, allow students to use it.

individually.

Language for Writing

Students write four sentences from the reading passages

and paraphrase them.

Write two to three examples on the board. Ask

volunteers whether they used synonyms.

A N SW E R K E Y

EXPLORING WRITTEN ENGLISH

A 1. d; 2. a; 3. c; 4. e; 5. b

LANGUAGE FOR WRITING

B 1. b; 2. a; 3. b; 4. b

C Answers will vary. Possible answers:

1. In many cases, the purpose of these magnificent

feathers is to get the attention of the opposite

sex. (See page 168, Paragraph C.)

2. These feathers were similar to present-day bird

feathers. The only difference was that Anchiornis

feathers had the same shape on each side.

(See page 168, Paragraph F.)

3. Shortfin makos are one of the fastest and most

powerful fish in the ocean, and are related to the

great white shark. (See page 175, Paragraph F.)

4. Covering airplanes with a substance that is similar

to shark skin could increase their speed. (See

page 175, Paragraph G.)

Writing Skill: Writing a Summary Paragraph

The box explains the key characteristics of a Writing Skill

summary. The box teaches students to find Writing Skill

the key ideas, and then write them in their own words.

Emphasize that the list of characteristics is important for

this type of writing. Have a student read these aloud.

Writing Skill

Students should read the paragraph and highlight the

key ideas. Remind students that they will be doing this in

order to write a summary paragraph.

chose to underline certain ideas and not others.

Writing Skill

Students read the key ideas from the pa

exercise D and number these in the corr

out that the sentences have the same ide

the paragraph but have been rewritten.

individually.

Writing Skill

Have students rewrite the sentences in e

paragraph form. Have students find syn

underlined words. Encourage students t

and point out that often a simple word f

individually.

class. On the board, write a list of syn

underlined word.

A N SW E R KE Y

WRITING SKILL

D Answers will vary. Possible answ

Scientists are studying the adapta

living organisms in order to use th

in products and technologies for h

field of study is known as biomim

is one example of biomimetics. In

engineer named George de Mestr

bur stuck to his dog’s fur. De Me

under a microscope and noticed h

hooks on the bur stuck to things.

design to make a two-piece fasten

ideas for… EXPANSION

Have students choose a reading passag

previous unit in this book. Have them

passage again to remind themselves of

and then close the book and free-write

passage. Remind students to include th

of the passage and some key details. O

have written a paragraph, have them re

reading passage and see if there are mo

would like to add. Point out that it is o

summarize without having the article a

same time. Emphasize that this summa

should follow the criteria listed in the

Have volunteers read their paragraphs

UNIT OVERVIEW

The theme of this unit is advice. It expl

ways that three entrepreneurs—Banks,

Kawasaki—have been able to make a su

visionary ideas.

entrepreneur, and his creation of Front

gives advice on starting entrepreneuri

Andrade’s project, Mi Parque, which c

spaces in poor, urban areas of Chile.

that Guy Kawasaki has learned from w

business world, many of which he lea

Jobs, his boss at Apple.

Students draw on what they’ve read and

about advice and success to write an ad

about succeeding in college. The unit p

introducing vocabulary to talk about ad

how to use the zero conditional, and off

to write an advice paragraph. Students w

new method for taking notes. Lastly, stu

and use an outline to prepare drafts.

THINK AND DISCUS

The questions help prepare students for

matter covered in the unit— advice and

have learned. The scene depicts Sheryl

Chief Operating Officer of Facebook, d

commencement speech at Tsinghua Uni

A C A D E M I C T R A C K

Business

A C A D E M I C S K I L L S

ReAding taking notes (Part

WRiting giving details that

gRAmmAR Using the zero c

advice

CRitiCAl thinking Applying an idea

U N I T 10

Reading 1

PREPARING TO READ

(page 186)

Building Vocabulary

Students find the seven blue words in the passage and

use contextual clues to guess the meanings. Before they

begin, ask students to underline the words that they

already know and circle the ones that they need to learn.

individually.

passage did students find helpful?

How do companies their products? When promote

working on a group project, do you usually take the

initiative monitor? If runners want to their progress,

what can they do?

See Vocabulary Extension 10A on page 212 of the Student

Book for additional practice with Word Partners: Expressions

with challenge.

Using Vocabulary

Students should practice using the new vocabulary items

while answering the three questions.

from students. For question , ask: In the future, 1

what would you like your area of to be? For expertise

question , ask: Do you enjoy ? Why or 2 challenges

why not? For question , ask: How do teachers try to 3

empower students?

Brainstorming

Students think about what areas of their life would be

most affected if they didn’t have Internet access.

exercise. Ask them to keep their answers brief.

from different pairs in the class.

Predicting

Students skim the first and last paragraphs and look at

the pictures and captions to complete the sentence with

their ideas about the reading.

of 1 to 2 minutes to skim the material.

students have read the passage.

A N SW E R K E Y

PREPARING TO READ

A 1. exchange (Note: Exchange is a verb as well as a

noun.)

2. Reality

3. monitor (Note: Monitor is a verb as well as a

noun.)

4. Funding

5. promote

6. empower

7. initiative

B Answers will vary. Possible answers:

1. I love English and history. English is my area of

expertise.

2. public speaking; I overcame this through hard

work and practice—the more often I spoke in

class or in large groups, the easier it became.

3. A manager can listen carefully to what employees

tell them. A manager can give employees more

responsibility, more freedom, and adequate

training to learn new skills.

C Answers will vary. Possible answers: social life;

work; banking; travel planning

D Answers will vary. Possible answers: I think

Ken Banks created an app that helps millions

of people who live in rural areas and have no

Internet access.

2.09 Have students read the passage individually, or

play the audio and have students read along.

OVERVIEW OF THE READING

The reading passage is about Ken Banks, a social

entrepreneur, who noticed that people in developing

countries did not have access to the Internet. He created

FrontlineSMS, a worldwide service that allows users

to connect their cell phones to their computers to

communicate. Ken Banks also gives advice to aspiring

entrepreneurs.

Online search terms: FrontlineSMS; Ken Banks TED talk;

Kiwanja.net

U N I T 10

Taking Notes

Students should complete the chart with the

information from the reading passage. Have a student

read the examples aloud. Encourage students to use

abbreviations where possible.

and write answers that volunteers offer.

Applying

Students use their notes in exercise to write a summary A

paragraph. Remind students that they learned about

writing summaries in Unit 9.

Video

VIEWING: THE COMMUNIT Y

BUILDER

(pages 191–192)

Overview of the Video

The video describes the work of Martín Andrade, who

created the organization Mi Parque in order to bring

green spaces to poor, urban areas of Chile. He also gives

advice to those who wish to organize projects in their

own communities.

Online search terms: National Geographic Chile; Martín

Andrade Green Spaces; why do green spaces matter

BEFOR E VIEWING

Learning about the Topic

The paragraph prepares students for the video by giving

them background information about Martín Andrade

and his work with green spaces in Santiago, Chile. Elicit

the meaning of . green spaces

similar problems in other cities.

Vocabulary in Context

This exercise introduces students to some of the key

words used in the video. Remind students to try to infer

the meanings from context.

each word. Ask: When was your school ? What founded

is something that ? What is an example of gets you down

a view in your town or city?breathtaking

A N SW E R K E Y

BEFORE VIEWING

A Answers will vary. Possible answers:

1. Public spaces in poorer areas were dirty and ugly.

2. to improve the lives of low-income Chilean

families

3. The foundation will build more green parks.

B 1. found

2. get you down

3. breathtaking

A N SW E R K E Y

DEVELOPING READING SKILLS

A Answers will vary. Possible answers:

Paragraph C. Main Idea: how FrontlineSMS

works. Details: Users install software; connect

computer to cell phone, etc.

Paragraph D. Main Idea: Frontline = free/helps

people around the world. Details: Examples:

helps update medical records in Malawi; monitor

elections in Nigeria; disaster relief in Haiti.

Paragraph F. Main Idea: Don’t ask for money

right away because you need to know it’s a good

idea. Details: Donors want to see well-researched

ideas. Talk to consumers.

Paragraph G. Main Idea: Promote your idea

using the Internet. Details: Use social media:

Facebook/Twitter/blogs. Connect online. Post alot.

Paragraph H. Main Idea: After you have a good

idea & promote it, ask for money. Details: Start

with your social networks. Waiting shows that

you have commitment and initiative.

B Answers will vary. Possible answers:

While living in South Africa in 2003 and 2004, Ken

Banks got the idea for a computer program called

FrontlineSMS. It allows people to …

U N I T 10

Reading 2

PREPARING TO READ

(page 193)

Building Vocabulary

Students find the eight blue words in the passage and

use contextual clues to guess the meanings. Before they

begin, ask students to underline the words that they

already know and circle the ones that they need to learn.

each vocabulary item. Ask: What is something you

are about? What is the of your passionate reputation

local sports teams? Do you think you are a demanding

consumer?

See Vocabulary Extension 10B on page 212 of the Student

Book for additional practice with Word Partners: Expressions

with quality.

Using Vocabulary

Students should use the new vocabulary items while

discussing the three questions.

students. Ask volunteers to share what have been the

defining moments in their own lives. Ask students if

they own any items from the brands they mention. Do

they agree that the is excellent? Ask students quality

whether they think of themselves as . Why or sensible

why not?

Predicting

Students scan the reading passage by focusing on

lessons that Kawasaki has learned. Elicit that students

should look for words such as and , and read lesson learn

the first sentence of each paragraph.

students 1 minute to find this information.

ideas after reading.

A N SW E R K E Y

PREPARING TO READ

A 1. sensible

2. worth

3. reputation

4. consumers (Note: Loyal means that people will

stay true to something or someone.)

5. passion

6. demanding (Note: People who are demanding

make demands.)

7. defining (Note: A defining moment is one that

makes a big difference in how people view their

lives.)

8. quality

B Answers will vary. Possible answers:

1. getting married; having children; starting your

first job; buying a house

2. Apple; Jaguar (cars); Cartier

3. My mother is the most sensible person I know.

She thinks carefully before she makes any

decisions.

C Answers will vary. Possible answers:

Sell the benefits of a product, not its features; be

nice to everyone; people cannot describe their

needs; design counts; challenge employees; most

experts are clueless; use social media to sell a

product and post frequently.

2.10 Have students read the passage individually, or

play the audio and have students read along.

OVERVIEW OF THE READING

The reading passage describes the lessons that Guy

Kawasaki has learned over his years working for

companies, including Apple, where he promoted the

Macintosh computer with Steve Jobs as his boss. He talks

about important lessons that he has learned and gives

advice for using social media.

Online search terms: Guy Kawasaki; TED Talk Simon Sinek;

Steve Jobs speech

UNDERSTANDING T

READING

(page 196)

Understanding the Main Idea

Students read the passage and then choo

purpose from three options.

individually.

at their answers.

Identifying Opinions

Students read the statements and decide

Kawasaki agrees with or disagrees with

information in the reading passage. If th

not discussed in the reading passage, stu

circle NG for not given. If students finis

rewrite the statements so that Kawasaki

with them.

individually.

with these statements.

Critical Thinking: Inferring Mea

Students read the passage again to find

the words and phrases from the context

some are examples of figurative langua

individually.

words in example sentences. Ask: Wh

turning point in your life? How do you

business has ? What is an exataken off

someone might do that could burn bri

relationship that often involves power

Critical Thinking: Synthesizing

Students reflect on the advice given in t

and the video. They should discuss sim

differences.

short notes.

the most useful.

U N I T 10

Writing

OVERVIEW

In this section, students prepare to write paragraphs that

give advice. The lesson starts by teaching students how

to use the zero conditional. Students then learn how

to write details that support advice. In the , Writing Task

students apply these lessons by brainstorming, planning,

and writing about advice. As added support, they will

encounter two drafts of sample paragraphs and revising

strategies that the author used. Students will use a

checklist to revise their own paragraphs. Editing practice

helps students correct common mistakes with the zero

conditional. After this, students write the final drafts of

their paragraphs.

EXPLORING WRIT TEN

ENGLISH

(pages 197–199)

Noticing

Students read sentences and decide whether the

underlined clause shows a condition or a result. This

exercise is to be done before going over the information

in the box. Elicit that clauses are Language for Writing if

used to show a condition that causes something else to

happen.

sentences aloud.

Language for Writing: Using the Zero

Conditional to Give Advice

The box describes how to use Language for Writing

the zero conditional. It explains that each conditional

sentence has a condition (the clause) and a result. if

With the zero conditional, both clauses have verbs in

the present tense. However, the clauses can have the

present tense forms of modal verbs or imperatives. Have

students read the text in the box aloud. Have them look

again at exercise and indicate whether the sentences A

have modal verbs or imperatives. Ask them to circle the

clauses that have commas and remind them of the rule.

Language for Writing

Students match the conditions with results.

individually.

Language for Writing

Students create their own sentences using the

information in exercise and the zero conditional. You B

may want to offer the first sentence as an example. Refer

students to the box on page 197 if Language for Writing

they need a more detailed explanation.

class.

Language for Writing

Students read the statements, circle the condition, and

underline the result. Then they combine the information

using the zero conditional. You may want to offer the first

sentence as an example.

as a class. For each sentence, elicit why it would not

be logical to have the condition and result clauses

reversed.

See Grammar Summary on page 223 of the Student Book for

additional practice with using the zero conditional to give

advice.

ideas for… EXPANSION

Have students give advice using the zero conditional.

Before class, prepare enough papers for a 2:1 ratio in

the class. Write a at the top of each page. problem

Examples: I can’t sleep at night; My house is too noisy for

me to study; I want to meet new people; I have a crush

on a girl who doesn’t notice me. (Include this last one

only if it is culturally appropriate.) Explain to students

that they should write a zero conditional sentence

giving advice at the bottom of the page. Then they

should fold the paper so that their sentence is hidden.

In pairs, have students write advice, fold the paper

with the advice on it, and then pass the paper to

another group. The new group should not look at the

previous advice; they should write their own, fold it,

and pass it to a new group. Model this before students

begin. After students have written advice on five or

six papers, collect the papers, unfold them, and read

the statements aloud to the class or post the papers

around the class. Vote on the best advice.

A N SW E R KE Y

EXPLORING WRITTEN ENGLISH

A b

LANGUAGE FOR WRITING

B 1. 2. c; d; 3. b; 4. a

C 1. If you need money for college fe

get a part-time job.

2. You should/can talk to a career co

want to apply for an internship.

3. If you want to find the right colle

visit lots of campuses.

4. You shouldn’t simplify things for

want your business to succeed.

D 1. Talk to your teacher if you don’t u

homework assignment.

2. If you can’t afford to pay for coll

apply for a scholarship.

3. If you can’t decide on a college m

to try out different classes.

4. You should talk to your manager

problem with another employee.

Writing Skill: Giving Details that Su

The box explains that detailWriting Skill

and why things are important should be

paragraph giving advice. The Writing Ski

students to add these details to support t

students read the text in the Writing Skill

Based on this information, what is a me

agree with this advice? Why or why not

Writing Skill

Students read the paragraph and indicate

information the detail provides by labeli

why. You may want to offer the first det

Writing Skill

Students read the ideas, then find the ho

in the reading passage. Encourage stude

own words. Explain that for question , 4

is what companies should do.

agree with this advice.

100

U N I T 10

A N SW E R K E Y

WRITING TASK

A Answers will vary. Possible answers:

Topic: how to make friends in college

Tips: Smile a lot and listen to others. Join clubs

or sports teams. Spend time just “hanging out.”

Attend school-related events.

B Answers will vary. Possible answers:

Topic Sentence: Making friends is an important

part of college life, and there are some ways to

make this easier.

Supporting Idea (Tip 1): Smile a lot and listen to

others.

Detail(s): You don’t have to be the life of the

party; just let people see that you are friendly and

approachable.

Supporting Idea (Tip 2): Join clubs or sports

teams.

Detail(s): You can meet people who have the

same interests as you.

Supporting Idea (Tip 3): Spend time “hanging

out” with other students in your dorm or after

class.

Detail(s): Friendships take time! It takes time to

get to know people well.

Concluding Sentence: This advice can help

students make friends in college.

REVISING PR AC TICE

(page 201)

The box contains an exercise that Revising Practice

demonstrates several ways students can improve their

first drafts.

complete the exercise.

change and explain how it makes the revised draft

stronger.

Revised Draft

Students should apply the revision techniques used

in the box to their own drafts, where Revising Practice

applicable.

as a guide for checking and improving their drafts.

students understand them.

EDITING PR ACTICE

(page 202)

The box trains students to spot and Editing Practice

correct common errors related to zero conditionals. As a

class, go over the information in the box carefully.

individually.

their corrected sentences aloud and explain the errors.

A N SW E R K E Y

REVISING PRACTICE

b, a, d, d, c

EDITING PRACTICE

1. If you want to make new friends in college, attend

as many school-related events as you can.

2. If you want to find out if a particular college is

right for you, visit the campus before classes start.

3. You can apply for a scholarship if you don’t have

enough money for college.

4. If you plan to ask your boss for a raise, you should

write a list of your recent accomplishments at work.

5. You can get a bank loan if you don’t have enough

money to start a business.

6. If you want your employees to feel empowered,

make sure that they have the necessary resources

and expertise to do their jobs.

Final Draft

Have students apply the skills taught in to Editing Practice

their own revised drafts and check for any other errors.

their drafts.

Provide assistance as needed.

paragraphs and common errors.

UNIT RE VIEW

Students can work in groups on this recap of the unit. For

question , encourage students to explain their reasons. 1

For questions and , encourage them to check the 2 3

relevant pages of the unit for answers.

groups. For question , ask groups if they think they will 1

give this advice to other people. Why or why not?

A C A D E M I C T R AC K

Health Science / Sociology

AC A D E MI C S K I L L S

READING Identifying the ma

WRITING Writing a strong to

GRAMMAR Review of the simp

CRITICAL THINKING Inferring meaning

UNIT OVERVIEW

The theme of this unit is happiness, and

factors that contribute to happiness aro

explored. The unit also discusses longev

explores ways to become a happier per

and Singapore and the diverse factors

happiness.

the world and the reasons certain group

notably those in Okinawa, Japan, are livi

associated with happiness and gives e

to enhance these areas in one’s own li

Students draw on what they’ve read and

an opinion paragraph evaluating happin

communities. The unit prepares them by

vocabulary to talk about happiness, revie

present tense, and offering tips for writin

sentences. The unit also explains how to

main idea of a paragraph. Lastly, it introd

brainstorming and using an outline to pr

skills that students will use in every unit’s

THIN K AND DISCUSS

The questions help prepare students fo

matter covered in the unit—happiness

The scene depicts children playing on s

rope in a vehicle (a jeepney) in the Philip

what they see. Ask: Why do you think t

Do you think children are happier than

students explain their answers.

HAPPINESS

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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 passag exercise.
play the audio and have students read a 0 MI NS 3
students to explain why they chose their answers. OVERVIEW OF THE READIN
PREPARING TO READ (page 4)
The passage presents two contrasting c
create a word web with students’ answers.
Singapore and Mexico, which help to m A Building Vocabulary D Predicting
that there is no single reason that peop
Building Vocabulary exercises introduce students to key
Work, security, safety, freedom, and soci
vocabulary items from the reading passage. Students
Predicting helps the reader understand a passage better
friends and family all play important role
should find the blue words in the passage and use
later. Here, students should read the title and subheads
Online search terms: Happy Planet Index; W
contextual clues to guess the meanings of the words.
and make their own guesses about this reading. Report
One useful clue is part of speech. For example: Nouns are
often preceded by articles such as a or the (a team, the
students should not try to read the entire passage. You
project); verbs often take the infinitive form and follow
may want to give a time limit of 1 to 2 minutes. 0 MI NS 4 UNDERSTANDING TH
the word to (to produce, to communicate); adjectives (page 7)
frequently appear after forms of the verb be (normal,
extraordinary). Recognizing parts of speech can help
question after completing the reading.
A Understanding the Main Idea
students understand new words better.
Students are asked to identify the main A N S W E R K E Y reading passage. PREPARING TO READ
speech of each blue word. What other clues from the A 1. socialize
reading passage did students find helpful?
2. poverty (Note: Social programs are ways to help
arrived at their answers. Introduce the
people in a community with childcare, after-
using a process of elimination.
See Vocabulary Extension 1A on page 203 of the Student
school programs, or care for the elderly, etc.) B
Book for additional practice with Word Partners: Expressions Understanding Details with living.
3. access (Note: Access often appears in the phrase
Students test their understanding of the
have access to: Many people have access to the
passage by indicating whether the state B Using Vocabulary Internet through smartphones.)
for Mexico, Singapore, or both. Ask stud
Students should practice using the new vocabulary items
4. financial (Note: Concerned means worried.)
letter corresponding to the sentence in
while answering the three questions. 5. equal
the diagram on the board, and demons
6. Freedom (Note: Freedom of speech means that
sentence. (Example: Sentence a is true f
citizens have the right to voice their opinions.) and Singapore.)
students. For question 1, ask students how often they
7. basic necessities (Note: A struggle is something
socialize with their classmates. For question 2, do individually. that is very difficult to do.)
students think their lists of basic necessities are the
same as they would be if they had lived 100 years ago?
B Answers will vary. Possible answers:
For question 3, what do they think could be done
1. my classmates and my family a class.
about poverty in their countries?
2. access to healthcare, freedom
C Critical Thinking: Inferring Me
3. Yes, money is not equally distributed in my Ideas for… EXPANSION
country. Some people are very wealthy, but many
The Critical Thinking box explains how to
meaning of words by using context. You
A vocabulary notebook is a great way for students to
are very poor. The government is trying to tackle
covered this with students already in Pre
build their vocabularies. Demonstrate on the board
this problem by setting a national minimum
but go over the lesson again because in
how to write new words in the notebook, and include wage.
is a useful skill that will be practiced thro
details such as part of speech, meaning, translation,
C Answers wil vary. Possible answers: health,
book. Ask why inferring meaning can be
and an example sentence. (Example: socialize (verb): To
friends, an interesting job, money, family, a safe
using a dictionary. Explain that stopping
spend time with other people for fun. I like to socialize environment
word halfway through a passage can aff
with my classmates during our lunch break.
D b (Note: This passage doesn’t talk about how to
fluency and interfere with comprehensi
measure happiness or whether one country is
offers students more practice with this s C Brainstorming
the happiest. It discusses how different things
with more challenging words. Students
Have students list things that they think they need to
contribute to happiness, so b is the correct
the words in the reading and pay close
be happy. Each idea should be brief. Elicit one or two answer.) words around them.
examples before students begin (family, football). 2 U N I T 1 0 MIN S 2 DEVELOPING READING SKILLS (page 8) Video
Reading Skill: Identifying the Main Idea
The Reading Skill box explains that the main idea of a 0 MI NS 4 VIEWING: LONGEVIT Y
reading is what the writer wants readers to understand LE ADERS
about a topic. It’s important to be able to determine (pages 9–10)
the main idea so that students can understand the Overview of the Video
general meaning of a passage. Ask students to read the
The video discusses the factors that enable people to live to
text in the Reading Skill box. When they have finished,
be 100 years old. The video describes how the number of
tell students to close their books. Ask them what the
elderly people in the world is growing, and it investigates
reading was about. Elicit: Mexico, sun, happy. Now
factors that enable people to live to a very old age. Two of the
have students open their books again and read the
places it focuses on are Sardinia, Italy, and Okinawa, Japan.
statements. Working as a class, they should see that
Online search terms: Sardinia centenarians; Okinawa diet
sentence c is the main idea; the other two sentences provide supporting details. BEFO RE VIEWING A Matching A Predicting
Each of the sentences is a main idea for one of the
paragraphs in the reading. Explain that students should
Predicting the video content helps students understand
read and match the paragraphs to the main ideas.
it better when they view it. The title suggests that this
is about people who live a long time. The photograph individually.
shows that elderly people, such as this shepherd, can still
lead active lifestyles. The caption reinforces this, stating
that the man in Sardinia still works outside. Students
might infer that the video will be about people around
B Identifying the Main Idea
the world who live a long time.
Students read the paragraph about Denmark. If possible,
point out the location of Denmark on a map. Ask and captions.
students if they think people there will be happy or not.
Ask them to justify their reasons.
life,” and make a word web with students’ ideas. Ask
students: Do they know anyone over 100 years old? the main idea individually.
What is the secret to living a long life?
B Learning About the Topic
volunteers to write their answers on the board, and
The paragraph prepares students for the video by giving
ask students to discuss what makes a good main idea
them background information about the links between sentence.
living a long time and being happy. A N S W E R K E Y
Ask students whether they agree with these findings.
DEVELOPING READING SKILLS
Would they follow this guide to live a longer life?
A 1. C; 2. G; 3. F; 4. H; 5. D C Vocabulary in Context
B Answers will vary. Possible answer: Being healthy makes people feel happier.
This exercise introduces students to some of the key words used in the video.
each word. Remind students to use the inferring meaning
from context skills that they learned earlier in the unit. Ask:
What is the part of speech for each of these words? What
are the clues that helped to determine the meanings? 4 U N I T 1 Reading 2 A N S W E R K E Y
C Critical Thinking: Inferring Mea PREPARING TO READ
Go over the Critical Thinking box that ap
in the unit with students again. Student 0 M IN S A 1. long-term 3
PREPARING TO READ (page 11)
contextual clues from the passage to fig
2. communities; support
words mean. As a class, have students fi 3. well-being
phrase in the reading. As a class, elicit th A Building Vocabulary
4. volunteered; grateful the context.
In this exercise, students complete sentences that follow 5. mood; factors
the same topic as the reading passage. Point out that individually.
students need to use the correct forms of the words. Ask
B Answers will vary. Possible answers:
students to use contextual clues from the passage to
1. My community is very safe and clean, but people
infer the meanings of the words, if necessary.
don’t talk to their neighbors so it can be lonely if
themselves, what do they usually do?
you don’t already have friends.
know when someone has low self-este
2. fun friends; exercise; shopping; vacations
learning English enrich your life? What each vocabulary item.
C Answers will vary. Possible answers: very high salary?
See Vocabulary Extension 1B on page 203 of the Student
Stay Connected—family; friends; Skype. D
Book for additional practice with Word Forms: Words as
Critical Thinking: Reflecting
Keep Active—exercise; walk; sports. Nouns and Verbs.
Buy Less—recycle; reuse; save money.
Explain that connecting a reading with
helps students interact with the materia B Using Vocabulary
Give Away—donate; volunteer; help others.
their language learning skills. Have a stu
Students should use the new vocabulary items while sample answer aloud. discussing the two questions.
1.02 Have students read the passage individually, or
play the audio and have students read along. individually. students. OVERVIEW OF THE READING
The reading passage identifies four common factors C Brainstorming
- staying connected, keeping active, buying less, and A N S W E R K E Y
This exercise gets students thinking about factors
giving things (or time) away - that can affect everyone’s
associated with happiness, the topic of the reading
happiness. It suggests that paying attention to these four
UNDERSTANDING THE READING
passage. Ideas should be brief. Remind students of the
factors will make you happier and are not difficult to do,
A b (Note: The answer, b, is found in
word web that the class created earlier in the unit, or
either! A number of experts explain their findings in this
paragraph. Option a is incorrect b
draw the web on the board with a sample answer.
article, including a psychiatrist, a designer, an author, and
passage is not about different typ a social science researcher.
and option c is incorrect because
for the four factors. Students should write their answers
Online search terms: Nic Marks; Michael Norton TED Talk; live
doesn’t say that forming social co individually. happier most important factor.)
B 1, 2, 4, and 6 (Note: Scenario 1 is a 0 MI NS 4
UNDERSTANDING THE RE ADING
buying less; Scenario 2 is an exam
that relate to each of the four factors. Provide one or (page 14)
active; Scenario 4 is an example o two examples, if necessary.
away; and Scenario 6 is an examp
A Understanding the Main Idea connected.)
words and phrases on a word web on the board.
Students choose a sentence that summarizes the C 1. confident content of the passage. 2. money 3. better found their answers. 4. less B D Identifying Main Ideas
Answers wil vary. Possible answe
1. Stay Connected—I can invite frien
Students read the six scenarios and check the four that
once a week, and try to see relativ
follow the advice in the reading passage. away as often as possible.
of advice in the reading passage matches with each correct scenario. 6 U N I T 1
D Answers will vary. Possible answe
1. I exercise three times a week.
2. I spend time with my family and weekend.
3. I study English every day.
E Answers will vary. Possible answe
1. My community includes people 15 different nationalities.
2. Our government offers tax break of young children.
3. My country is a democracy.
Writing Skill: Writing a Strong To
The Writing Skill box explains that main
introduced by topic sentences. A topic
usually the first sentence in a paragrap
appear anywhere in the paragraph. The
box teaches students the difference be
topic sentence, which is too general, an
sentence, which has enough informatio to understand the main idea. F Writing Skill
Students should refer to the informatio
Skill box to determine which paragraph
topic sentence than the others. strong topic sentences. G Writing Skill
Students should refer to the informatio
Skill box to rewrite the weak topic sente
Walk around, and provide assistance
the board. Ask students to explain w
make the changes. Discuss these as a Reading 1 0 MI NS D 4 UNderSTANdiNG Th predicting (page 27)
The opening paragraph describes how difficult it is for 0 M IN S
people in Malawi, Africa, to access electricity. Remind
A Understanding the main idea 3
prepAriNG TO reAd (page 24)
students to skim the first paragraph but also to look at
Students are asked to choose the best al
the title, captions, and graphics when predicting what an the reading passage. A Building Vocabulary article is about.
The sentences are about inventions. They contain
look at the title and captions.
seven key vocabulary items that appear in the passage. this title.
Students should use contextual clues to deduce the B Understanding details meanings of the words. the reading.
Students test their understanding of the A N S W E R K E Y
passage by answering the questions.
is something that you can’t afford but would like to have?
What is something that you struggle with? What is one way prepAriNG TO reAd
that people try to prevent themselves from getting sick? A 1. power
C critical Thinking: Analyzing
See Vocabulary Extension 2A on page 204 of the Student 2. eventually andSolutions
Book for additional practice with Word Partners: adjective + 3. electricity
The Critical Thinking box explains how t power; power + noun. 4. prevention
problems and solutions. In a reading, th B Using Vocabulary 5. afford
usually stated first, followed by solution
students should read the chart and writ
Students should use the new vocabulary items while 6. struggle
the problems. Encourage students to re discussing the two questions. 7. creative
passage to fill in the chart. Complete the
B Answers will vary. Possible answers: with the class as an example.
students. Compare ways that students are creative. 1. Yes; baking cakes
Make a list of sources of electricity on the board.
2. sun, wind, nuclear energy, coal, natural gas, water, and thermal and elicit example answers. C Brainstorming
C Answers will vary. Possible answers:
Each idea should be brief. Elicit one or two examples Ideas for… expANSiON 1. cell phone charger
before students begin. Offer one or two examples
To supplement Exercise C, have studen 2. lights (television, hair dryer).
groups of three or four to create a dialo 3. microwave
story. They should first discuss what W 4. ceiling fans
and the people in the village said to hi 5. refrigerator
wanted to build a windmill. What was
and create a word web on the board with the answers.
Have students write, practice, and pres 6. alarm clock dialogue to the class.
D b (Note: Based on the first paragraph, the answer Ideas for… expANSiON
could be option a, but after looking at the pictures
Write these quotes on the board:
and captions, the correct answer is option b.)
D critical Thinking: Analyzing
I have not failed. I’ve just found 10,000 ways that won’t work.
Students should review the chart in exe
– Thomas Edison (1847–1931)
1.03 Have students read the passage individually, or
discuss alternative solutions.
Let me tell you the secret that has led me to my goal. My
play the audio and have students read along.
strength lies solely in my tenacity.
– Louis Pasteur (1822–1895) OVerVieW OF The reAdiNG
(Note: solely = only; tenacity = persistence; he didn’t
The passage is about how William Kamkwamba, a 14-year- give up!)
old boy, built a windmill in his village in Malawi, Africa. Using
Ask students what they think these quotes mean. Can
an instruction book from the library and recycled material,
they apply to students’ lives as well? Have students
Kamkwamba built his first windmill and then additional
discuss in pairs and then with the class. Then, if
windmills to provide electricity for his village. He continues
computers are available, have students search online
to educate and provide solutions to his community.
for famous quotes by other inventors and share these
Online search terms: William Kamkwamba TED Talk; Moving findings with the class.
Windmills Project; BBC Malawi Windmill 12 U N I T 2 0 MIN S 4 UN derSTANdiNG The (page 34)
A Understanding main ideas
Students read the chart and choose the se
summarizes the purpose of each product.
meanings of regulate (control), remote (fa
others), and accurately (correctly). found their answers. B identifying details
Students are asked to find supporting det
in the passage. Ask whether they were co
earlier predictions about the three items. individually.
C critical Thinking: evaluating
Students should identify what makes an i
useful and reflect on the items from both
the reading. Encourage students to review
and their notes on the video again. individually.
four and give reasons to justify their ch
students to try to convince their group with them. A c A d e m i c T r A c k Communications/Sociology
A c A d e m i c S k i l l S READING Taking notes (Part WRITING Writing a concludin GRAMMAR Using the present p
CRITICAL THINKING Making inferences UNiT OVerVieW
The theme of this unit is online commu
examples of ways that people have used
collaborate with other people around th
projects that use crowdsourcing to rec
help with work on archaeological site
citizen scientists to help search for Gen
two men started to connect an island in
funds with a larger Internet community
Students draw on what they’ve read and
a paragraph about a crowdsourcing webs
prepares them by introducing vocabulary
online communication, taking notes, and
perfect tense. They also learn how to wri
sentence. Lastly, students brainstorm to h
their paragraphs, and then revise and edit M IN S 5 ThiNk ANd diScUSS
The questions help prepare students for
matter covered in the unit—online com
scene depicts people playing in an onlin in Germany.
the unit is about? Provide your own ov
create a word web on the board that li
activities student do online. For questi
chart that lists ways that our lives hav
by online communication, and ways th Reading 1 0 MI NS 4 UNderSTANdiNG Th
the question. You may want to give a time limit of 1 to reAdiNG (page 47) 2 minutes. 0 M IN S A 3
Understanding the main idea
prepAriNG TO reAd (page 44)
Students choose the correct statement to A
other students in the class. Ask them how they arrived Building Vocabulary
crowdsourcing. Elicit the meaning of en
at their answers. Revisit this question after the reading. something possible).
Students find the seven blue words in the passage and
use contextual clues to guess the meanings of the words. A N S W E R K E Y
crowdsourcing might have received th individually. prepAriNG TO reAd a crowd? What is a source?)
A 1. participant (Note: A participant is a person.
already knew. Which ones are new to them? B The action is participation.) identifying details
Ask whether students know other forms of the
Students test their understanding of the
vocabulary words. Note that many of the vocabulary 2. investigate
passage by completing a chart.
words on this list have noun forms that end in –
3. Accurate (Note: A synonym for accurate is precise.)
tion: participation, investigation, collaboration, and 4. collaborate contribution. 5. contribution
information to arrive at their answers.
Is it important to be an active 6. potential participant in English
unmarked grave means we don’t know
class? Why or why not? What are some features of this 7. feature
tile is usually a small square used in co
textbook? Do you like collaborating with others on
B Answers will vary. Possible answers:
students why they think these areas of projects? Why or why not?
1. I log in to social media sites at least once a day. tiles.
See Vocabulary Extension 3A on page 205 of the Student
My favorite sites are Facebook and Instagram.
Book for additional practice with Word Partners: adjective +
C critical Thinking: making inf
2. Social media helps connect people all over the contribution.
world. During disasters, social media provides
The Critical Thinking box describes the i
making guesses when reading. Elicit th B
access to relevant and timely information. For Using Vocabulary
example, weather agencies used Twitter to post
“read between the lines” by drawing thr
Students should practice using the new vocabulary items
frequent updates on the path of Hurricane Irma
board. Scribble on the top and bottom l
while answering the three questions.
as it approached Florida. After the storm, Florida
to the middle line. Explain that there ar
residents used Facebook and Twitter to reassure
here, but there is space for a reader to th
family and friends that they were safe.
meaning of the passage. Have a student
from students. For question 1, ask students what they
the box aloud. You may want to discuss
need to do if they forget their
C Answers will vary. Possible answers: to do log in information. For
group projects for school; to start or join an as a class.
question 2, ask if the Internet has contributed to their
online petition; to raise money for a project language learning. If so, how? (crowdfunding) C Brainstorming
D b (Explanation: Option a is untrue because not arrived at their answers.
Students create a list of reasons why people use the
everyone involved is an archaeologist. Option c is
Internet. Encourage students to use the vocabulary
too specific to be the main idea.)
D Critical Thinking: Reflecting
words from exercise A, if possible. Ideas can be brief.
Have students think about what they ha
1.05 Have students read the passage individually, or
discuss their personal opinions. Remind
play the audio and have students read along. their opinions.
list of ideas. Ask students which ideas they think are the most important. OVerVieW OF The reAdiNG
The reading passage describes two crowdsourcing
would like to join each project. If stud D predicting
projects, both related to archaeology. Lin’s project
to join either project, have them expla
Students look at the title and subheads, and then read
focuses on finding the tomb of Genghis Khan. Parcak
the first paragraph of the reading passage. They should
hopes to find and preserve archaeological sites in Peru,
decide which answer best describes what the paragraph
protecting them from looting and illegal construction. is about.
Online search terms: Genghis Khan; Albert Lin; Sarah Parcak; GlobalXplorer 22 U N I T 3 B Taking Notes Video
Students complete the flow chart using the information
in exercise A. Elicit the meaning of a flow chart. (It shows
how one thing leads to another in a process.) 0 MI NS 4 VIEWING: CITIZEN SCIENTISTS (pages 49-50) Overview of the Video
find it easier to read the information in a flow chart
The video shows how Albert Lin’s project uses citizen than in paragraph form.
scientists from around the world to search for Genghis
Khan’s tomb. Although the citizen scientists did not
find his tomb, the video shows one ancient tomb found Ideas for… EXPANSION through their crowdsourcing.
Have students think about a process that they know
Online search terms: Albert Lin Mongolia; Genghis Khan
well, such as making an omelet or changing a tire.
tomb; Mongolia; Burkhan Khaldun
Have them work in pairs to create a flow chart with at
least six steps. Tell them not to give the flow chart a
title. Then have the other students read the flow charts BEFORE VIEWING
and guess what process is being described. Afterward, A
ask whether students think that writing the flow chart Brainstorming
helped them speak about the process clearly.
Have students look at the picture and read the caption.
What adjectives would they use to describe Mongolia?
Then ask them what they know about Genghis Khan. A N S W E R K E Y
What would they like to learn about him? DEVELOPING READING SKILLS
A Participants first watch online videos that teach
board, and revisit this question after watching the
them how to identify certain features on satellite
video to see if students’ predictions were correct. images. B
Then they study and flag satellite images on their Learning about the Topic own.
The paragraph prepares students for the video by giving
Once enough volunteers say that they see the
them background information about Genghis Khan. Have same thing, …
students read the paragraph and answer the questions.
… Parcak and her team will check for themselves …
… before passing the information along to
Mongol Empire covered is available, show it to the archaeologists on the ground. class.
The “players” receive a score based on how C accurate they are. Vocabulary in Context B 1. online videos
This exercise introduces students to some of the key 2. flag
words used in the video. Encourage students to try to
infer the meanings from the context. Remind students to 3. see the same thing
use the correct word form for each word. 4. check 5. archaeologists 6. accurate
each word. Ask: Why might someone tag an animal in
the wild? Do you think English phrases are difficult to
figure out? Why or why not? How long will you wait for
something to upload before you get annoyed? 24 U N I T 3
Writing Skill: Writing a Concluding
The Writing Skill box describes the impor
a good concluding sentence. It discusses
common types of conclusions: to make
give an opinion, or restate the main idea
concluding sentence should be interestin
not include any new or surprising inform
students read the Writing Skill box aloud.
which of these types of concluding sent usually use. D Writing Skill
Students find the concluding statements
reading passages and identify the types statements. these are in the passages. E Writing Skill
Students write a concluding sentence fo paragraph. and compare them. A N S W E R K E Y WRITING SKILL D 1. R (See page 49.)
2. P (See page 53, Paragraph A.)
3. O (See page 53, Paragraph B.)
E Answers will vary. Possible answ
1. More face-to-face contact with yo will make you feel happier.
2. In summary, reading the news on
advantages over getting the news sources. 0 MI NS 4 WRITING TASK( page 58 A Taking Notes
Remind students that brainstorming is a
step for gathering ideas before writing. R
the Goal box aloud so students will be fa
writing task before brainstorming.
individually. Provide assistance as nee REVISING PRACTICE (page 59) A N S W E R K E Y
The Revising Practice box contains an exercise that REVISING PRACTICE
demonstrates several ways students can improve their first drafts. b, a, d, c EDITING PRACTICE complete the exercise.
1. The Internet has been in existence for several
change and explain how it makes the revised draft
decades now, but we are still discovering creative A C A D E M I C T R A C K stronger. ways to use it. Environmental Science
2. Now that it’s so easy to share videos, millions of D Revised Draft
people have posted videos online. A C A D E M I C S K I L L S
Students should apply the revision techniques used
3. Even though I have seen that video a few times, I READING Interpreting visual
in the Revising Practice box to their own drafts, where still find it very funny. WRITING Explaining a chart o applicable.
4. Social networks like Facebook and Twitter have GRAMMAR Describing charts a
changed the way we get our news.
questions as a guide for checking and improving their CRITICAL THINKING Evaluating an argu drafts.
5. The Internet has allowed people to share
information and collaborate on projects. UNIT OVERVIEW students understand them.
6. Sarah Parcak has spent the last several years
using satellite images to identify important
The theme of this unit is ocean conserv archaeological sites.
unit discusses the changes in fishing tha
consequences for many different fish po
7. Participants in the Galaxy Zoo project have EDITING PRACTICE
oceans and seas and the impact this has (page 60)
helped scientists discover new types of galaxies
environment. It provides a closer look a
The Editing Practice box trains students to spot and
(star systems) in our universe.
and explains how we can help to minim
correct common errors related to the present perfect human activity.
tense. As a class, go over the information in the box carefully. E Final Draft
in the world’s seas and oceans and its individually.
Have students apply the skills taught in Editing Practice to oceans.
their own revised drafts and check for any other errors.
bluefin tuna in captivity in an effort to
their corrected sentences aloud and explain the errors. their drafts. Provide assistance as needed.
discusses how fishing for top predator Ideas for… EXPANSION
chain, which can lead to consequence
Editing codes are helpful devices to use when
Students draw on what they’ve read and
commenting on students’ work. Using these codes paragraphs and common errors.
write a paragraph describing a graph or
helps students correct their own work. Make a list
prepares them by introducing vocabular 0 MIN S 1
of the codes you use on the board. Write sentences
ocean conservation, reviewing language UNIT REVIEW
with one error each, and elicit the error. (Examples:
charts and graphs, and offering tips for
She have three sisters [SV]. or The techer is funny [SP].) Students can work in groups on this recap of the unit. For
sources of information. Lastly, students
Have students copy the codes in their notebooks.
question 1, encourage students to use the target words
brainstorming and using an outline to p
They can refer to them when you return their work to
when appropriate. For questions 2 and 3, encourage
skills that they will use in every unit’s W
them. Some example codes: SP (spelling), T (tense),
them to check the relevant pages of the unit for answers. MIN S
WW (wrong word), ^ (missing word), WF (word form), 5 THINK AND DISCUS
SV (subject-verb agreement), WO (word order) groups.
The questions help prepare students for
question 1. Have them vote on the project they would
matter covered in the unit—ocean cons most like to join.
been diving? Would you like to go? W
make a list on the board of the seafood like to eat. 30 U N I T 3 Reading 1 A N S W E R K E Y
B Understanding a Process PREPARING TO READ
Students test their understanding of the 0 M IN S
passage by completing the diagram with 3 A 1. reduce PREPARING TO READ (p age 64)
the box. Draw the diagram on the board 2. restore
first answer (dropped) as an example. A Building Vocabulary
3. estimate (Note: This is the same word for the verb or the noun.) individually.
The seven words in the box are key vocabulary items that 4. diverse
appear in the passage. Students should use contextual
clues to deduce the meanings of the words and 5. stable the board. complete the definitions. 6. quantity 7. doubled
C Identifying Problems and Solutio
B Answers will vary. Possible answers:
Students should reread the section A Fut
in the reading passage and find the thre
Is there a diverse student population at this school?
1. Fish need water, oxygen, the correct temperature,
Students do not need to write full senten
Would you like to reduce or double the amount of
and food—either plants or other animals. answer. homework you have?
Humans need water, oxygen, food, shelter, and sleep.
See Vocabulary Extension 4A on page 206 of the Student
Book for additional practice with Word Forms: Changing
2. dolphins, seals, octopi, squid, mussels, whales Nouns into Adjectives.
3. by recycling, taking public transportation, using solutions.
renewable energy, and not littering B Using Vocabulary D C 1, 3, 6
Critical Thinking: Evaluating an
Students should practice using the new vocabulary items
The Critical Thinking box explains how t
while answering the three questions. Point out that this
argument by looking for facts and statis
provides practice with vocabulary from Explore the Theme
1.07 Have students read the passage individually, or
author uses to support their argument. S as well.
play the audio and have students read along.
read the reading passage again to note w
the author has used to make the argume OVERVIEW OF THE READING overfishing.
students. For question 1, ask students how long they
The reading passage presents some of the causes and
estimate humans and fish can go without air/water.
effects of overfishing in the world’s oceans. It warns that
For question 2, ask which species they would most like
many more fish could disappear and suggests some
with statistics in the article and statisti
to see in the wild. For question 3, ask how much trash
possible solutions to the problem.
think should be included. Fill in the ch
they estimate that their families create every week.
Online search terms: Overfishing Science; Pristine Seas;
students’ ideas. Ask students whether C Predicting Census of Marine Life
learned from this reading will affect th habits. Why or why not?
Students skim the reading passage to make their own
guesses about this reading. Point out that skimming 0 MI NS 4 UNDERSTANDING THE READING Ideas for… EXPANSION
means allowing your eyes to move quickly over the (page 67)
Have students choose an ocean specie
words. One skimming strategy is to read the first sentence of each paragraph.
online. They should create a pamphlet
A Understanding Main Ideas following information:
Students are asked to identify the main idea for each of 1 to 2 minutes.
What does the species look like?
the sections of the reading passage. Where does it live? individually. Who are its predators?
students whether they tried the strategy of reading Who is its prey?
the first sentences. Ask them to provide one word to at their answers.
describe the topic of this passage. Revisit this question
Is this species in danger? Why or why after completing the reading. 32 U N I T 4 Reading 2 A N S W E R K E Y PREPARING TO READ MIN 0 S
A 1. individuals (Note: Using the word individuals 3 PREPARING TO READ (p age 71)
as a plural noun means that there are many
individuals who are recognized as different A Building Vocabulary
people, not as one large group.)
In this exercise, students complete sentences that follow
2. declining; definitely
the same topic as the reading passage. Explain that the
3. essential (Note: If something dies out, it means
sentences in the box define the blue words. Remind
that the species has become extinct.)
students to use the correct forms of the words. 4. informed 5. severe individually. 6. impact 7. rely on
for each vocabulary item. Ask students to name
B Answers will vary. Possible answers:
one individual they can always rely on. Also ask: Are
1. clean air; protected areas for wildlife; balanced
population numbers declining where you live? Why or ecosystems
why not? What is something that you will definitely do after class today?
2. I read articles, listen to lectures, and watch nature shows.
See Vocabulary Extension 4B on page 206 of the Student
3. rising sea levels; unstable weather patterns
Book for additional practice with Word Partners: verb + on.
C Answers will vary. Possible answers: B Using Vocabulary
raise awareness about overfishing; donate to
Students should use the new vocabulary items while
charities that protect the oceans; help clean up
discussing the three questions.
beaches; make informed choices about seafood; eat farmed fish students.
1.08 Have students read the passage individually, or
play the audio and have students read along. C Brainstorming
This exercise gets students thinking about what they can OVERVIEW OF THE READING
do to keep oceans healthy. Ideas should be brief. Draw a
The reading passage is an interview with a chef and
word web on the board with the words “healthy oceans”
conservationist, Barton Seaver. His recommendations
and a sample answer (raise awareness).
include making better food choices when we eat, eating
farm-raised fish, eating fish that are low on the food
chain, and thinking more about our relationship with our environment.
words and phrases on a word web on the board.
Online search terms: Barton Seaver Projects; Barton Seaver
TED Talk; Seafood decision guide; National Geographic Overfishing 0 MI NS 4 UNDERSTANDING THE READING (page 74)
A Understanding the Main Idea
Students choose the sentence that best summarizes Seaver’s message. 36 U N I T 4 Writing B language for Writing D Writing Skill
Students practice using the information in the box by
Students look at the graph and then deci
completing the sentences about the graph.
the statements correctly reflect the infor OVERVIEW
students to pay attention to the x- and y-
In this section, students prepare to write a paragraph
describing a chart or graph. The lesson starts by teaching
students language that can be used to describe charts C language for Writing E Writing Skill
and graphs. Students then learn how to explain a
chart or graph, starting with the main idea or purpose.
Students write sentences about the graph on page 70.
Students read the sentences for exercise In the
Refer students to the Language for Writing box for help
correct the incorrect statements, using th
Writing Task, students apply these lessons by
brainstorming, planning, and writing about a graph. writing these sentences. the graph.
As added support, they will encounter two drafts of
sample paragraphs and revising strategies that the
author used. Students will use a checklist to revise their F Writing Skill
own paragraphs. Editing practice helps students correct
students, and write them on the board.
common mistakes with prepositions, verbs used to
Students should refer to the information A N S W E R K E Y
describe trends, and the past tense. After this, students
Skill box to write a paragraph about the g
write the final drafts of their paragraphs.
students to pay attention to transition wo
explOriNG WriTTeN eNGliSh
them organize the sentences into a parag A 1. DT 0 M IN S 2. UT
individually. Walk around, and provid 3
EXPLORING WRIT TEN ENG LISH needed. (pages 75–77) 3. NC 4. UT A Noticing
versions of the paragraph aloud. Have 5. DT
Students are expected to notice the language to
how they arrived at their answers.
describe upward and downward trends. Explain that a lANGUAGe FOr WriTiNG
trend is a change or development toward something A N S W E R K E Y B 1. increased
new or different. This exercise is to be done before going 2. doubled WRITING SKILL
over the information in the Language for Writing box. Do
the first sentence as an example with the class. Elicit that 3. remained stable D 1, 2, 5
this must be DT (downward trend) because the amount
C Answers will vary. Possible answers:
E 3. In 2005, total bluefin production “has fallen.”
1. In the early 1960s, the Pacific bluefin population
90,000 metric tons; by 2009, that
peaked at approximately 140,000 metric tons. fallen to about 60,000. individually.
2. Between 1961 and 1974, the Pacific bluefin tuna
4. According to the graph, total prod
population decreased dramatically.
bluefin tuna decreased steadily be
at their answers. Explain that the Language for Writing and 2009.
box will provide more details about these trends.
3. As the graph shows, the Pacific bluefin
population rose to almost 50,000 metric tons
F The graph shows global producti
species of bluefin tuna in metric t
Language for Writing: Describing Charts by 1992. andGraphs
According to the graph, total prod
bluefin tuna decreased steadily be
The Language for Writing box reviews words that are
Writing Skill: explaining a chart or Graph
and 2009. In 2005, total bluefin p
used to describe charts and graphs, including phrases
The Writing Skill box explains that descriptions of charts
almost 90,000 metric tons; by 20
to introduce a description and common verbs and
or graphs begin by explaining the main idea or purpose
had fallen to about 60,000. As fo
prepositions that are used to talk about changes and
and then providing facts (specific information) to support
level by species, both Atlantic an
developments. Have students circle the verbs in exercise
this main idea. Have a student read each of the main
tuna showed some variation betw
A that show whether the trend has been upward,
idea examples in the box followed by the supporting
2009. However, production of So
downward, or stable. Have them underline the phrases
detail. Ask students to note which is more specific— the
tuna remained more or less stable
that introduce the sentence and draw a square around
main idea or the supporting detail. each preposition. 38 U N I T 4 C Revised Draft D Final Draft
Students should apply the revision techniques used
Have students apply the skills taught in Editing Practice to MEMORY A
in the Revising Practice box to their own drafts, where
their own revised drafts and check for any other errors. applicable. their drafts.
questions as a guide for checking and improving their drafts. Provide assistance as needed. A C A D E M I C T R A C K students understand them. Psychology/Biology paragraphs and common errors. A C A D E M I C S K I L L S READING Identifying cause a EDITING PRACTICE (p age 80) 0 MI NS 1 WRITING Using an outline
The Editing Practice box trains students to spot and UNIT REVIEW GRAMMAR Using by + gerund
correct common errors related to describing a chart or
Students can work in groups on this recap of the unit. For
graph. As a class, go over the information in the box
question 1, encourage students to use the target words
CRITICAL THINKING Applying a method
carefully to make sure students understand what to look
when appropriate. For questions 2 and 3, encourage out for.
them to check the relevant pages of the unit for answers. UNIT OVERVIEW
The theme of this unit is memory—its i individually.
groups. For question 1, ask groups to decide which
in ancient times and now, the loci meth
factors they think are most effective for restoring the
memory championships, tips and techni
their corrected sentences aloud and explain the errors. ocean’s biodiversity.
memorization, and the connection betw and sleep. A N S W E R K E Y
Have students vote for what they believe is the most important factor. REVISING PRACTICE
of the loci method and the importance d, c, a, b
memory in ancient times. It also discu
why memory is less valued today. EDITING PRACTICE
1. As we can see from the graph, global aquaculture
champion uses the loci method to quic
production of Atlantic salmon was stable the order of a deck of cards. between 1950 and 1980.
2. Production of Atlantic salmon doubled between 1990 and 1995.
between memory and sleep. During d
brain waves help transform short-term
3. Between 1991 and 1992, production of Atlantic
long-term memories. The reading also salmon declined slightly. improving memory.
4. Between 1999 and 2001, production of Atlantic
Students draw on what they’ve read and
salmon grew by about 200,000 metric tons.
write a discussion paragraph about how
5. Production of Atlantic salmon decreased slightly
memory. The unit prepares them by intr in 2009.
vocabulary to talk about memory, teach
by + gerund, and offering tips for how t
The unit also explains how to identify c
Lastly, it introduces students to brainsto
using an outline to prepare drafts—skill
will use in every unit’s Writing Task. MIN S 5 THINK AND DISCUS
The questions help prepare students for
matter covered in the unit—memory an
to learning. The scene depicts an artist,
drawing the New York City skyline from 40 U N I T 4 Reading 1
found. Then have students share their predictions. 0 M IN S 3
Revisit this question after the reading. PREPARING TO READ ( page 84) A N S W E R K E Y A Building Vocabulary PREPARING TO READ
Students find the seven blue words in the passage and
use contextual clues to guess the meanings of the words.
A 1. familiar; 2. text; 3. internal; 4. external;
Remind students to look for the parts of speech to help
5. visualize; 6. memorize; 7. achievement
them better understand the new words.
B Answers will vary. Possible answers:
1. My kitchen is a place that is very familiar to me. individually.
It’s a big room with a large wooden table and a green and white floor.
passage did students find helpful?
2. I find it difficult to study when people are talking
on the phone or watching TV. I also find it difficult
What is an achievement that you are proud of? Can you
to study if the room is messy. I need a clean space
visualize your bedroom when you close your eyes? to study well.
See Vocabulary Extension 5A on page 207 of the Student
C Answers will vary. Possible answers:
Book for additional practice with Word Forms: Changing
Nouns and Adjectives into Verbs.
Things I make lists for: food shopping;
household chores; homework assignment due B Using Vocabulary dates
Students should practice using the new vocabulary items
Things I try to memorize: irregular verbs;
while answering the two questions.
history dates; passwords; locker combinations
D Answers will vary. Possible answers: technique, loci, visualize, remember
from students. For question 1, ask students what they
can remember about their partner’s place. For question
1.09 Have students read the passage individually, or
2, ask students why these external conditions make it
play the audio and have students read along.
difficult. What would an internal condition be? C Classifying OVERVIEW OF THE READING
Students complete the chart with their ideas. Each idea
The reading passage describes how attitudes toward
should be brief. Elicit examples before students begin.
memory have changed over the centuries; it also explains a
special technique for memorization called the loci method. exercise.
Online search terms: Memory Palace; Joshua Foer TED Talk; Simonides
Encourage students to explain why they chose their answers. 0 MI NS 4 UNDERSTANDING THE READING (page 87)
different groups in the class.
A Understanding the Main Idea D Predicting
Students are asked to identify the main idea of the
Students scan the passage to make their own guesses reading passage.
about this reading. Elicit strategies for scanning a reading
passage. Students should let their eyes move quickly
down the page, without worrying about unknown words. arrived at the answer.
They can read the first paragraph, then scan the rest of the
passage for similar words. Point out that answers will vary.
B Understanding Details
Students test their understanding of the details in the
Stress that students should not try to read the entire
passage. Explain that a task is a small job or chore. If you
passage. Give students 1 minute for this activity, and
value something, it means it is important to you. time them, if possible. 42 U N I T 5
or ei, and write them on the board. (Examples: believe, Video
achieve, ceiling, deceive. Exceptions to the rule: seize,
leisure.) Ask students to identify the signal words used in the techniques.
0 MI NS VIEWING: H OUSE OF C ARDS 4
B Identifying Cause and Effect (pages 89–90)
Students read the reading passage on pages 85–86 again Overview of the Video
and look for three causes and effects. Remind students to
The video shows how a memory champion memorizes look for signal words.
the order of a deck of cards. He uses a memory palace
and assigns each card a person, an action, and an object their answers individually. to help him with the process.
Online search terms: USA Memory Championship; World
Memory Championships; memory sports
causes and effects that they found aloud. Create a list
of the signal words on the board. BEFORE VIEWING A N S W E R K E Y A DEVELOPING READING SKILLS Learning about the Topic
A Five cause-effect relationships:
The paragraph prepares students for the video by giving
them background information about the USA Memory
People often use mnemonics—like poems
or pictures—because it’s easier to remember Championships.
rhymes or images than plain facts and lists.
… it may be hard to remember the colors of the
how close their guesses were to the correct answer. For
rainbow in the order that they appear. Someone
question 2, elicit example answers from the class. Ask
therefore made an acronym for this: ROY G BIV.
students if they think they would do well in this contest.
The name Roy G. Biv is meaningless, but it’s short,
so it’s easier to remember than the list.
B Vocabulary in Context
English spelling rules can also be difficult to learn,
This exercise introduces students to some of the key
so some students use rhymes to help them
words used in the video. Remind students to try to infer
remember the rules. By learning “i before e except
the meaning from context. Point out that the part of
after c (where you hear ee),” students of English
speech for each of these words differs, so these clues can
can remember the spelling of words like niece
help to determine the meanings. and receipt.
B Answers will vary. Possible answers:
each word. Ask: Do you have a mental map of your
By using the loci method, he was able to “read”
school? What colors are associated with your country?
books stored in his memory palaces. (Paragraph D)
Have you ever created a secret code with friends?
A person with a good memory was special
because they could help preserve the society’s A N S W E R K E Y
cultural heritage. (Paragraph E) BEFORE VIEWING
We’ve invented devices so we don’t have to store
information in our brains. (Paragraph G)
A 1. Answers will vary. Correct answer: 18.65 seconds
2. Answers will vary. Possible answer: They could
connect the cards with objects around a living
room and attach the same number and suit of
each card to that object. For example, a mirror on
the wall could have 8 hearts on the frame, and it would be the 8 of hearts. B 1. mental map 2. associated 3. code 44 U N I T 5 0 MI NS 4 UNDERSTANDING T READING (page 94)
A Understanding Main Ideas
Students check the sentences that are su reading passage. individually.
statements they already knew and whi
Ask whether they remember what the are called.
B Understanding a Process
Students complete the diagram with inf
the reading passage. Point out that the a
clockwise. Elicit the meaning of tempo
that they will need to infer the informat written in the passage. individually.
they can remember while covering the
volunteers to share the information.
C Identifying Cause and Effect
Students complete the chart by adding t
first two items and the effect for the last
that the causes and effects are portrayed
chart. You may want to complete the fir individually.
helpful to see the information presente
chart. Ask students to combine each c in a sentence.
D Critical Thinking: Synthesizing
Students reflect on Reading 1, Reading
to create a list of techniques and tips for
memory. Encourage students to look ba chapter for ideas. individually. B Language for Writing Writing A N S W E R K E Y
Students practice writing cause-and-effect sentences EXPLORING WRITTEN ENGLISH
with by + gerund. They combine the information in A 1. C OVERVIEW
two separate sentences into one. Remind students to
use commas appropriately. Ask a student to read the
2. E (Note: Remind students of ROY
In this section, students prepare to write a cause-and- A on page 88.)
example sentence aloud before they begin.
effect paragraph about improving one’s memory. 3. E
The lesson starts by teaching students how to use by + individually.
gerund. Students then learn how to use an outline to 4. E
develop their ideas. In the Writing Task, students apply
5. C (Note: Having self-esteem mean
these lessons by brainstorming, planning, and writing good about yourself.)
about memory. As added support, they will encounter C Language for Writing 6. E
two drafts of sample paragraphs and revising strategies
Students create their own sentences using by + gerund.
that the author used. Students will use a checklist to LANGUAGE FOR WRITING
Before beginning the exercise, you may want to create
revise their own paragraphs. Editing practice helps
B 1. By getting a good night’s sleep, y
a word web on the board with ideas about exercise and
students correct common mistakes with by + gerund. brain form long-term memories.
stress. Be sure to keep these ideas brief.
After this, students write the final drafts of their
2. You can memorize the order of a paragraphs. using the loci method.
or four. Ask students whether they have similar or
3. The scientists stopped the rats’ br 0 M IN S giving them a drug. 3 different ideas. EXPLORING WRITTEN ENGLISH (pages 95–97)
4. By making a shopping list, you c
from each group. Make sure that students are aware of what items you need to buy. A Noticing comma placement.
C Answers will vary. Possible answ
Students are expected to notice how by + gerund is used
1. I try to relieve stress by listening Ideas for… EXPANSION
in cause-and-effect sentences. This exercise is to be done
Before class, prepare enough papers for a 2:1 ratio
2. By meditating every morning, I s
before going over the information in the Language for
in the class. Write an effect at the top of each page. relaxed way. Writing box.
Examples: You will get a good grade in English; You can
3. By planning all my meals for the
run a marathon; You will improve your finances. Explain
morning, I can avoid eating junk
to students that they should write a “by + gerund”
gerund in the sentences. What do they notice about
phrase as the cause at the bottom of the page. Have
the structure of the sentences?
students form pairs, write causes, fold the paper over
Writing Skill: Using an Outline
Language for Writing: Using By + Gerund
their answer so that the by + gerund clause is hidden,
The Writing Skil box describes how using
and then pass the paper to another pair. The new
help the development of a paragraph. The
The Language for Writing box describes how by + gerund
pair should not look at the previous answer; they
teaches students to write a topic sentence,
is used in cause-and-effect relationships. It explains
should write their own, fold the paper again, and pass
and details. The box explains that this can
how the gerund (verb form + -ing) is used to describe
it to a new pair. Model this before students begin.
of writing. It should help students determ
the cause. One way to explain this is that the act of
After students have written answers on five or six
need more information, whether they hav
completing the action described in the verb leads to the
papers, collect the papers, unfold them, and read the
information, and how to order their parag
result. Have a student read the text in the Language for
statements aloud to the class. Vote on the best ideas.
Writing box aloud. Direct students to the examples in
exercise A and in the box. Point out that when the cause
See Grammar Summary on page 222 of the Student Book for
comes before the effect, a comma is needed between
writing. Why or why not? Elicit acade
additional practice with Language for Writing: Using By + the two clauses. which they use outlines. Gerund.
Writing Skill box. What cause and effec D Writing Skill
Students should read the outline and then
longer sentences with the information in
students to the example in the book, and
that they can refer to the Writing Skill box 48 U N I T 5 C First Draft
Have students write first drafts of their paragraphs based on their outlines.
their corrected sentences aloud and explain the errors.
Provide assistance as needed. Refrain from error correction A N S W E R K E Y at this point. REVISING PRACTICE A N S W E R K E Y b, a, a, d, c A C A D E M I C T R A C K Health and Medicine WRITING TASK EDITING PRACTICE
A Answers will vary. Possible answers: stop
1. You can’t remember all of the information in a A C A D E M I C S K I L L S
multitasking and concentrate on one task at
lecture just by listening to it. READING Identifying pros an
a time; take naps; take regular breaks from
2. By taking notes while you listen, you can
technology; meditate; try new and challenging WRITING Writing an argume remember information better. tasks GRAMMAR Making concession
3. By writing a summary of your notes after a lecture,
B Answers will vary. Possible answers:
you will remember the information more easily.
CRITICAL THINKING Understanding me
Topic Sentence: There are many different ways to and similes
4. By taking notes and making lists, you transfer
improve memory, including using the loci method,
information from internal to external memory.
using acronyms, and getting enough sleep.
(Explanation: Both take and make should be in UNIT OVERVIEW
Supporting Idea 1: loci method (memory palace)
the gerund form. They both are part of the by +
The theme of this unit is the role of anim
Details: USA Memory champion organizes a deck gerund phrase.)
including collection of toxins from snak of cards
5. One study shows that by getting a good night’s
the benefits and dangers of toxins, resea
Supporting Idea 2: acronyms
sleep, people remember a skill (such as playing
rebuilding extinct viruses, and the use o the piano) 30 percent better. medical research.
Details: ROY G BIV (rainbow)
Supporting Idea 3: getting enough sleep
6. You can improve your memory by eating a
healthy diet and exercising regularly.
to catalogue different snake venoms in
Details: brain-wave activity—long-term memory
these may be used for medical purpos E Final Draft REVISING PRACTICE ( page 99)
Have students apply the skills taught in Editing Practice to
Valerie Clark, uses to study insects th
The Revising Practice box contains an exercise that
their own revised drafts and check for any other errors.
of a frog’s toxins in Madagascar.
demonstrates several ways students can improve their first drafts. their drafts.
medical research, but with a law bann
chimps once used for research now liv complete the exercise. Provide assistance as needed.
However, some scientists argue that th needed for medical research.
change and explain how it makes the revised draft stronger. paragraphs and common errors.
Students draw on what they’ve read and w
an argumentative paragraph. The unit pre D Revised Draft
introducing vocabulary to talk about anim 0 MI NS 1
Students should apply the revision techniques used in the UNIT REVIEW
identifying pros and cons, and explaining
language to show concessions. They also
Revising Practice box to their own drafts, where applicable.
Students can work in groups on this recap of the unit. For
question 1, encourage students to use the target words
express agreement and disagreement. Las
as a guide for checking and improving their drafts.
when appropriate. For questions 2 and 3, encourage
brainstorm to help them plan their paragr
them to check the relevant pages of the unit for answers. revise and edit their drafts. students understand them. MIN S
in groups. For question 1, ask groups whether they 5
changed their opinions as they studied this unit. THINK AND DISCUS
The questions help prepare students for EDITING PRACTICE( page 100)
a class, have students vote for what they believe is the
matter covered in the unit—animals and
The Editing Practice box trains students to spot and
most effective technique for memorization.
scene depicts a colorful sea slug called
correct common errors related to by + gerund. As a class,
go over the information in the box carefully. 50 U N I T 5 Reading 1 A N S W E R K E Y PREPARING TO READ
by what they have read. If so, what surp 0 M IN S 3 A 1. target PREPARING TO READ ( page 104)
B Understanding Details 2. concerned A Building Vocabulary 3. disease
Students test their understanding of the
Students find the seven blue words in the passage and
passage by answering questions. 4. cure
use contextual clues to guess the meanings. Remind 5. specific
students to look for the parts of speech to help them
better understand the new words. 6. resources 7. endangered
found the information to arrive at thei individually.
B Answers will vary. Possible answers:
C Critical Thinking: Understandin
1. panda bears; polar bears; rhinoceroses; and Similes
already knew. Which ones are new to them? orangutans
The Critical Thinking box describes two
2. headaches; drowsiness; lack of/enhanced What are some
language, metaphors and similes, which
resources you have for learning English? appetite; weakness; hair loss What are some
to be compared. By noticing a similarity
concerns you have about your future? Do you have a
3. cancer; diabetes; AIDS; Parkinson’s disease;
things, the reader can better understand
specific reason for learning English? If so, what is it? Alzheimer’s disease
Have a student read the text in the box a
Sam is not actually a fish and the teeth
See Vocabulary Extension 6A on page 208 of the Student
C Answers will vary. Possible answers: Scientists
may have to travel to remote and dangerous
daggers, but the author’s use of this lan
Book for additional practice with Word Link: en- (meaning
places to collect samples; they might not know
reader to imagine the meaning. You ma
“putting or causing to be in a certain condition”).
the language spoken in the area; they might get the first example as a class. B Using Vocabulary bitten or stung themselves.
Students should practice using the new vocabulary items D b
while answering the three questions.
answers are all literal meanings of the
students whether the figurative langua
better understand the passage. Why or
from students. For question 1, write a list on the board.
2.01 Have students read the passage individually, or
For question 2, ask whether students have experienced
play the audio and have students read along.
D Critical Thinking: Reflecting
these side effects. For question 3, ask students to also
Have students think about what they ha
name some diseases that doctors can cure. Remind OVERVIEW OF THE READING
discuss their personal opinions. Remind
students of unit 2, in which they learned about the
The reading passage describes the work of Zoltan Takacs their opinions. invention of antibiotics.
and his colleagues, who collect venom for scientific
research from snakes around the world. Takacs believes C Brainstorming
that toxins can help cure many diseases. He is afraid that
would like this job and who would no
Students discuss the question in pairs. Ideas can be brief.
if species disappear, the opportunity to develop cures
volunteers from both groups to explai will disappear, too.
would or would not like this job.
Online search terms: The Bite that Heals; Zoltan Takacs;
the biggest problem that scientists face? National Geographic mamba ideas for… EXPANSION D Predicting
Have students imagine that they have
Students skim the reading passage and decide which 0 MI NS
to interview Zoltan Takacs for a TV sh 4 UNDERSTANDING THE
sentence best describes Zoltan Takacs. Remind students READING
work in pairs. First, ask them to decide (page 107)
to skim the passage quickly and not to stop at unknown
of talk show they want to create (serio words.
A Understanding Main Ideas
children, etc.). Next, what do they wan
Students are asked to match each section to the
They should create a list of three to fiv
the question. You may want to set a time limit of 1 to
correct heading. Elicit the meanings of:
Then they should work with a new par tell the difference 2 minutes. (differentiate, distinguish),
the interview. One student should be Z potentially (possibly), and
other should be the interviewer. Encou
biodiversity (the existence of a wide variety of animal and
to be as creative as possible. Afterwar
plant species in their natural environment).
them how they arrived at their answers. Revisit this
to share the best answers to their quest question after the reading. 52 U N I T 6 Video and fill it in as a class. 0 MI NS 4 VIEWING: THE FROG
B Critical Thinking: Evaluating LICKER (pages 109–110)
Students look at their lists of pros and cons in exercise A and form their own opinions. Overview of the Video
The video describes the work of scientist Valerie Clark,
individually. Encourage them to write brief notes.
who studies frogs to find information on toxins that
could be valuable for medical research. The Mantella their opinions.
poison frog in Madagascar is particularly interesting
because it has a variety of toxins that are produced from
why they chose their answers. Have students vote on the insects the frog eats.
whether virologists should or should not continue to
Online search terms: Mantella Poison Frog; Valerie Clark
study extinct viruses. Then ask what restrictions they
National Geographic; Frog Licker; Madagascar nature
think should or could be placed on scientists. BEFORE VIEWING ideas for… EXPANSION A
Have students work in two large groups. One group Predicting
represents virologists who want to study extinct
Have students look at the picture and read the caption.
viruses. The other group represents doctors who are
Have students predict why she is licking the frog.
worried about the possible dangers. Give students 5
to 7 minutes to prepare their arguments. Then have
the virologists stand in a circle facing outward. Have
and revisit this question after watching the video to see
the doctors stand so that each one is facing one of
whether students’ predictions were correct.
the virologists. Explain that they will debate their B
case one on one. After 1 minute, the students in the Learning about the Topic
outside circle move one step clockwise, so each is
The paragraph prepares students for the video by giving
speaking with another person. Repeat this, switching
them background information on some poisonous
every 1 to 2 minutes, at least four times. Ask students
animals. Have students read the paragraph and answer
if they felt their arguments improved after the fourth the questions.
debate. When this exercise has been completed, have
students vote on which group they agree with.
dart frog is different from the Mantella poison frog. A N S W E R K E Y
C Vocabulary in Context DEVELOPING READING SKILLS
A Answers will vary. Possible answers:
This exercise introduces students to some of the key
words used in the video. Encourage students to try to
Pros: We could learn more about how viruses
infer the meanings from the context. Remind students to
cause disease and how humans developed in
use the correct word form for each word.
the past. We could develop vaccines in case the extinct viruses reappear.
Cons: The scientists and the public could
each word. Ask: What is a good source of vitamin C? Are
become infected with the virus, and there would
there primary forests near where you live? What do you
be no cure. Our immune systems probably
hope to find when you follow the leads in the game
wouldn’t have the ability to fight an extinct virus. Cluedo?
B Answers will vary. Possible answers:
I don’t think virologists should continue studying
extinct viruses because it’s just too dangerous. If
just one person becomes infected, it could lead
to an outbreak and many people could die. 54 U N I T 6
B Understanding Details
Students read the statements and decide
true, false, or not given. Explain that NG
that the answer is not found in the text.
finish early, have them correct the false individually. false statements.
C Understanding Pronoun Referen
Students read the sentences. Elicit what
are and why it is important to understan
represent. Elicit that the information wi come before the pronoun. individually.
sentences on the board, and draw an a
pronoun to the subject in each.
D Identifying Pros and Cons
Students complete the chart with pros a
on the material in the reading passage.
pros and cons. As students share their them on the board.
E Critical Thinking: Evaluating
Students look at their lists of pros and c and form their own opinions.
in exercise D, and decide whether the outweigh the disadvantages.
pairs. Encourage students to justify th Writing B Language for Writing A N S W E R K E Y
Students practice writing sentences making concessions. EXPLORING WRITTEN ENGLISH
They should read the two items of information and then A 1. b (Even though) OVERVIEW
connect these in one sentence to reflect the information. 2. b (Although)
In this section, students prepare to write an
Have a student read the example aloud. Elicit that the
argumentative paragraph about using animals in medical
writer has used a pronoun in the second clause and has 3. a (even though)
research. The lesson starts by teaching students how
connected the clauses with a comma. 4. b (Even though)
to make concessions in writing (show two sides of a LANGUAGE FOR WRITING
situation in one sentence). Students then learn how to individually.
express agreement and disagreement. In the Writing
B 1. Although a small amount of arsen
deadly, it is still used to treat cert
Task, students apply these lessons by brainstorming,
planning, and writing their opinions. As added support,
sentences on the board. Ask: If the information in
2. The poison dart frog is highly tox
they will encounter two drafts of sample paragraphs and
the two clauses were reversed, how would it change it is just two inches long.
revising strategies that the author used. Students will the message?
3. Even though chimpanzee experim
use a checklist to revise their own paragraphs. Editing C Language for Writing
can lead to advances in human he
practice helps students correct common mistakes with
research on chimps has been larg
concessions. After this, students write the final drafts of
Students create their own sentences in which they make
C Answers will vary. Possible answ their paragraphs.
concessions. Before beginning the exercise, remind
students that they can write about any topic they
1. Although he used chimpanzees in
choose. You may want to offer an example to start. Write
research, he always treated them M IN 0 S
an example sentence on the board, and label the “more 3
E X PL O R I N G W R I T T E N
2. I did all my homework even thou ENGLISH (pages 115–117)
important” and “less important” sections. feeling well. A Noticing
Writing Skill: Writing an Argumenta
Students are expected to notice how concessions are
three or four. Have each group check the grammar and Paragraph
used by reading the information and determining
then choose two sentences to write on the board.
The Writing Skill box describes the steps
which argument the author feels is more important. This
convince a reader that your point of vie
exercise is to be done before going over the information any that contain errors.
points out the importance of expressing
in the Language for Writing box. If students feel this
and disagreement in an argumentative p
exercise is confusing, reassure them that they will learn ideas for… EXPANSION
Writing Skill box teaches students to state more about it later.
Have students write stories using concessions. Have
the argument, and then the reasons why
students work in pairs, and begin the story with
is valid. The box lists phrases for agreem
the following two sentences: “As I was walking to
disagreement. Have students read the te
Skill box aloud. Ask students which of th
notice what each of the more important sections has in
school, I saw a _________. Even though _______, I
already use, and which one sounds the m
common (and what each of the less important sections __________.” has in common).
Allow students time to think of imaginative ideas. D Writing Skill
Then collect the papers and give them to different
Language for Writing: Making Concessions
Students read the paragraph and underli
pairs. Have the next pair read the beginning of
sentences that make a concession. Rem
The Language for Writing box describes how to make
the story and write another concession sentence,
look for the words even though or altho
concessions. It explains that clauses beginning with
continuing the story. Continue switching papers three
although or even though are concession clauses; this
or four more times. At the fifth switch, have each pair
information is true, but not as strong as the information
read the story they are given and correct the grammar
in the main clause. Have students read the text in the
and spelling. Then have them write a concluding
Language for Writing box aloud. Have students look
sentence. Post the stories around the classroom for E Writing Skill
again at exercise A and rewrite the sentences, switching
students to read, or have volunteers read their stories
Students read the paragraph again and a
around the two clauses and making changes, including aloud. questions.
comma changes where necessary. Remind students that
each clause needs a subject and a verb! Allow time for
students to write the sentences. Then write them on the board. 58 U N I T 6 C First Draft EDITING PRACTIC E (page 120)
Have students write first drafts of their paragraphs based
The Editing Practice box trains students to spot and on their outlines.
correct common errors related to making concessions. As
a class, go over the information in the box carefully.
individually. Provide assistance as needed. Refrain from
error correction at this point. individually.
their corrected sentences aloud and explain the errors. A N S W E R K E Y WRITING TASK A N S W E R K E Y
A Answers will vary. Possible answers: REVISING PRACTICE
Pros: Medicines made from animal venom have
fewer side effects; some medical advances can d, a, b, c help animals in the wild, too. EDITING PRACTICE
Cons: cruel to the animals; medicines may affect
1. Even though she’s afraid of snakes, she wants to
humans and animals differently. study snake venoms.
B Answers will vary. Possible answers:
2. Although the golden poison dart frog is very
Main Argument: Scientists should not be small, it is very deadly.
allowed to use animals for medical research
3. Even though the NIH is retiring its research
because it is cruel and unnecessary.
chimpanzees, it will continue to use other animals
Supporting Idea 1: Animals are often harmed. for medical research.
Concession: Scientists don’t want to be cruel.
4. Although there are potentially millions of toxins
in the wild, scientists have studied only a couple
Details: Animals live in small cages; may be
injured or in pain during testing. thousand.
Supporting Idea 2: Drugs don’t always have the
5. Even though black widow spider bites can be
same effect on animals and humans.
deadly to small children, they are not usually
strong enough to kill an adult human.
Concession: Experiments with animals can lead to advances in human health.
Details: Some drugs are safe for animals but not E Final Draft for humans.
Have students apply the skills taught in Editing Practice to
their own revised drafts and check for any other errors. REVISING PRACTIC E (page 119) The their drafts.
Revising Practice box contains an exercise that
demonstrates several ways students can improve their first drafts. Provide assistance as needed. complete the exercise. 0 MI NS 1 UNIT REVIEW
Students can work in groups on this recap of the unit. For D Revised Draft
question 1, encourage students to use the target words
Students apply the revision techniques used in the
when appropriate. For questions 2 and 3, encourage
Revising Practice box to their own drafts.
them to check the relevant pages of the unit for answers.
questions as a guide for improving their drafts. groups. students understand them. question 1. 60 U N I T 6 Reading 1
Ask students how they arrived at this answer. individually. A N S W E R K E Y 0 MINS 3
their answers. Elicit the meaning of “p
PREPARING TO READ (page 124) PREPARING TO READ
B Understanding Cause and Effect A Building Vocabulary
A 1. Data (Note: Data is a plural noun. The singular,
Students test their understanding of the
The seven words in the box are key vocabulary items that datum, is rarely used.)
passage by completing the diagram wit
appear in the passage. Students should use contextual 2. collide
effects. Draw the diagram on the board
clues to deduce the meanings of the words and 3. Climate
the arrows lead from causes to effects. E complete the definitions. 4. coast
answer (global warming) as an example 5. condition individually.
6. on record (Note: Record can be a verb or a noun.
Ask: What are two items that often collide? What is the
You record information in order to have a record of
hottest temperature on record in your region? How
it; this helps you to remember the information.) the board.
long does it take to get to the coast from where you 7. extends C live?
Critical Thinking: Evaluating So
B Answers wil vary. Possible answers:
See Vocabulary Extension 7A on page 209 of the Student
1. hot and humid in the summer, cold in the winter
The Critical Thinking box explains how to
Book for additional practice with Word Link: ex- (meaning
source (the person who has given the in
2. blizzards and hurricanes “away from”)
looking at his/her credentials (job, educ
3. wildfires in California; caused by a cigarette
etc.). Have a student read the text in the B Using Vocabulary thrown out the window
why it is important to know a person’s c
Students should practice using the new vocabulary items
C Answers will vary. Possible answers: houses are
are credentials important in the digital a
while answering the three questions. Encourage students
destroyed; animals and people are killed; trees fall
to try to include additional words from the blue box in on roads their answers.
D April 25–28, 2011; Mississippi, Alabama, Tennessee, and Georgia
they think is the most credible. Why? A they arrived at their choices. b
students. For question 1, ask students what countries D
have the hottest/wettest/coldest/driest climates. For Interpreting Maps 2.03
question 2, ask whether they have experienced any
Have students read the passage individually, or
Students look at the map connected to
of these extreme events. For question 3, choose one
play the audio and have students read along.
and interpret the data. Ask students wh
recent example and elicit details from the class.
surprised by this information or if it refle OVERVIEW OF THE READING already know. C Brainstorming
The reading passage presents the history of a series of
Students should practice brainstorming about the
large tornadoes that struck the United States in 2011.
topic. If available, show video clips or photographs of
It also discusses some of the causes and effects of
theories for why tornadoes occur in th
tornadoes and their devastating effects. tornadoes.
Online search terms: Tim Samaras; tornado alley; James Ideas for… EXPANSION Spann Ted-Ed
Ask students whether they have seen
with tornadoes. If available, show stude
students and write a list on the board. After reading,
tornado in The Wizard of Oz, an iconic A
revisit this list to see if any were mentioned in the 0 MI NS 4 UNDERSTANDING THE
Ask what they think happens next. The reading. READING (page 127)
clip from the tornado scene in the mov
how the two depictions of tornadoes a D Predicting
A Understanding Main Ideas
are they different? If possible, have stud
Students scan the first paragraph to find specific
Students are asked to identify the purpose for each
one of the movies for homework and t
information and then make a prediction about this
paragraph in the reading passage. Elicit the meaning in the following class. reading.
of preventive measures. Ask students what preventive
measures can be taken to help people before a natural to 2 minutes. event occurs. 62 U N I T 7 Reading 2 A N S W E R K E Y B Understanding Details PREPARING TO READ
Students fill in the chart with informatio factor 0 M IN S A Explain that a is something that c 3 1. Frequent; threaten
PREPARING TO READ (page 131)
result. Explain that factors will be more g 2. particularly examples. A Building Vocabulary 3. on purpose
In this exercise, students complete sentences that follow 4. appropriate individually.
the same topic as the reading passage. Explain that the 5. block
sentences in the box define the blue words. Remind
6. fuel; significant (Note: In this context, consuming
students to use the correct forms of the words. They
found the answers in the reading. means destroying.)
should use each word only once.
B Answers will vary. Possible answers:
C Understanding a Process individually.
1. Unfortunately, fires occur quite frequently in my
Have students read the sentences and d
community. This is because there are a lot of
they are true or false. Ask students who
trees and wooded areas near where I live, and
correct the false statements. The studen
for each vocabulary item. Ask: What fuel do you use
they catch fire quite easily, especially during the
information on page 133 to answer thes
to heat your homes? What can block a road? What summer.
do you particularly like about English class? What is
2. remain calm; look for the exits; leave quickly; help individually.
one significant difference between lightning and
others; alert others; check whether the door is hot tornadoes? before opening it false statements.
See Vocabulary Extension 7B on page 209 of the Student
C b (Explanation: The il ustration shows people
Book for additional practice with Word Forms: Changing
trying to put out a wildfire. Both options a and c
D Critical Thinking: Evaluating S Adjectives into Adverbs.
are mentioned in the passage, but the main idea is option b.)
Have students read paragraph D again a B Using Vocabulary
their answers in pairs. Refer them to the
box on page 127 for a reminder about c
Students should use the new vocabulary items while
2.04 Have students read the passage individually, or discussing the two questions.
play the audio and have students read along. for question 3. OVERVIEW OF THE READING
students. For question 1, ask: What precautions are in E
The reading passage is about wildfires—how they form
Critical Thinking: Evaluating S
place to prevent fires in your area? For question 2, ask
and the measures taken to stop them. Some measures
Have students reflect on what they have
students whether there are safety measures in their
include building fire-resistant homes, clearing land, and
unit and choose who they would includ
areas to make buildings safer. If so, what are they? If
digging “fire lines,” which are trenches around the fire. source, noting their reason.
not, what safety measures should be added?
Online search terms: wildfires National Geographic; Smokey C Predicting Bear; forest firefighters
whether they agree or disagree with e
This exercise gets students thinking about the topic. They
should predict the topic based on the illustrations. 0 MI NS 4 UNDERSTANDING THE READING Ideas for… EXPANSION individually. (page 134)
If computers are available, have studen
A Understanding Main Ideas
a news article about a recent wildfire, t
lightning storm. Then have students di of the class.
Students choose the sentence that matches the paragraph to its purpose. questions in pairs:
a problem where they live. Have they heard of any
wildfires in the news? Where did these take place?
credible sources? Why or why not?
Have volunteers share their informatio 66 U N I T 7 Writing C Language for Writing D Writing Skill
Students write sentences about one of the natural events
Students read the sentences and under
described in this unit. Refer students to the Language for
words. Then they order the stages. OVERVIEW
Writing box for help writing these sentences. Encourage
In this section, students prepare to write a paragraph
students to try to write sentences without referring to the
describing a natural process. The lesson starts by
video and reading passages. After 2 to 3 minutes, allow
teaching students language for describing a process,
them to use their books to check their answers.
helped them make their decisions. Wr
including the use of sequencing words and the simple words on the board.
present tense. Students then learn how to organize a E Writing Skill
process paragraph. In the Writing Task, students apply
these lessons by brainstorming, planning, and writing
about each of the three events. Check for subject-verb
Students use the sentences in exercise D
about a process. As added support, they will encounter agreement.
a paragraph about the stages of a wildfi
two drafts of sample paragraphs and revising strategies
the Writing Skill box for other sequenc A N S W E R K E Y
that the author used. Students will use a checklist to
revise their own paragraph. Editing practice helps
EXPLORING WRITTEN ENGLISH
students use the simple present tense to explain how paragraph aloud. A 1. raises
something happens, and to check for subject-verb 2. heats; turns A N S W E R K E Y
agreement. After this, students write the final drafts of their paragraphs. 3. rises WRITING SKILL
4. rises; gets; turns; form
D Underlined words: Next; First; Fina 5. get; falls Once 0 MINS 3 EXPLORING WRIT TEN 6. continues 3, 1, 5, 2, 4
ENGLISH (pages 135–137) simple present tense
E When a wildfire starts, it goes thro A Noticing
different stages of growth. To beg LANGUAGE FOR WRITING
ember lands close to a fuel source
Students are expected to notice the verbs that are used B 1. is; freezes; turns
grass or leaves. As the ember reac
to describe a natural cycle. This exercise is to be done 2. collide; stick; form
it increases in heat and strength. Th
before going over the information in the Language for Writing
of heat, oxygen, and fuel increases box. 3. starts; grows
of the fire growing to the next stag 4. become; fal
the fire begins to spread to the surr individually. 5. fal s; melts; stays
After that, as the flames get bigger
C Answers will vary. Possible answers:
farther, the fire reaches its hottest s
are all in the simple present tense. Explain that the Language for Writing
point, the fire is ful y developed. As box will give more details.
1. Wildfires begin with a heat source.
fuel has been consumed, the fire b
2. Humans cause most wildfires.
Language for Writing: Describing a Process
However, any introduction of new f
3. Tornadoes occur when warm, wet air collides
an increase in oxygen can cause th
The Language for Writing box reviews the use of simple with cold, dry air.
up again. Eventual y, the fire is redu
present tense for describing a process.
and ash. It often takes weeks to ful
Writing Skill: Organizing a Process Paragraph embers from a large fire.
process do these sentences describe?
The Writing Skill box is about planning a process
paragraph. Explain that the sequence words and phrases 0 MI NS 4
the box and in exercise A to show the subject-verb
indicate the order of steps or events in a process. Point WRITING TASK (page 13 agreement.
out that students should include details, as well as steps, A in their paragraphs. Taking Notes B Language for Writing
Have students make a list of natural or b
Students practice using the information in the box by
processes. Encourage students to look o
completing the sentences about the formation of snow.
in bold. Ask what process this describes. Have students computers are available.
circle the markers in exercise B and ask why writers use individually.
different markers (to make the information clear and interesting). the processes to a partner. the board. 68 U N I T 7 A C A D E M I C T R A C K Architecture/Archaeology A C A D E M I C S K I L L S ReAding identifying releva WRiting Writing a compar gRAmmAR Using comparati
CRitiCAl thinking interpreting quote UNIT OVERVIEW
The theme of this unit is architecture an
to our culture and the values of civilizat
famous cathedral, La Sagrada Família
from nature; and the long time frame
a clockmaker and goldsmith, who bui
largest brick dome in Florence, Italy.
structures from ancient times: Göbekli
in Turkey, and Chichén Itzá, a Mayan c
Students draw on what they’ve read and
write a paragraph comparing two buildi
prepares them by introducing vocabular
architecture and teaching them how to u
adjectives. They learn how to write a co
paragraph and evaluate evidence. Lastly
Venn diagram to help them plan their pa
then revise and edit their drafts—skills t
use in every unit’s Writing Task. M IN S 5 THINK AND DISCUS
The questions help prepare students for
matter covered in the unit—architecture
depicts the Taj Mahal, a magnificent bui in the early morning.
the photo and the unit are about? Prov overview.
students agree on the oldest/tallest buil Reading 1 A N S W E R K E Y at their answers. PREPARING TO READ MIN
B Understanding Details 0 S 3 A 1. Sculpture PREPARING TO READ ( page 144) 2. committed to
Remind students that a chart is a useful A Building Vocabulary
a lot of information at one time. Studen
3. inspiration (Note: The verb is inspire.)
understanding of the details in the passa
Students find the seven blue words in the passage and 4. theme
the chart about the influences of nature
use contextual clues to guess the meanings. Remind
5. architect (Note: The person is an architect; the
Família. Read the first example, and po
students to look for the parts of speech to help them field is architecture.)
students’ answers can be brief. If necess
better understand the new words.
6. illustrate (Note: Illustrate often refers to drawings,
to paragraph D and the illustrations on p
but it can also refer to speech or writing.) individually. 7. style
passage did students find helpful?
B Answers will vary. Possible answers:
elements students would most like to
1. Frank Lloyd Wright; Falling Water
Ask: What is the theme of this chapter? Are you
C Critical Thinking: Interpreting Q
2. It’s a brick school building. It is modern.
committed to your language learning? What inspired
The Critical Thinking box explains that q
you to learn English? What is one famous sculpture?
C Answers will vary. Possible answers:
credibility to a claim. First, elicit why it
What do the pictures on page 128 illustrate?
The sky: rooms with glass ceilings
have a credible source. Then explain th
See Vocabulary Extension 8A on page 210 of the Student
Animals: animal sculpted into the columns
also ask why the quote is important. Ha
Book for additional practice with Word Partners:
Water: The windows have stained glass that looks
the quotes and discuss their meaning. H adjective + style. like waterfalls.
related to the main idea of the passage?
need the first item done as an example. B Using Vocabulary
Plants: The walls are painted to look like a jungle.
Students should practice using the new vocabulary items
while answering the two questions.
they agree with the quotes. Why or wh
2.05 Have students read the passage individually, or
one that they like more than the others
play the audio and have students read along.
from students. For question 1, ask students if they
D Critical Thinking: Reflecting
know of any famous architects from their country or OVERVIEW OF THE READING
Have students think about what they ha
countries. For question 2, ask whether they like the
The reading passage is about the famous Spanish
discuss their personal opinions. Remind building. Why or why not?
architect Antoni Gaudí and his most famous building, their opinions. C Brainstorming
La Sagrada Família Cathedral in Barcelona, which was
unfinished at the time of his death in 1926. Construction
Students complete the chart with their ideas. Each idea
work on this architectural wonder continues to this day.
should be brief. Read the example before students
been to La Sagrada Família, ask them begin.
Online search terms: virtual visit La Sagrada Família; Gaudí
the experience. If not, ask them to ima
globotreks; works of Antoni Gaudí
experience would be like. What adjec use to describe the structure? four. 0 MI NS 4 UNDERSTANDING THE
from different groups in the class. Ask students if they READING (page 149) ideas for… EXPANSION
have seen any examples of the ideas from the word
A Understanding Main Ideas
Have students research the work of mo
web on real buildings. If so, where?
architects from around the world. Hav
Students are asked to identify the purpose for each
work individually or in small groups t
paragraph in the reading passage. Explain that La
architect and one building to present to
Sagrada Família refers to the Holy Family. Timeless means
They should show photographs, give a
that something is so good or beautiful that it cannot
of the architect, and explain what insp
be affected by changes in society or fashion. Elicit the
architect’s work. Then they should exp meaning of natural wonders.
like the building that they chose to pre
presentations, students vote on the bui like the best. 72 U N I T 8 Reading 2
2.06 Have students read the passage individually, or
D Critical Thinking: Evaluating an
play the audio and have students read along.
Students reflect on the evidence given i MIN
passage to evaluate the arguments. 0 S 3 OVERVIEW OF THE READING PREPARING TO READ ( page 153)
The reading passage describes two ancient structures.
support their ideas. For question 1, ex A Building Vocabulary
Göbekli Tepe is a stone circle in Turkey, one of the oldest
certainty are words that show how con
In this exercise, students read the sentences about
man-made structures on Earth. Chichén Itzá is an ancient
is that something is correct. Words suc
culture and architecture. Then they choose the correct
Mayan city in Mexico that has pyramids, temples, and
perhaps, could, and might show that the
definition for the eight vocabulary words. other structures. certain.
Online search terms: Göbekli Tepe, Klaus Schmidt
archaeologist; Chichén Itzá; Maya facts
of three. Before beginning, tell the cla
each vocabulary item. Ask: What is a common topic for
will give them to discuss these questio
debate? What is another example of a holy building?
to each member of the group. One per 0 MI NS
What did your breakfast consist of? How long does it 4 UNDERSTANDING THE
the note taker, another should be the t
usually take to construct a new building in your area? READING (page 156)
(to keep the group on task), and a thir
spokesperson (who will present the gr
See Vocabulary Extension 8B on page 210 of the Student
A Understanding the Main Idea the class).
Book for additional practice with Word Link: trans- (meaning “across”)
Students read the passage and then choose the best title from three options. share their group’s ideas. B Using Vocabulary
E Critical Thinking: Reflecting
Students should use the new vocabulary items while individually.
Have students read the question and ref
discussing the three questions. at their answers.
own opinions. Encourage students to us
experience or knowledge of other histor
B Understanding Details justify their opinions.
from students. Ask: What methods of transportation
are used today? What methods were used in ancient
Students read the statements and decide which ones are
times? Have volunteers describe temples that they
true. If some students finish early, have them correct the
the board. As students share their answ
have visited. Ask students whether their answers to
false statements. As an alternative activity, have half of
on the chart. Have students assess the
question 3 were influenced by what they learned in
the students read about Göbekli Tepe and the other half
if they think the pros outweigh the con the video. Why or why not?
read about Chichén Itzá. Then have them work together
to compare the two places and answer the questions. C Predicting A N S W E R K E Y
Students scan the reading passage, focusing on dates individually. UNDERSTANDING THE READING and names of places. A b
students 1 minute to find this information. false statements. B 2, 3, 6
C Answers will vary. Possible answ
C Identifying Evidence Chichén Itzá
students what else they hope to learn about these
Students read the passage again to find the purpose(s)
Purpose(s): a religious site, a plac two places.
the writer gives for each structure and the evidence the
writer provides. You may want to complete the first item
sacrifices to a god; a place to view A N S W E R K E Y as a class. other planets PREPARING TO READ
Evidence: Spanish records; bones individually.
other objects that people wore wh
A 1. b; 2. a; 3. a; 4. b; 5. a; 6. b; 7. b; 8. a sacrificed have been found.
B Answers will vary. Possible answers: Göbekli Tepe
1. container ships; trains; trucks
their answers. Explain that they will discuss their ideas
Purpose(s): a holy meeting place;
further when they use this information in exercise D
2. I’ve been to Angkor Wat in Cambodia. It’s one of below.
Evidence: The T-shaped pillars co
the most stunning places I’ve visited.
human beings in a religious cerem
3. An architect needs to be organized, and have
bones and large containers for liq
good communication and visualization skills.
found; smaller pillars similar to G
C Answers will vary. Possible answers: thousands of have been found farther away.
years old; temples for people to worship in 76 U N I T 8 Writing individually. OVERVIEW
In this section, students prepare to write a comparison C Language for Writing
paragraph about two structures. The lesson starts by
Students create their own sentences using comparative
teaching students how to use comparison adjectives.
adjectives. Before beginning the exercise, you may want
Students then learn how to write a comparison
make two lists on the board: interesting places and
paragraph. In the Writing Task, students apply these
descriptive adjectives. Be sure to keep these ideas brief.
lessons by brainstorming, planning, and writing about
two structures. As added support, they will encounter
two drafts of sample paragraphs and revising strategies
groups of three or four. Have each group check the
that the author used. Students will use a checklist to
grammar and then choose the three sentences to write
revise their own paragraphs. Editing practice helps on the board.
students correct common mistakes with comparative
adjectives. After this, students write the final drafts of class. their paragraphs. ideas for… EXPANSION 0 M IN S 3 EXPLORING WRIT TEN
Have students work in pairs to write three true ENGLISH
sentences and one false sentence comparing (pages 157-159)
buildings in the area in which the class is being A Noticing
taught. Each sentence should include a different form
Students are expected to notice how comparative
of a comparative adjective from the Language Writing
adjectives are used by reading the information and
box. Have students read their sentences to the class.
filling in the box with the correct comparative form. This
The class should decide which sentence is false.
exercise is to be done before going over the information
in the Language for Writing box. Point out that they will
See Grammar Summary on page 222 of the Student Book for
only use three of the four options in the box.
additional practice with using comparative adjectives. A N S W E R K E Y sentences aloud. EXPLORING WRITTEN ENGLISH
Language for Writing: Using Comparative A 1. older than Adjectives 2. not as old as
The Language for Writing box describes how to
use comparative adjectives. It explains why we use 3. less expensive than
comparative adjectives and how to form them: adjective LANGUAGE FOR WRITING
+ -er + than; more/less + adjective + than; and (not) as B 1. taller than
+ adjective + as. Have students read the Language for
Writing box. Have students look again at exercise A and 2. as tall as
rewrite the sentences using a different comparative
3. more traditional than
adjective structure. Elicit: Stonehenge is newer than 4. not as long as
Göbekli Tepe. Or Stonehenge is not as old as Göbekli 5. higher than
Tepe. Allow time for students to write the sentences. Then write them on the board.
C Answers will vary. Possible answers:
1. Los Angeles isn’t as compact as Boston. B Language for Writing
2. The climate in Riyadh is hotter than the climate
Students practice writing comparative adjective inReykjavik.
sentences. They should read the information provided
3. Tokyo is more expensive to live in than
and then complete the sentences to reflect the MexicoCity. information. 78 U N I T 8 A C A D E M I C T R A C K life Science A C A D E M I C S K I L L S ReAding identifying theori WRiting Writing a summar gRAmmAR Using synonyms
CRitiCAl thinking evaluating eviden UNIT OVERVIEW
The theme of this unit is nature. The titl
Function,” refers to the animals’ adapta
and the use of biomimetics, drawing on new inventions.
feathers, from the time of the dinosaur the present day.
tree snake and the Draco lizard. These
that fly, or rather glide, through the fo predators.
biomimetics—how shark scales and to
have inspired modern designs of cars
and bathing suits, among other thing
Students draw on what they’ve read and
write a summary paragraph about a sect
reading passage. The unit prepares them
vocabulary to talk about nature and eva
It explains the importance of using syno
organization of a summary paragraph. L
brainstorming and planning techniques. M IN S 5 THINK AND DISCUS
The scene depicts a male bird of paradi
feathers. It is meant to show that this un
nature, and more specifically, animals a characteristics.
the photo and the unit are about? Prov overview. Reading 1
look at the title, captions, and subheads. MIN 0 S 3 PREPARING TO READ ( page 166)
Revisit these categories after completing the reading. A Building Vocabulary
The sentences are definitions for the words in the A N S W E R K E Y
reading passage on pages 167–168. They contain PREPARING TO READ
seven key vocabulary items that appear in the passage.
Students should use contextual clues to deduce the A 1. Evidence
meanings of the words. Remind students to use the 2. layer correct word forms. 3. flexible 4. advantage 5. clue
look for when they are working on a case? (Elicit clues 6. display
and evidence.) What’s something that is on display in 7. attracts
a nearby store window? Do you wear more layers of
B Answers will vary. Possible answers:
clothing in the winter or the summer?
1. Darwin’s theory of evolution, Einstein’s theory
See Vocabulary Extension 9A on page 211 of the Student of relativity
Book for additional practice with Word Partners: adjective +
2. make special sounds or noises; show off their advantage.
feathers; fight other animals to show their B Using Vocabulary strength
Students should use the new vocabulary items while
C Answers will vary. Possible answers: discussing the two questions. 2. Birds build nests.
3. Birds have feathers. 4. Birds have beaks.
students. Make a list of strategies that animals use on
the board. Ask: Are any of these strategies also used
D Answers will vary. Possible answers: by humans?
Insulation: Feathers trap body heat to help birds stay warm. C Brainstorming
Attraction: Colorful feathers help birds attract
Students should write the main characteristics of birds. the opposite sex.
Each idea should be brief. If available, show images of
Flight: The shape and arrangement of feathers in
different types of birds in nature. Have a student read the wings help birds fly. example aloud.
2.07 Have students read the passage individually, or
play the audio and have students read along. the board with the answers. D Predicting OVERVIEW OF THE READING
The opening paragraph discusses the fact that feathers
The passage is about the evolution of feathers, from
have existed for millions of years. Remind students to
dinosaurs to present-day birds, and theories about the
skim the first paragraph but also look at the title, captions,
different functions that feathers have.
and subheads to predict what the article is about. Elicit
Online search terms: birds of paradise project; theropod BBC;
the meanings of paleontologist and fossil by directing flamingo National Geographic
students to the first footnote on page 167. Elicit the
meaning of insulation (materials used to keep something
warm). Explain that they do not need to give answers
based on the passage; they should use their own ideas. 82 U N I T 9 Reading 2 A N S W E R K E Y PREPARING TO READ 0 MINS 3 A 1. process PREPARING TO READ ( page 173) 2. industry A Building Vocabulary 3. involved
The eight words in the box are related to the reading 4. vary
passage on pages 174–175. Students should use 5. adjust
contextual clues to deduce the meanings of the words 6. solid
and complete the sentences with the correct words.
Remind students to use the correct forms of the words. 7. surface 8. unique
B Answers will vary. Possible answers:
each vocabulary item. Ask: How do you adjust to a
1. We wear clothing; we can imagine things; we can
new culture? Are you involved in any school activities?
voice our opinion and create change in the world.
Do you prefer chocolate that is solid or hollow?
2. The walls have rough surfaces. The desks have
See Vocabulary Extension 9B on page 211 of the Student smooth surfaces.
Book for additional practice with Word Link: pro- (meaning
C Answers will vary. Possible answers: “in front/before”).
Toucan bills and car safety: Maybe toucan bills B Using Vocabulary
are very hard, so cars can be made of a similar
Students should use the new vocabulary items while hard material.
discussing the two questions. Point out that question 1
Shark scales and swimsuits: Shark scales must
is difficult, and behavioral scientists have been discussing
work well in the water, so they could be used as a
this for years. Students might want to use levels of model for swimsuit design.
certainty when discussing their answers. Elicit the meanings of rough and smooth.
2.08 Have students read the passage individually, or
play the audio and have students read along. students. C Predicting OVERVIEW OF THE READING
The reading passage describes different examples of
Students should look at the photos and read the
biomimetics. The passage discusses the functions of
subheads to make their own guesses about this reading.
the toucan bill and shark skin in nature and how these
Stress that students should not try to read the entire
functions can be reproduced to design better objects
passage; they should think of their own ideas You may for humans.
want to give them 1 minute to skim the material.
Online search terms: National Geographic biomimetics; answer the questions. toucan bills biomimicry 0 MI NS 4 UNDERSTANDING THE
revisit it after reading the passage. READING (page 176)
A Understanding the Main Idea
Students write a definition of the term biomimetics.
their definitions on the board. Work as a class to create
a class definition for the term. 86 U N I T 9 Writing C Language for Writing E Writing Skill
Students write four sentences from the reading passages
Students read the key ideas from the pa and paraphrase them.
exercise D and number these in the corr OVERVIEW
out that the sentences have the same ide
In this section, students write a summary paragraph. The
the paragraph but have been rewritten.
lesson starts by reviewing use of synonyms and then
teaches students about writing a summary paragraph. In
Write two to three examples on the board. Ask individually.
the Writing Task, students apply these lessons by writing
volunteers whether they used synonyms.
a summary paragraph about one of the sections of the
reading passage on pages 174–175. As added support, A N S W E R K E Y F Writing Skill
they will encounter two drafts of a sample paragraph.
Students begin the task by brainstorming and planning EXPLORING WRITTEN ENGLISH
Have students rewrite the sentences in e
their summary paragraphs. Students then draft their
A 1. d; 2. a; 3. c; 4. e; 5. b
paragraph form. Have students find syn
paragraphs, improve their drafts, and correct common
underlined words. Encourage students t
mistakes that occur with synonyms. LANGUAGE FOR WRITING
and point out that often a simple word f
B 1. b; 2. a; 3. b; 4. b individually.
C Answers will vary. Possible answers: 0 M IN S 3 EXPLORING WRIT TEN
1. In many cases, the purpose of these magnificent ENGLISH (pages 177-179)
feathers is to get the attention of the opposite
class. On the board, write a list of syn A Noticing
sex. (See page 168, Paragraph C.) underlined word.
While completing the exercise, students are expected to
2. These feathers were similar to present-day bird
notice that the simple past tense can be used for events
feathers. The only difference was that Anchiornis ideas for… EXPANSION
that began and ended in the past. This exercise is to be
feathers had the same shape on each side.
done before going over the information in the (See page 168, Paragraph F.)
Have students choose a reading passag Language
previous unit in this book. Have them
for Writing box. Point out that the sentences are all
3. Shortfin makos are one of the fastest and most
excerpts from Readings 1 and 2.
powerful fish in the ocean, and are related to the
passage again to remind themselves of
great white shark. (See page 175, Paragraph F.)
and then close the book and free-write
passage. Remind students to include th
4. Covering airplanes with a substance that is similar
sentences in the reading passages to find the answers.
of the passage and some key details. O
to shark skin could increase their speed. (See
have written a paragraph, have them re page 175, Paragraph G.)
Language for Writing: Using Synonyms
reading passage and see if there are mo The
would like to add. Point out that it is o
Language for Writing box gives examples of using
synonyms to paraphrase a passage. Elicit what synonyms
summarize without having the article a
Writing Skill: Writing a Summary Paragraph
are by asking for other words that mean
same time. Emphasize that this summa big, small, etc.
The Writing Skill box explains the key characteristics of a
Have students read the text in the box aloud. Point out
should follow the criteria listed in the
summary. The Writing Skill box teaches students to find
the importance of choosing the right synonym from
Have volunteers read their paragraphs
the key ideas, and then write them in their own words.
a possible list. Elicit that often the best synonyms are
Emphasize that the list of characteristics is important for
words that students already know. If possible, bring in
this type of writing. Have a student read these aloud. A N S W E R K E Y
a thesaurus or find one online. Have students check for
possible alternatives to common words. D Writing Skill WRITING SKILL
D Answers will vary. Possible answ B Language for Writing
Students should read the paragraph and highlight the
key ideas. Remind students that they will be doing this in
Scientists are studying the adapta
Students read the sentences and choose the best
order to write a summary paragraph.
living organisms in order to use th
synonym for each. Explain that both of the word choices
in products and technologies for h
are synonyms, but only one is appropriate in this context.
field of study is known as biomim
If a dictionary is available, allow students to use it.
is one example of biomimetics. In
chose to underline certain ideas and not others. engineer named George de Mestr individually.
bur stuck to his dog’s fur. De Me
under a microscope and noticed h
hooks on the bur stuck to things.
design to make a two-piece fasten 88 U N I T 9 A C A D E M I C T R A C K Business A C A D E M I C S K I L L S ReAding taking notes (Part WRiting giving details that gRAmmAR Using the zero c advice
CRitiCAl thinking Applying an idea UNIT OVERVIEW
The theme of this unit is advice. It expl
ways that three entrepreneurs—Banks,
Kawasaki—have been able to make a su visionary ideas.
entrepreneur, and his creation of Front
gives advice on starting entrepreneuri
Andrade’s project, Mi Parque, which c
spaces in poor, urban areas of Chile.
that Guy Kawasaki has learned from w
business world, many of which he lea Jobs, his boss at Apple.
Students draw on what they’ve read and
about advice and success to write an ad
about succeeding in college. The unit p
introducing vocabulary to talk about ad
how to use the zero conditional, and off
to write an advice paragraph. Students w
new method for taking notes. Lastly, stu
and use an outline to prepare drafts. 5 M IN S THINK AND DISCUS
The questions help prepare students for
matter covered in the unit— advice and
have learned. The scene depicts Sheryl
Chief Operating Officer of Facebook, d
commencement speech at Tsinghua Uni Reading 1 A N S W E R K E Y PREPARING TO READ 0 M IN S 3
A 1. exchange (Note: Exchange is a verb as well as a PREPARING TO READ ( page 186) noun.) A Building Vocabulary 2. Reality
Students find the seven blue words in the passage and
3. monitor (Note: Monitor is a verb as well as a
use contextual clues to guess the meanings. Before they noun.)
begin, ask students to underline the words that they 4. Funding
already know and circle the ones that they need to learn. 5. promote individually. 6. empower 7. initiative
passage did students find helpful?
B Answers will vary. Possible answers:
1. I love English and history. English is my area of
How do companies promote their products? When expertise.
working on a group project, do you usually take the
2. public speaking; I overcame this through hard
initiative? If runners want to monitor their progress,
work and practice—the more often I spoke in what can they do?
class or in large groups, the easier it became.
See Vocabulary Extension 10A on page 212 of the Student
3. A manager can listen carefully to what employees
Book for additional practice with Word Partners: Expressions
tell them. A manager can give employees more with challenge.
responsibility, more freedom, and adequate B Using Vocabulary training to learn new skills.
Students should practice using the new vocabulary items
C Answers will vary. Possible answers: social life;
while answering the three questions. work; banking; travel planning
D Answers will vary. Possible answers: I think
Ken Banks created an app that helps millions
from students. For question 1, ask: In the future,
of people who live in rural areas and have no
what would you like your area of expertise to be? For Internet access.
question 2, ask: Do you enjoy challenges? Why or
why not? For question 3, ask: How do teachers try to empower students?
2.09 Have students read the passage individually, or
play the audio and have students read along. C Brainstorming
Students think about what areas of their life would be OVERVIEW OF THE READING
most affected if they didn’t have Internet access.
The reading passage is about Ken Banks, a social
entrepreneur, who noticed that people in developing
exercise. Ask them to keep their answers brief.
countries did not have access to the Internet. He created
FrontlineSMS, a worldwide service that allows users
to connect their cell phones to their computers to
from different pairs in the class.
communicate. Ken Banks also gives advice to aspiring D Predicting entrepreneurs.
Students skim the first and last paragraphs and look at
Online search terms: FrontlineSMS; Ken Banks TED talk;
the pictures and captions to complete the sentence with Kiwanja.net
their ideas about the reading.
of 1 to 2 minutes to skim the material.
students have read the passage. 92 U N I T 10 A Taking Notes Video
Students should complete the chart with the
information from the reading passage. Have a student
read the examples aloud. Encourage students to use 0 MI NS 4 VIEWING: THE COMMUNIT Y abbreviations where possible. BUILDER (pages 191–192) Overview of the Video
and write answers that volunteers offer.
The video describes the work of Martín Andrade, who
created the organization Mi Parque in order to bring B Applying
green spaces to poor, urban areas of Chile. He also gives
Students use their notes in exercise A to write a summary
advice to those who wish to organize projects in their
paragraph. Remind students that they learned about own communities. writing summaries in Unit 9.
Online search terms: National Geographic Chile; Martín
Andrade Green Spaces; why do green spaces matter BEFORE VIEWING A A N S W E R K E Y Learning about the Topic
The paragraph prepares students for the video by giving DEVELOPING READING SKILLS
them background information about Martín Andrade
A Answers will vary. Possible answers:
and his work with green spaces in Santiago, Chile. Elicit
Paragraph C. Main Idea: how FrontlineSMS the meaning of green spaces.
works. Details: Users install software; connect computer to cell phone, etc.
Paragraph D. Main Idea: Frontline = free/helps
people around the world. Details: Examples:
similar problems in other cities.
helps update medical records in Malawi; monitor
B Vocabulary in Context
elections in Nigeria; disaster relief in Haiti.
Paragraph F. Main Idea: Don’t ask for money
This exercise introduces students to some of the key
right away because you need to know it’s a good
words used in the video. Remind students to try to infer
idea. Details: Donors want to see well-researched the meanings from context. ideas. Talk to consumers.
Paragraph G. Main Idea: Promote your idea
each word. Ask: When was your school founded? What
using the Internet. Details: Use social media:
is something that gets you down? What is an example of
Facebook/Twitter/blogs. Connect online. Post a lot.
a breathtaking view in your town or city?
Paragraph H. Main Idea: After you have a good
idea & promote it, ask for money. Details: Start
with your social networks. Waiting shows that A N S W E R K E Y
you have commitment and initiative. BEFORE VIEWING
B Answers will vary. Possible answers:
A Answers will vary. Possible answers:
While living in South Africa in 2003 and 2004, Ken
Banks got the idea for a computer program called
1. Public spaces in poorer areas were dirty and ugly.
FrontlineSMS. It allows people to …
2. to improve the lives of low-income Chilean families
3. The foundation will build more green parks. B 1. found 2. get you down 3. breathtaking 94 U N I T 10 Reading 2 0 MI NS A N S W E R K E Y 4 UNDERSTANDING T READING (page 196) PREPARING TO READ 0 M IN S
A Understanding the Main Idea 3 A 1. sensible PREPARING TO READ ( page 193) 2. worth
Students read the passage and then choo A Building Vocabulary purpose from three options. 3. reputation
Students find the eight blue words in the passage and
4. consumers (Note: Loyal means that people will individually.
use contextual clues to guess the meanings. Before they
stay true to something or someone.)
begin, ask students to underline the words that they 5. passion at their answers.
already know and circle the ones that they need to learn.
6. demanding (Note: People who are demanding B Identifying Opinions make demands.)
Students read the statements and decide
each vocabulary item. Ask: What is something you
7. defining (Note: A defining moment is one that
Kawasaki agrees with or disagrees with
are passionate about? What is the reputation of your
makes a big difference in how people view their
information in the reading passage. If th
local sports teams? Do you think you are a demanding lives.)
not discussed in the reading passage, stu consumer? 8. quality
circle NG for not given. If students finis
See Vocabulary Extension 10B on page 212 of the Student
B Answers will vary. Possible answers:
rewrite the statements so that Kawasaki
Book for additional practice with Word Partners: Expressions
1. getting married; having children; starting your with them. with quality. first job; buying a house individually. B Using Vocabulary
2. Apple; Jaguar (cars); Cartier
Students should use the new vocabulary items while
3. My mother is the most sensible person I know.
discussing the three questions.
She thinks carefully before she makes any with these statements. decisions.
C Answers will vary. Possible answers:
C Critical Thinking: Inferring Mea
students. Ask volunteers to share what have been the
Sell the benefits of a product, not its features; be
Students read the passage again to find
defining moments in their own lives. Ask students if
nice to everyone; people cannot describe their
the words and phrases from the context
they own any items from the brands they mention. Do
needs; design counts; challenge employees; most
some are examples of figurative langua
they agree that the quality is excellent? Ask students
experts are clueless; use social media to sell a
whether they think of themselves as sensible. Why or product and post frequently. individually. why not?
words in example sentences. Ask: Wh C Predicting
2.10 Have students read the passage individually, or
turning point in your life? How do you
Students scan the reading passage by focusing on
play the audio and have students read along.
business has taken off? What is an exa
lessons that Kawasaki has learned. Elicit that students
someone might do that could burn bri
should look for words such as lesson and learn, and read OVERVIEW OF THE READING
relationship that often involves power
the first sentence of each paragraph.
The reading passage describes the lessons that Guy D
Kawasaki has learned over his years working for
Critical Thinking: Synthesizing
students 1 minute to find this information.
companies, including Apple, where he promoted the
Students reflect on the advice given in t
Macintosh computer with Steve Jobs as his boss. He talks
and the video. They should discuss sim
about important lessons that he has learned and gives differences. ideas after reading. advice for using social media.
Online search terms: Guy Kawasaki; TED Talk Simon Sinek; short notes. Steve Jobs speech the most useful. 96 U N I T 10 Writing C Language for Writing A N S W E R K E Y
Students create their own sentences using the EXPLORING WRITTEN ENGLISH
information in exercise B and the zero conditional. You A b OVERVIEW
may want to offer the first sentence as an example. Refer
In this section, students prepare to write paragraphs that
students to the Language for Writing box on page 197 if LANGUAGE FOR WRITING
give advice. The lesson starts by teaching students how
they need a more detailed explanation.
B 1. c; 2. d; 3. b; 4. a
to use the zero conditional. Students then learn how
C 1. If you need money for college fe
to write details that support advice. In the Writing Task, get a part-time job.
students apply these lessons by brainstorming, planning, class.
2. You should/can talk to a career co
and writing about advice. As added support, they will D Language for Writing
want to apply for an internship.
encounter two drafts of sample paragraphs and revising
strategies that the author used. Students will use a
Students read the statements, circle the condition, and
3. If you want to find the right colle
checklist to revise their own paragraphs. Editing practice
underline the result. Then they combine the information visit lots of campuses.
helps students correct common mistakes with the zero
using the zero conditional. You may want to offer the first
4. You shouldn’t simplify things for
conditional. After this, students write the final drafts of sentence as an example.
want your business to succeed. their paragraphs.
D 1. Talk to your teacher if you don’t u homework assignment. 0 M IN S
2. If you can’t afford to pay for coll 3 EXPLORING WRIT TEN
as a class. For each sentence, elicit why it would not apply for a scholarship. ENGLISH (pages 197–199)
be logical to have the condition and result clauses reversed.
3. If you can’t decide on a college m A Noticing to try out different classes.
See Grammar Summary on page 223 of the Student Book for
Students read sentences and decide whether the
additional practice with using the zero conditional to give
4. You should talk to your manager
underlined clause shows a condition or a result. This advice. problem with another employee.
exercise is to be done before going over the information
in the Language for Writing box. Elicit that if clauses are ideas for… EXPANSION
used to show a condition that causes something else to
Writing Skill: Giving Details that Su happen.
Have students give advice using the zero conditional.
The Writing Skill box explains that detail
Before class, prepare enough papers for a 2:1 ratio in
and why things are important should be
the class. Write a problem at the top of each page.
paragraph giving advice. The Writing Ski sentences aloud.
Examples: I can’t sleep at night; My house is too noisy for
students to add these details to support t
me to study; I want to meet new people; I have a crush
students read the text in the Writing Skill
Language for Writing: Using the Zero
on a girl who doesn’t notice me. (Include this last one
Based on this information, what is a me Conditional to Give Advice
only if it is culturally appropriate.) Explain to students
agree with this advice? Why or why not
that they should write a zero conditional sentence
The Language for Writing box describes how to use
giving advice at the bottom of the page. Then they E Writing Skill
the zero conditional. It explains that each conditional
should fold the paper so that their sentence is hidden.
sentence has a condition (the if clause) and a result.
Students read the paragraph and indicate
In pairs, have students write advice, fold the paper
With the zero conditional, both clauses have verbs in
information the detail provides by labeli
with the advice on it, and then pass the paper to
the present tense. However, the clauses can have the
why. You may want to offer the first det
present tense forms of modal verbs or imperatives. Have
another group. The new group should not look at the
students read the text in the box aloud. Have them look
previous advice; they should write their own, fold it,
again at exercise A and indicate whether the sentences
and pass it to a new group. Model this before students
have modal verbs or imperatives. Ask them to circle the
begin. After students have written advice on five or F Writing Skill
clauses that have commas and remind them of the rule.
six papers, collect the papers, unfold them, and read
the statements aloud to the class or post the papers
Students read the ideas, then find the ho B Language for Writing
around the class. Vote on the best advice.
in the reading passage. Encourage stude
Students match the conditions with results.
own words. Explain that for question 4, is what companies should do. individually. agree with this advice. 98 U N I T 10 A N S W E R K E Y EDITING PRACTIC E (page 202)
The Editing Practice box trains students to spot and WRITING TASK
correct common errors related to zero conditionals. As a HAPPINESS
A Answers will vary. Possible answers:
class, go over the information in the box carefully.
Topic: how to make friends in college
Tips: Smile a lot and listen to others. Join clubs individually.
or sports teams. Spend time just “hanging out.” Attend school-related events.
A C A D E M I C T R A C K
their corrected sentences aloud and explain the errors. Health Science / Sociology
B Answers will vary. Possible answers:
Topic Sentence: Making friends is an important A N S W E R K E Y
A C A D E M I C S K I L L S
part of college life, and there are some ways to make this easier. READING Identifying the ma REVISING PRACTICE WRITING Writing a strong to
Supporting Idea (Tip 1): Smile a lot and listen to b, a, d, d, c others. GRAMMAR Review of the simp EDITING PRACTICE
Detail(s): You don’t have to be the life of the CRITICAL THINKING Inferring meaning
party; just let people see that you are friendly and
1. If you want to make new friends in college, attend approachable.
as many school-related events as you can. UNIT OVERVIEW
Supporting Idea (Tip 2): Join clubs or sports
2. If you want to find out if a particular college is
The theme of this unit is happiness, and teams.
right for you, visit the campus before classes start.
factors that contribute to happiness aro
Detail(s): You can meet people who have the
3. You can apply for a scholarship if you don’t have
explored. The unit also discusses longev same interests as you. enough money for college.
explores ways to become a happier per
Supporting Idea (Tip 3): Spend time “hanging
4. If you plan to ask your boss for a raise, you should
out” with other students in your dorm or after
write a list of your recent accomplishments at work.
and Singapore and the diverse factors class.
5. You can get a bank loan if you don’t have enough happiness. money to start a business.
Detail(s): Friendships take time! It takes time to get to know people well.
6. If you want your employees to feel empowered,
make sure that they have the necessary resources
the world and the reasons certain group
Concluding Sentence: This advice can help
notably those in Okinawa, Japan, are livi
students make friends in college.
and expertise to do their jobs.
associated with happiness and gives e E REVISING PRACTIC Final Draft
to enhance these areas in one’s own li E (page 201) The
Students draw on what they’ve read and
Revising Practice box contains an exercise that
Have students apply the skills taught in Editing Practice to
demonstrates several ways students can improve their
their own revised drafts and check for any other errors.
an opinion paragraph evaluating happin first drafts.
communities. The unit prepares them by their drafts.
vocabulary to talk about happiness, revie complete the exercise.
present tense, and offering tips for writin Provide assistance as needed.
sentences. The unit also explains how to
change and explain how it makes the revised draft
main idea of a paragraph. Lastly, it introd stronger.
brainstorming and using an outline to pr paragraphs and common errors.
skills that students will use in every unit’s D Revised Draft M IN S
Students should apply the revision techniques used 0 MI NS 5 1 THINK AND DISCUSS in the UNIT REVIEW
Revising Practice box to their own drafts, where applicable.
Students can work in groups on this recap of the unit. For
The questions help prepare students fo
question 1, encourage students to explain their reasons.
matter covered in the unit—happiness
as a guide for checking and improving their drafts.
For questions 2 and 3, encourage them to check the
The scene depicts children playing on s
relevant pages of the unit for answers.
rope in a vehicle (a jeepney) in the Philip students understand them.
groups. For question 1, ask groups if they think they will
give this advice to other people. Why or why not?
what they see. Ask: Why do you think t
Do you think children are happier than
students explain their answers. 100 U N I T 10

Pathways RW Level 2 Teacher Guide - Business English | Trường Đại học Hùng Vương

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