21st Century Communication 2 TG

CENTURY
COMMUNICATION
LISTENING, SPEAKING, AND CRITICAL THINKING
TEACHERS GUIDE
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
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Table of Contents
Welcome to 21st Century Communication: Listening, Speaking and Critical Thinking. This four-level series uses
powerful ideas from TED Talks to teach learners to think critically and communicate with confidence. Through
authentic models of effective communication, students build fluency in the listening and speaking skills needed to
achieve academic and personal success.
Teaching a Unit of 21st Century Communication iv

Offers strategies and tips for teaching each part of a unit, expansion ideas, and tips for
developing critical thinking and other 21st century skills.
Using the Classroom Presentation Tool xiv

Explains the content and features of the interactive teaching tool, including using the
embedded Audio/Video.
Unit-by-Unit Teaching Tips and Answer Keys 1

Provides activity-specific tips for engaging students and enhancing learning. Suggested
times are offered for each activity; however, timing will depend on your students and
course objectives.
Audio Scripts 49
Video Scripts 64
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Teaching a Unit of 21st Century Communication
UNIT OPENER • Ask students to explain how a visual helps

them understand an exercise or the unit
Each unit begins with an impactful and thought-
theme.
provoking photograph, THINK AND DISCUSS
questions, and an overview of the unit content. • Have students cover the caption of an image
and then try to guess what the caption is.
The PHOTO and UNIT TITLE introduce the theme
• Ask students to explain what they think the
of the unit and aim to capture students’ attention
message of a visual is, and why.
and curiosity.
• Use photos to review and expand target
TIPS vocabulary by having students describe an
image using vocabulary from the current and/
Ask students questions about the photo and or previous unit.
caption.
• What is the first thing that gets your attention,

and why? The THINK AND DISCUSS questions activate
• What else do you see? students’ background knowledge of the topic and
help them personalize and relate to the theme.
• What interests you, and why? The OVERVIEW OF CONTENT allows you and the
• What questions do you have as you look at it? students to preview the skills they will learn and
• Do you like the image? Why, or why not? practice throughout.
• What does the caption say?

TIPS
• What part of the image does it explain?
• Does it answer any of the questions you had • Read, or have a student read, the THINK AND
about the image? DISCUSS questions.
• Does it help you understand something else • Have students answer the questions in pairs or
about the image? If so, what? small groups before sharing ideas as a whole
class.
See the unit-by-unit tips and classroom
presentation tool for specific teaching information. • If they are not sure how the photo relates to the
unit title or theme, read the titles of the Part 1
and Part 2 input and ask them how the image
relates to what they will hear in the audio/video
21st Century Skill Visual Literacy
input.
Tips for Using Visuals • Read, or have a student read, the OVERVIEW
In addition to the Unit Opener, there are several OF CONTENT.
visuals per unit. Many of them are photos, but • Have the students briefly skim the language
they also include infographics and graphic skills boxes in the unit. Ask them which of
organizers. Using images taps into and builds the skills they have studied before, what they
students’ multiple literacies. Being able to read already know about them, and what they think
images is an essential 21st century skill. Here are they will learn about them in the unit.
some tips for using the visuals in a unit.
• See the unit-by-unit tips and classroom
• Have students respond to what they see in presentation tool for specific teaching
the visual; what does it make them think of information.
and why?
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PART 1: having students share their work. The ability
LISTENING & SPEAKING to communicate clearly and to collaborate are
essential 21st century skills. Here are some
PART 1 introduces the listening of the unit. The suggestions for arranging diverse pairs and
listening may be one of several genres such as groups, as well as for getting students to work
a university lecture, a podcast, an interview, or effectively, efficiently, and respectfully during
a student discussion. Where appropriate (and collaborative work throughout the unit.
as indicated in unit-by-unit tips), the listening is
accompanied by video slides to enhance and Arranging Diverse Pairs and Groups
clarify the content. The purpose of Part 1 is to • Have students count off according to how
prime students for the authentic and inspirational many groups you use. Assign one part of the
content they will meet in the TED Talk in Part 2. room to each number, and have the groups
convene in their assigned areas. (Alternately,
The BEFORE YOU LISTEN section helps students
have students “count off” with a set of
further build schema about the content of the unit.
vocabulary words instead of numbers, and
It gets students thinking about and discussing the
review the meanings of the words with their
topic of the listening (top-down processing), and it
group members before starting the exercise.)
also familiarizes them with essential vocabulary to
understand the listening and do the speaking tasks • Place students of similar levels together,
(bottom-up processing). especially when you need to devote more
time to working with the lower-level students
in a multi-level class.
TIPS
• Place higher-level students with lower-level
• For each exercise, read, or have a student read, students. Tutoring peers reinforces learning
the directions. for higher-level students, and lower-level
• Elicit from and/or provide to the students students benefit from learning from their
any information relevant to the activity (such peers.
as definitions of words, examples, relevant Working in Pairs and Groups
background information).
• Have students introduce themselves to
• Put students in pairs or small groups to discuss anyone they don’t know in order to build a
questions before sharing ideas as a whole positive learning community. This is especially
class. helpful in large classes.
• See the unit-by-unit tips and classroom • Tell students what the end requirements are
presentation tool for specific teaching of the pair or group work, so they know what
information. the expectations of each exercise are (e.g., to
share a comment they agreed/disagreed with
and why).
• Explain to students that they should not only
21st Century Skill Communicating and
share their own ideas, but should also ask for
Collaborating
their classmates’ opinions about the topic.
Tips for Working in Groups • Assign roles so that everyone participates.
Students have many opportunities to The group leader keeps the conversation
work in pairs or groups through the built- on track. The time keeper keeps track of
in COMMUNICATE and COLLABORATE the time. The recorder takes notes on the
exercises. Additionally, individual exercises discussion. The reporter uses the recorder’s
can be extended into group exercises by notes to report back to the whole class.
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VOCABULARY introduces the target vocabulary. 21st Century Skill Independent Learning
Words are selected according to several
General Tips for Teaching Vocabulary
criteria: frequency, utility, Academic Word List,
and CEFR (Common European Framework In 21st Century Communication, target
of Reference for Languages) level. Content- vocabulary is recycled throughout a unit and
specific words or phrases that are important across the series giving students multiple
for comprehension are glossed in Words in the opportunities to work with each word. However,
Lecture. All of the vocabulary words are on the in order to truly learn new words, students need
audio program, so there is always an aural and to develop vocabulary learning strategies on
written model of pronunciation. their own. The ability to work independently and
to be self-directed learners are essential 21st
century skills. Here are some tips for helping
TIPS students to build their word knowledge on their
own.
• Read, or have a student read, the directions
before having the students work individually. • Have students keep a vocabulary log in which
Then, share answers as a class. Alternately, ask they record the unit vocabulary, including
students to compare their work with a partner definitions, sample sentences, information
or small group before sharing as a class. about pronunciation, and any other important
• Refer students to the online workbook activities information (i.e., first-language translation,
for more vocabulary practice. synonyms and antonyms, and collocations).
See example in Independent Student
• See the unit-by-unit tips and classroom Handbook.
presentation tool for specific teaching
information. • Have students make flash cards. On one
side, they should write the word. On the other
side, they should draw a four-square grid and
The VOCABULARY presentation is always distribute the following information into the
followed by a COMMUNICATE activity. This is an squares: definition, first-language translation,
opportunity for students to show they understand sample sentence, synonyms.
the words and can use them in a familiar context. • Encourage students to study more than just
the definitions of new words. In order to have
TIPS a deep understanding of new vocabulary,
students need to understand meaning, as well
• Encourage the students to use the words as connotation, level of formality, word family,
and phrases in bold, which are the targeted pronunciation pattern, and spelling.
vocabulary words.
• Have students work in pairs or small groups
before coming back to share as a whole class. The LISTEN section in Part 1 provides level-
appropriate content that encourages students to
• You may want to go over all of the questions think critically and creatively about the theme of
as a class to make sure students understand the unit. This section includes two comprehension
them, and also provide a model for them. activities: LISTEN FOR MAIN IDEAS and LISTEN
• See the unit-by-unit tips and classroom FOR DETAILS. It also includes a LISTENING SKILL
presentation tool for specific teaching presentation and practice, and often a NOTE-
information. TAKING SKILL presentation and practice.
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TIPS
• Have students watch the slideshow without
• Before having the students LISTEN FOR MAIN the audio first to predict the main ideas of the
IDEAS, remind them that the listening is on a talk.
topic they have been discussing, so they should • After watching the slideshow with the
keep in mind what they know about the topic as audio, ask the students how the information
they listen. on the slides did or did not support their
• Read, or have a student read, the directions. understanding of the listening.
Explain that when they listen for main ideas, • Have the students work in pairs or small
they listen for the most important points, so groups to discuss how they might change
they shouldn’t worry if they don’t understand the slideshow to enhance how effectively it
everything. supports the message of the speaker(s).
• Play the audio, or video if available. Have
students complete the exercise individually, and
then go over the answers as a class. Or, have The LISTENING SKILL explicitly teaches a key
students check their work with a partner before academic listening skill and provides an example
sharing with the class. drawn from the listening in Part 1. It gives students
a listening strategy to help them better understand
• When the LISTEN FOR MAIN IDEAS exercise is
the listening in the unit and to develop their overall
accompanied by a slideshow, ask the students
listening skills. The listening skill may come before
how the visuals helped them understand the
or after students LISTEN FOR DETAILS.
main ideas of the listening.
• Before having the students LISTEN FOR TIPS
DETAILS, explain that for this exercise, they
need to listen for specific information. Read, • Read, or have a student read, the information in
or have a student read the directions and the the box, and play the audio if included.
items in the exercise so that students listen with • Answer any questions the students may have.
a purpose.
• Play the audio. Have students complete the to the follow-up exercises. Explain to students
exercise individually, and then go over the that they should focus on practicing the specific
answers as a class. You could also have skill, and not worry if they miss some other
students check their work with a partner before information.
sharing with the class.
• Play the audio. Have students complete the
• See the unit-by-unit tips and classroom exercises individually, and then go over the
presentation tool for specific teaching answers as a class. Alternately, have students
information. check their work with a partner before sharing
with the class.
21st Century Skill Working with Multimedia presentation tool for specific teaching
information.
General Tips for Using Audiovisuals
An audiovisual slideshow presentation
accompanies many of the listening inputs in The NOTE-TAKING SKILL explicitly teaches a
Part 1 to support student learning. As students key note-taking skill to help students build their
will be exposed to multimedia presentations repertoire of note-taking strategies. It focuses
of information at school and work, learning students’ attention on strategies for taking notes
how to understand them and determine their that they can apply to the listening input. The note-
effectiveness are essential 21st century skills. taking skill falls either in Part 1 or in Part 2.
Here are some tips for helping students learn
with multimedia in the unit.
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TIPS
• Have students think about and share what
• Read, or have a student read, the information in they liked/didn’t like and agreed/disagreed
the box, and play the audio or video if included. with about the listening prior to completing
• Answer any questions the students may have. the exercises.
• Read, or have a student read, the directions • Have students respond to the listening from
to the follow-up exercises. Explain to students a different perspective. How would someone
that they should focus on practicing the specific much older react to the listening? Much
skill, and not worry if they miss some other younger? Of a different gender? An elected
information. official?
• Play the audio. Have students complete the • Have students make text connections. Ask
exercises individually, and then go over the them to relate the listening input and/or
answers as a class. You could also have follow-up exercises to something in their own
students check their work with a partner before lives (text-to-self connection), to another text
sharing with the class. they have heard, watched, or read (text-to-
text connections), and to other real-world
• Emphasize that note taking is an individual skill
events in the past and/or present (text-to-
and therefore their notes will likely vary from
world connections).
their classmates’. The key to effective and
efficient note taking is for students to develop a
comprehensible system that works for them. The SPEAKING SKILL explicitly teaches a key
• Refer students to the online workbook for more speaking skill to help students express their ideas
note-taking practice. more effectively. It focuses students’ attention on
strategies the speakers use in the listening input in
Part 1, and gives them opportunities to immediately
practice the skill in discussion with classmates.
information.
TIPS
The AFTER YOU LISTEN section gives students
• Read, or have a student read, the information in
the opportunity to think critically about and discuss
the box, and play the audio if included.
the ideas that have been presented. It includes
presentation and practice of both a SPEAKING and • Answer any questions the students may have.
PRONUNCIATION SKILL. This section also typically • Read, or have a student read, the directions to
includes the unit INFOGRAPHIC, although it may the follow-up exercises. Explain to students that
fall in Part 2. Students are asked to interpret the they should focus on practicing the specific skill
visual and are given the opportunity to personalize. presented.
Refer students to the online workbook for more
• Have students complete the exercises
listening practice.
individually or in pairs/small groups, as
indicated. Then, go over student responses as
21st Century Skills Critical Thinking a class.
• Refer students to the online workbook activities
Tips for Teaching Critical Thinking
for more speaking practice.
Students have ample opportunities for critical
thinking through built-in THINK CRITICALLY
exercises that appear throughout a unit. These
information.
exercises ask students to analyze, apply,
compare, evaluate, infer, interpret, personalize,
reflect, support, and synthesize, among other
The PRONUNCIATION SKILL explicitly teaches
skills. Thinking critically is an essential 21st
a key pronunciation skill to help students better
century skill. Here are some tips for helping
understand the listening in the unit. Additionally,
students to think critically throughout a unit.
it helps them to be better understood by their
viii listeners when speaking and/or presenting.
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TIPS PART 2:
• Read, or have a student read, the information in TED TALKS
the box, and play audio if included.
PART 2 introduces the TED speaker and idea worth
• Answer any questions the students may have.
spreading. Students watch a carefully curated and
• Read, or have a student read, the directions to sometimes edited TED Talk to inform, inspire, and
the follow-up exercises. Explain to students that excite. Using the skills they have learned in Part 1,
they should focus on practicing the specific skill students are ready to enjoy and be motivated by
presented. authentic talks from a wide range of subject areas.
• Have students complete the exercises Students are encouraged to think critically about
individually or in pairs/small groups, as the topic and share their ideas about the talk.
indicated. Then, go over student responses as
The BEFORE YOU WATCH section helps students
a class.
build and activate background knowledge about
• Refer students to the online workbook activities the TED speaker and the idea worth spreading. The
for more pronunciation practice. sequence of exercises loosely corresponds to that
• See the unit-by-unit tips and classroom of Part 1, further encouraging students to use the
presentation tool for specific teaching prior knowledge they established in the first part of
information. the unit.
TIPS
The INFOGRAPHIC is additional content relevant
to the theme presented visually in a diagram, • For each exercise, read or have a student read
chart, graph, or other visual. Students interpret and the directions.
discuss the information in the visual, deepening • Elicit from and/or provide to the students
their understanding of the topic. It also gives any information relevant to the activity (such
students the opportunity to build the skill of as definitions of words, examples, relevant
interpreting visual information. background information).
• Put students in pairs or small groups to discuss
TIPS questions before sharing ideas as a whole
class.
• Read, or have a student read, the directions.
• Elicit from and/or provide to the students
any information relevant to the exercise
information.
(such as explanations of key terms, what’s
being depicted or compared, what forms of
measurement are being used, etc.)
The VOCABULARY section in Part 2 introduces
• Haves students work in pairs/small groups, the target vocabulary, which is chosen according
as indicated, before sharing ideas as a whole to the same criteria as in Part 1. All target words
class. are on the audio program so students can hear the
• See the unit-by-unit tips and classroom correct pronunciation. Content-specific words or
presentation tool for specific teaching phrases that are important for comprehension are
information. glossed in Words in the Talk. Refer students to the
online workbook for more vocabulary practice. For
step-by-step teaching strategies, please refer to
the VOCABULARY tips in Part 1.
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The WATCH section in Part 2 presents the TED
21st Century Skills Creative Thinking Talk, the culminating listening experience that
Tips for Reviewing Vocabulary students have been building to throughout the
unit. In addition to watching for MAIN IDEAS and
In order for students to really learn new DETAILS, students also complete exercises in
vocabulary words, they need repeated exposure which they apply the skills they learned in Part 1 to
to and practice with them. While students have help them better understand and take notes on the
the responsibility to study the words at home, TED Talk.
it is beneficial to provide repeated exposure
to the words in class, as well. Here are some
TIPS
suggestions for interactive games that can be
used throughout the unit to review and get • Before having the students WATCH FOR MAIN
students thinking about words in new ways. IDEAS, remind them that the TED Talk is on a
• BINGO: Have students draw a three-by-three topic they have been discussing, so they should
table in their notebooks. While they do this, keep in mind what they know about the topic
write nine vocabulary words (from Part 1 and/ as they watch. Additionally, explain to them that
or 2) on the board. Direct students to write the TED speaker also exemplifies the language
one word in each box of their table in any skills they have been learning, so they should
order they want. Then, call out the definitions apply their knowledge of these skills to help
of the words in random order. The first them better understand (and take notes on) the
student to get three words in a row (vertically, TED Talk.
horizontally, or diagonally) calls BINGO! For • Read, or have a student read, the directions.
an extra challenge, ask the student to use the Explain that when they watch for main ideas,
three words accurately in sentences. they watch for the most important points, so
• Spin a Story: Have students work individually, they shouldn’t worry if they don’t understand
or in pairs/small groups, to describe an image everything. This is especially important when
in the unit using vocabulary words from Part 1 listening to authentic English delivered at natural
and/or 2. For this exercise, the students speeds. Remind them that they will watch the
should pay particular attention to meaning talk more than once.
and use. Set a time limit. The winning student • Play the TED Talk. Have students complete
or pair/small group is the one that used the the exercise individually, and then go over the
most words correctly. answers as a class. Or, have students check
• Tic-Tac-Toe: Draw a three-by-three grid their work with a partner before sharing with the
on the board and number each square 1–9. class.
The numbers correspond to nine vocabulary • Before having the students WATCH FOR
words you want to review. Divide the students DETAILS, explain that for this exercise, they
into two teams, Team X and Team O, and pick need to watch for specific information. Read,
one team to go first. The first team picks a or have a student read, the directions and the
number, and you tell them a word. As a group, items in the exercise so that students watch
they must come up with a sentence in which with a purpose.
the word is used and pronounced correctly. If • Play the TED Talk. Have students complete
their use and pronunciation of the new word the exercise individually, and then go over the
is correct, they get to mark the box with their answers as a class. Alternately, have students
letter (X or O), and then the other team gets check their work with a partner before sharing
a turn. If their use and/or pronunciation is with the class.
incorrect, they do not get to mark the box,
and the turn moves to the other team. The • Before having students complete the remaining
first group to get three Xs or three Os in a row exercises, explain to them that some of the
(vertically, horizontally, or diagonally) wins the exercises are opportunities for them to apply
game. You may choose to have the students the skills they learned in Part 1.
spell the words in this game, too.
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• Read, or have a student read, the directions. to understanding the talk, they will help students
When appropriate, elicit from the students expand their vocabulary with everyday expressions.
which skills from Part 1 they can apply to each
exercise. (Use the classroom presentation tool TIPS
to display the relevant skill boxes from Part 1.)
• Read, or have a student read, the directions.
• Have students complete the exercises
Before watching the excerpts, have students
individually, and then go over the answers as
share the meanings of any of the words or
a class. You could also have students check
expressions that they already knew or made a
their work with a partner before sharing with the
guess at while watching the TED Talk.
class.
• From the Classroom Presentation Tool or DVD,
• Refer students to the online workbook for more
play the video. Do the activity as a class. For
practice watching the talk.
individual practice, send the students to their
• See the unit-by-unit tips and classroom Online Workbook.
• Refer students to the online workbook for more
information.
Expand Your Vocabulary practice.
The AFTER YOU WATCH section provides presentation tool for specific teaching
opportunities for students to reflect on and information.
think critically about the idea worth spreading in
the TED Talk, and to deepen and expand their
understanding of the theme of the unit. PUT IT TOGETHER gives students the opportunity
to consolidate the ideas, language, and skills
TIPS presented and practiced throughout the unit.
Students are first asked to synthesize ideas from
• Put students in pairs or groups to complete the Part 1 and Part 2, a task that helps prepare them
AFTER YOU WATCH exercises. for the final assignment. The synthesis activity
• Read, or have a student read, the directions is often accompanied by a graphic organizer
to each exercise. When appropriate, elicit from to help them organize their ideas visually. The
the students which skills from Part 1 they can synthesis activity is followed by two main parts:
apply to each exercise. (Use the classroom COMMUNICATE and REFLECT.
presentation tool to display the relevant skill
TIPS
boxes from Part 1.)
• When necessary, ask students to complete part • Read, or have a student read, the directions.
of an exercise individually before sharing with • Elicit from and/or provide to the students any
their partners or group members. Then, share information relevant to the exercise (such as
ideas as a whole class. set-up of the graphic organizer, what kinds of
• Refer students to the online workbook for more information go in each part, etc.)
practice responding to the talk. • Have students work in pairs or small groups, as
• See the unit-by-unit tips and classroom indicated, and then go over their responses as
presentation tool for specific teaching a class.
information. • See the unit-by-unit tips and classroom
information.
EXPAND YOUR VOCABULARY focuses on
additional useful phrases and expressions from
the TED Talk. Students watch an excerpt from The COMMUNICATE section features the end-
the talk and guess the meaning of the phrase in of-unit assignment and provides the necessary
the Classroom Presentation Tool or in their Online support for students to be successful in their
Workbook. While these phrases are not essential presentation.
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The end-of-unit ASSIGNMENT is a presentation that they should practice the PRESENTATION
related to the unit theme and idea worth spreading. SKILL while preparing for their end-of-unit
The presentation takes different forms, from presentation.
individual and group presentations to role-plays • Have students work individually, or in pairs/
and panel discussions. Students use the ideas small groups as indicated. Play the video if
from the listening input from Part 1 and the TED included.
Talk from Part 2 as a springboard for talking about
• Go over student responses together as a class.
their personal connection to the topic. They apply
the language skills they have learned to make their • Have students read the rubric individually, or
presentation more effective. together as a class.
• To check that the students understand the
TIPS rubric, ask them what the categories of
assessment are, what the highest score for
• Read, or have a student read, the assignment. each category is, and how they can use the
Explain that the assignment is meant to give rubric as a checklist when preparing for their
them a chance to apply the ideas, language, presentation.
and skills learned in the unit.
• Refer students to the online workbook for a
• To check students’ comprehension of the review of the unit.
assignment, ask them to restate in their own
words what they need to do (discuss something
related to the unit theme), how they need to do
information.
it (in the form of a presentation), and why (to
demonstrate their ability to talk about the theme
of the unit and use the skills learned in the unit).
When students PRESENT, they demonstrate
• See the unit-by-unit tips and classroom their ability to discuss a topic related to the theme
presentation tool for specific teaching of the unit and the idea worth spreading while
information. incorporating the relevant skills and vocabulary
learned from the unit.
The PREPARE section generally starts with the

TIPS
PRESENTATION SKILL, TED-inspired strategies for
effective communication and presentation. These • Organize the order in which students will
skills are meant to give students confidence and present through various methods: Arrange
specific tools to use in their presentations. The presentations in alphabetical order by students’
presentation skill is often exemplified in the TED first or last name (using the earliest letter out
Talk. PREPARE also introduces students to the of all of the students in a group for group
evaluation rubric. They will use the rubric to provide presentations); have students draw numbers
feedback to their peers, encouraging them to be to get the order of their presentations; or have
active audience members. Teachers may also use students choose from available presentation
this rubric to provide a more formal assessment of spots on a sign-up list.
student work.
• After all the presentations are complete, have
students work in small groups to give feedback
TIPS to one another on their presentations using the
rubric. Then, go over the student responses as
• Read, or have a student read, the
a class.
PRESENTATION SKILL. Play any corresponding
video examples. • See the unit-by-unit tips and classroom
• Provide any other relevant information or
information.
examples.
to the follow-up exercises. Explain to students
xii
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21st Century Tips Interacting Effectively • Explain to students that they do not need
with Others to agree with their classmates’ opinions.
Ultimately, they decide what feedback
Tips for Student-to-Student Feedback to accept and reject. However, it is not
Students need to be able to provide and necessary to tell their classmates what they
respond to critique in respectful ways both in plan to do with the feedback.
class and in the workplace. Here are some tips • Ask students to have an open mind. Their
for helping students give and receive feedback classmates view their presentations from
on presentations in effective ways. many different perspectives, and their
feedback will reflect these various points of
Giving Feedback view. Feedback may unexpectedly highlight
• Have students ask their classmates how an area of strength or weakness for reasons
they think they did overall before providing students may never have considered.
feedback.
• Ask students to use “I” instead of or before
REFLECT provides students with an opportunity
“you” to emphasize that they are expressing
to contemplate their progress toward acquiring the
their opinions. For example, they should say,
skills and vocabulary in the unit before moving on
“I think you could improve your introduction,”
to the next unit.
instead of, “You could improve your
introduction.”
TIPS
• Explain the sandwich method of providing
feedback to the students. First, they should • Read, or have a student read, the directions.
express something that their classmate
• Explain that they should make an honest
did well. Next, they present an area for
self-assessment so they know what they have
improvement. Then, they sandwich the
accomplished and what they still need to
negative feedback with a comment about
improve.
another thing their classmate did well.
• To encourage students to continue to improve
• Ask students to always provide examples
on weaker areas, have them write some
or reasons for their opinions so that their
learning strategies and goals next to the areas
classmates have a clear idea of why they did
they want to develop.
well, or not so well, in certain areas.
• Have students support their opinions with
specific information in the rubric.
information.
Receiving Feedback
• Explain to students that when they receive
feedback, they should listen and not feel the
need to respond immediately. They should
listen to their classmates’ opinions, and ask
clarifying questions, and then thank their
classmates for their feedback.
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Using the Classroom Presentation Tool
The classroom presentation tool (CPT) provides a Relevant audio and video accompanies these
central focus during lessons and a dynamic way activities, but only the audio is available with the
to use the student book material. It integrates a interactive activities in Part 1. Video accompanies
variety of teaching resources, including audio, most activities in Part 2.
video, and interactive student activities that
can easily be used on a computer or Interactive
White Board (IWB). Additionally, 21st Century Conversation Starters are available in Part 1,
Communication provides Conversation Starters, Part 2, and Put It Together for pair or small
Answers, and Skill Checks to support teachers as group exercises that include, but are not limited
they start an exercise, work through an exercise, or to, students communicating their opinions and
review skills. ideas, predicting and reflecting on content, and
personalizing content. They help students start
discussions by providing them with a model
You can play the audio that accompanies activities exchange before they start communicating in pairs
directly from the Classroom Presentation Tool. or small groups. Additionally, they model critical
Simply mouse over and click on the audio icon, and thinking.
an audio player will open. Click on Script to view
the karaoke-style script. Use the player button to
pause, stop, or replay the audio at any time.
Answers are available in Part 1, Part 2, and Put
It Together for questions that are more open-
You can play the videos of the Part 1 slideshows ended. These model level-appropriate answers
and Part 2 TED Talks that accompany activities that students can check their own responses
directly from the Classroom Presentation Tool. against after they finish an exercise. Exercises with
Simply mouse over and click on the video icon, and Answers include, but are not limited to, responding
the video player will open. Subtitles are available to questions about an image, audio, video, or
for all videos except the Part 1 slideshows and speaker; interpreting an infographic; taking notes;
Expand Your Vocabulary and Presentation Skill and synthesizing information.
videos. Click On and Off to turn the subtitles on
or off. Use the player button to pause, stop, or
replay the video at any time. If audio and a video Skill Checks are available in Part 2 and the
slideshow are both available for exercises in Part 1, beginning of Put It Together for exercises that
play the video before doing the interactive activity apply the listening, note-taking, speaking, and
(described below). Only the audio will be available pronunciation skills students learned in Part 1. They
upon launching the interactive activities. are images of the relevant skill boxes available to
display at point-of-use. The Skill Checks reinforce
student learning by reviewing the skills at the
Interactive activities are available in Part 1, Part 2, moment they are needed. In the final part of Put It
and Put It Together for all exercises with discrete Together, no Skill Checks are provided, affording
answers, such as multiple choice, True/False, and students the opportunity to make the connections
matching questions. Students or teachers can click themselves.
through these activities to complete an exercise
together or to review the answers. Interactive
activities provide a more dynamic way to engage
with the content of the student book, and a fast
and effective way to relay answers to students.
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U N I T 1 Secret Wishes
UNIT OPENER Time: 5–10 min

PART 1
Message on a Wall Ask guiding questions, such as:
• Where are the boys from? What do you know
Listening
about this country and region of the world?
Recognize Examples
(They’re from Bhutan in South Asia. It’s a
Note Taking Buddhist kingdom that borders the Himalaya
Use an Outline Mountains.)
Speaking • What is the relationship between the boys? Who
Agree and Disagree did you tell your secrets to when you were a
Pronunciation child?
Stress Content Words
THINK AND DISCUSS (page 3)
Possible answers:
PART 2
1. They are whispering to each other and sharing
secrets.
Frank Warren 2. Yes. I would share my secret wishes with my
Half a million secrets best friend. She would keep them safe.
PART 1
PUT IT TOGETHER
Communicate Message on a Wall
Give a Group Presentation This listening is a class discussion between a
Presentation Skill professor and his young-adult students. They share
Start Strong their interpretations of and reflections on artist
Candy Chang’s community art project: Before I
Die . . . walls.
UNIT THEME
BEFORE YOU LISTEN Time: 30–40 min
Unit 1 explores people’s hopes,
dreams, and secrets, and the A COMMUNICATE (page 4)
different ways in which they share Introduce the idea of a bucket list to students
as a common expression to describe a number
them with the world.
of experiences or achievements that a person
hopes to have or to accomplish during their
ACADEMIC TRACK
lifetime. Ask: What do you think most people
Sociology have on their bucket list?
EXPANSION Have students list ten experiences

or achievements they’d like to have or do before
they die on a piece of paper. Then, have them
read their lists aloud. Conduct a whole class
survey to identify similarities among students
and record student ideas on the board.
UNIT 1 1
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B THINK CRITICALLY Predict. (page 4) F 1.4 LISTEN FOR EXAMPLES (page 7)
To check understanding of the term fame, ask: Audio: 2:44 min
• What achievements bring somebody fame? Have students compare answers in pairs and
(starring in a movie, writing a bestselling book) come up with one additional example for each
• Who are famous celebrities in your city or idea category.
country? What brought them fame?
G 1.5 LISTEN FOR DETAILS (page 8)
Audio: 1:36 min
VOCABULARY
AFTER YOU LISTEN Time: 20–30 min
C 1.2 (page 5) Audio: 1:42 min
Ask students to work in pairs to find synonym
H THINK CRITICALLY Interpret an Infographic.
words or phrases for at least five of the
(page 9)
vocabulary words. Remind them to consider the
part of speech and the context of the example Check understanding of the pie chart:
sentences in C. Possible answers: • What is shown in the pie chart? (a comparison
of topics people have written about on the
a. answers, replies b. personal, secret
Before I Die . . . walls)
c. openly, in a crowd d. unhappy, very sad
• How does it compare the data? (each topic is
e. trivial, meaningless f. self-centered, egotistic
a percentage; together they equal 100 percent)
g. upsetting, tragic h. neighborhood, local area
i. same, matching j. information, records
I THINK CRITICALLY Apply. (page 10)
D COMMUNICATE (page 6) 21C SKILL Analyze Alternate Perspectives.
Ask students to explore popular Before I
For more practice, go to MyELT. Die . . . topics and responses from different
perspectives. In small groups, have them
consider age, gender, and background. Prompt
LISTEN Time: 20–30 min
students with questions such as: How might this
E 1.3 LISTEN FOR MAIN IDEAS list be different from the perspective of a senior
(page 6) Audio: 4:04 min citizen? A teenager? A business man? A farmer?
For more practice, go to MyELT.

learnmore (page 6) Ask students about
natural disasters in their cities or countries:
SPEAKING Time: 40–50 min
What types of natural disasters are common
where you live? How do they affect the
community? SPEAKING SKILL Agree and Disagree (page 11)
LISTENING SKILL Recognize Examples For practice with noun clauses, go to MyELT.
(page 7)
J 1.6 (page 11) Audio: 1:04 min
In pairs, have students repeat J with their own
opinions. They should alternate who reads the
NOTE-TAKING SKILL Use an Outline (page 7)
quote and who shares their opinion. Ask them
Remind students they can modify their to begin their responses with phrases from the
outlines according to their preference. speaking skill box to support their answer, and to
For example, they might want to label use the target vocabulary on page 5. For example:
indentations with Roman numerals or use new
A: I think people write on the walls because it
symbols to show relationships between ideas.
makes them feel better.
B: Absolutely. Some people are not comfortable
sharing their bucket list in public.
2 UNIT 1
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K THINK CRITICALLY Apply. (page 11) D COMMUNICATE (page 15)
Have students underline which words they
PRONUNCIATION SKILL 1.7 Stress
think should be stressed in each question and
Content Words (page 12) Audio: 0:15 min
compare with their partner before discussing
Explain to students that stress on content the questions.
words can generally help them better
understand fast speech, but that speakers will 21C SKILL Reason Effectively. Ask students
stress any words they think contain the most to make a pro/con chart for the topic in number
important information. four in pairs. Have each student choose a side
and then debate as a class. After five minutes,
students switch roles and debate the opposite
L 1.8 (page 12) Audio: 0:23 min
side.
M (page 12)
N COMMUNICATE (page 12)
EXPANSION Have students stand up and mingle WATCH Time: 30–40 min
with classmates to further discuss all the
statements. For each number, students find a E 1.1 WATCH FOR DETAILS (page 16)
new partner. Both partners take turns talking Video: 1:22 min
about the topic for two minutes to develop
fluency. Keep time and give each pair four F 1.2 WATCH FOR MAIN IDEAS (page 16)
minutes in total. After the first two minutes, call Video: 3:51 min
time and have partners switch. After the total Ask students to explain in pairs why the two
time is up, ask students to find a new partner for wrong answers are not the main ideas.
the next number. Repeat.
G THINK CRITICALLY Infer. (page 16)
To check understanding of the term frailty, ask:
• What are examples of people who are frail?
(sick people, very old people, babies)
PART 2
H 1.2 RECOGNIZE EXAMPLES (page 17)
Half a million secrets Video: 3:51 min
FRANK WARREN’S idea worth spreading is that Ask the students how the speaker introduced
sharing secrets can help us connect with others his examples. (with images of the postcards he
and know ourselves better. shares)
EXPANSION In small groups, have students play

BEFORE YOU WATCH Time: 30–40 min “Two Truths and a Lie.” Each student thinks of
three secrets they have: a silly one, a soulful
A COMMUNICATE (page 13) one, and a shocking one. Two should be true
Read the quote together. Ask what Warren and one should be a lie. They may write these
means by deepest humanity. (who we truly are, on a piece of paper. Going around in a circle,
our most important beliefs and ideas) Ask: How students share their three secrets with their
can our secrets help us understand who we are? classmates, and their group guesses which of
the three secrets is a lie.
B COMMUNICATE (page 14)
I THINK CRITICALLY Infer. (page 17)
VOCABULARY J 1.3 EXPAND YOUR VOCABULARY

(page 18) Video: 2:42 min
C 1.9 (pages 14–15) Audio: 1:35 min
UNIT 1 3
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Check understanding of vocabulary words: COMMUNICATE Time: 40–50 min + presentations
• Is it more useful to hand out flyers or post
information about an event online? Why? ASSIGNMENT Give a Group Presentation on
• What is an example of a post on social media
how people in your community can share their
that is spreading virally these days?
hopes, thoughts, and ideas. (page 19)
• Do you think it is better to have a handful of
close friends or many acquaintances? Why? ALTERNATE ASSIGNMENT Students can work
• How can students do a great job of studying individually instead of in groups. They could
for exams? also present using an alternative method (e.g.,
• Where is the first place you would go in case use a drawing, poster, photograph, short
there is a natural disaster? video, booklet, newsletter, blog excerpt, etc.)
K WATCH MORE (page 18) PREPARE

PRESENTATION SKILL 1.4 Start Strong
AFTER YOU WATCH Time: 15–25 min
L COMMUNICATE (page 18) C — E (pages 20–21)

Encourage students to use a variety of the
phrases in the Speaking Skill box. PRESENT
M THINK CRITICALLY Reflect. (page 18) F (page 21)

EXPANSION Label a box with an opening in Have students choose one presentation to
the top with the word Secrets, and leave it in take notes on. Have them make a short outline
the classroom. Have students pass out blank as they listen for main ideas and supporting
pieces of paper to other students, teachers, or examples. Check outlines for effective structure.
administrators in their school community, asking
people to write down an anonymous secret and G THINK CRITICALLY Evaluate. (page 21)
drop it in the box. After a couple of days, have
students sit in a circle and read the secrets
aloud, discussing what types of secrets they are REFLECT BOX (page 21) Have students sort
and choosing their favorites. the words by part of speech to review usage.
• Adjectives: depressed, countless,
heartbreaking, private, selfish, shocking,
silly, similar
PUT IT TOGETHER Time: 20–30 min • Adverbs: anonymously, obviously,
randomly
• Nouns: community, creativity, data,
A THINK CRITICALLY Synthesize. (page 19)
heroism, public, remains, response
• Verbs: play out, preserve
B THINK CRITICALLY Apply. (page 19)
4 UNIT 1
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ANSWER KEY Unit 1
3. A
nswers will vary. (E.g., health, happiness,
THINK AND DISCUSS (page 3) and love are things everyone needs in their
lives; travel is more common in our 21st-
1. Answers will vary. (E.g., They are whispering to
century world)
each other and sharing secrets.
4. M
ost of the frequent topics are the same,
2. Answers will vary.
such as making the world better, love and
happiness, and travel. A different topic the
students noticed is that a lot of answers were
PART 1 selfish and about what people wanted for
themselves.
Message on a Wall
A COMMUNICATE (page 4)
Answers will vary. Possible answers:
Answers will vary.
go to the moon: travel, fame
play football with Messi: fame, work, other
B THINK CRITICALLY Predict. (page 4)
(sports)
Answers will vary.
work at Google: work, money, other (technology)
have an honest conversation with my mother:
C VOCABULARY (page 5)
family, love, health and happiness
1. community 2. data 3. depressed
make a difference in someone’s life: help the
4. heartbreaking 5. in public 6. private
world, love, health and happiness
7. responses 8. selfish 9. silly 10. similar
quit smoking: health and happiness, family
D COMMUNICATE (page 6) be a successful artist: fame, money, work, other
(art)
Answers will vary.
have peace in my country: help the world, love,
health and happiness, other (politics)
E LISTEN FOR MAIN IDEAS (page 6)
get a good score on the TOEFL: work, travel,
1. a 2. a 3. b
other (education)
F LISTEN FOR EXAMPLES (page 7) J (page 11)

1. I want to help a million people 1. disagrees/I’m not so sure. 2. agrees/
2. I want to make people smile Exactly . . . 3. agrees/True . . . 4. disagrees/
3. I want to be famous I don’t think so. 5. agrees/That’s a good
point . . .
4. I want to make a million dollars
5. I want to love and be loved
K THINK CRITICALLY Apply. (page 11)
6. I want to spend a lifetime with you
Answers will vary.
7. I want to ride a motorcycle to South America
8. I want to travel the world with my friends
L (page 12)
G LISTEN FOR DETAILS (page 8) Ana: “I don’t really understand why people
want to share these private feelings with
1. b 2. b 3. c 4. a
strangers.” (don’t is Neg; really is Adv;
understand is V; people is N; share is V; private
H THINK CRITICALLY Interpret an Infographic. is Adj; feelings is N; strangers is N)
(page 9)
Mateo: “That’s my point. The walls are popular
1. a
because sometimes it is easier to share them
2. a. health and happiness b. love c. travel in public with strangers.” (That is N; point is N;
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walls is N; popular is Adj; easier is Adj; share is I THINK CRITICALLY Infer. (page 17)
V; public is Adj; strangers is N) 1. c 2. a 3. b 4. c 5. c
Professor: “That’s a good point, Mateo.” (That
is N; good is Adj; point is N; Mateo is N) J EXPAND YOUR VOCABULARY (page 18)
1. c 2. b 3. a 4. c 5. a
M (page 12)
See the answers for exercise L. L COMMUNICATE (page 18)
Answers will vary.
N COMMUNICATE (page 12)
Answers will vary. M THINK CRITICALLY Reflect. (page 18)
Answers will vary.
PART 2
Half a million secrets PUT IT TOGETHER

Answers will vary.
BEFORE I DIE . . .
WALL POSTSECRET.COM
Why did Chang To connect to As an
Answers will vary. and Warren start the community experimental
these projects? art project
C VOCABULARY (pages 14–15) How do On walls On postcards
1. shocking 2. heroism 3. preserves the people
4. randomly 5. plays out 6. creativity communicate
7. obviously 8. countless 9. anonymously their messages in
10. remains these projects?
What kinds Their dreams Secrets they
D COMMUNICATE (page 15) of ideas and for the future have never
Answers will vary. messages do shared
people share?
What is the effect They feel They connect
E WATCH FOR DETAILS (page 16)
on the people better with others
1. 3,000 2. secret 3. Washington, DC who share the and build and know
4. buy 5. crazy hopes and connections themselves
secrets? in the better.
F WATCH FOR MAIN IDEAS (page 16) community.
2. What is the effect They feel They feel closer
of the project on closer to to people
people who read people in their they’ve never
G THINK CRITICALLY Infer. (page 16)
the messages? community. met.
3.
H RECOGNIZE EXAMPLES (page 17) B THINK CRITICALLY Apply. (page 19)

1. did have someone 2. rude 3. love Answers will vary.
4. happy 5. happiest person 6. their voice
C—REFLECT (pages 20–21)
Answers will vary.
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U N I T hanging Climate,
2 C
Changing Minds

PART 1
Land Underwater! Ask guiding questions, such as:
• Where is this place? (It’s a beach in Iceland.
Listening
Iceland is near the Arctic Circle.)
Listen for Details
• What do you know about the climate in Iceland?
Speaking (It’s cold and oceanic. There are two seasons.)
Talk about Causes and Effects • How does the picture make you feel? Why?
Pronunciation
Reduced Vowels THINK AND DISCUSS (page 23)
Possible answers:
PART 2 1. The world’s climate is getting warmer. Changing
minds could mean that people are starting to
change how they feel about climate change, and
Lewis Pugh how they live in order to prevent more climate
How I swam the North Pole change from happening.
Note Taking 2. Climate change affects people, animals, and the
Use Short Phrases environment. (Stronger hurricanes and severe
heat waves threaten human life; higher ocean
temperatures cause coral reefs and ocean life to
PUT IT TOGETHER suffer; and droughts weaken forests.)
Communicate
Give an Individual Presentation
Presentation Skill PART 1
Make an Emotional Connection
Land Underwater! Slideshow available.
This listening is a college student’s class
presentation about the effects of climate change
UNIT THEME
in the Maldives. She outlines three steps the
Unit 2 explores how people are government took to protect the country.
taking on the challenge of climate
change. BEFORE YOU LISTEN Time: 25–35 min
ACADEMIC TRACK A COMMUNICATE (page 24)

Read the image caption and line graph
Environmentalism
description together as a class before students
discuss questions in pairs. Check understanding
of key concepts:
• What is sea ice? (frozen ocean water)
• What happens to something when it melts?
(It changes from a solid to a liquid because of
high heat.)
UNIT 2 7
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VOCABULARY • What are solutions to solve this problem?
B 1.10 (page 25) Audio: 1:44 min

C COMMUNICATE (page 26)

G THINK CRITICALLY Analyze. (page 28)
For more practice, go to MyELT. 21C SKILL Solve Problems. Have students work
in small groups to brainstorm ways to increase
LISTEN Time: 25–35 min people’s interest in climate change and/or other
important environmental issues.
D 1.11 1.5 LISTEN FOR MAIN IDEAS
(page 26) Audio: 4:04 min Video: 4:06 min For more practice, go to MyELT.
Before students begin the exercise, ask them
questions about the image at the bottom of SPEAKING Time: 45–55 min
page 26:
• Who is the man in the image? (Maldivian SPEAKING SKILL Talk about Causes and
President Mohamed Nasheed) Effects (page 29)
• Where is he? (at a desk underwater)
• What is he doing? (signing an environmental
For practice with showing causes and
document)
effects, go to MyELT.
After the discussion, have students read the
statements and predict the answers to numbers H COLLABORATE (page 29)
1–5 in D.
I THINK CRITICALLY Interpret an Infographic.
LISTENING SKILL Listen for Details (page 27) (page 30)
Check understanding of the infographic:
Remind students that words expressing
where, when, who, how many, and what are • What is the infographic showing? (a
the content words that have meaning in a comparison of coastal cities at risk from
sentence. Refer students to the Pronunciation rising seas)
Skill box on page 12 to review stress on • How does it compare them? (by how much
content words. their sea level will rise by 2100; by how many
assets will be exposed by 2070; by how much
of the population will be exposed by 2070)
E 1.12 LISTEN FOR DETAILS (page 27)
Audio: 1:47 min J (page 30)
To develop fluency, have students work in
pairs to retell the three steps the Maldives PRONUNCIATION SKILL 1.14 Reduced
government took after the 2004 tsunami. Keep Vowels (page 31) Audio: 0:26 min
time and give each partner two minutes to
Point out to students that it’s common to
summarize the steps in his or her own words.
reduce vowels in function words, like those
After two minutes, call time and have them
presented in the skill box, but not in content
switch. Partner B then repeats the task. Have
words. Let them know that they should learn
volunteers retell the three steps in front of the
to notice and practice vowel reduction, but
class without looking at their notes.
reduced vowel patterns are not fixed rules.
Whether the vowel sound is reduced or not
F 1.13 LISTEN FOR DETAILS (page 28)
will differ greatly on a number of factors, such
Audio: 1:41 min
as the variety of English a person speaks and
Check understanding of homeless: the geographical region where a person lives.
• What are some reasons why people are
homeless?
8 UNIT 2
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K 1.14 (page 31) Audio: 0:26 min
learnmore (page 35) Ask students about
the Titanic: What other details do you know
about the shipwreck? Why do you think
Have students work with a different partner than people all over the world are so interested in
the one they worked with for K. the Titanic?
M (page 31)
NOTE-TAKING SKILL Use Short Phrases
For more practice, go to MyELT. (page 36)
EXPANSION Have students write down five
full sentences about a place they have always
PART 2 wanted to visit. In pairs, students take turns
reading their full sentences aloud as the other
How I swam the North Pole partner takes notes in short phrases. Remind
LEWIS PUGH’S idea worth spreading is that students to stress content words and practice
sometimes we have to do extraordinary things in reducing their vowels. Students may have to
order to call attention to important issues. repeat their sentences several times.
BEFORE YOU WATCH Time: 30–40 min G 1.7 (page 36) Video: 3:53 min
Review listening for details. Ask students what
A (page 32) kinds of details the speaker included. (Where he
went. When he began dreaming of going there.
B COLLABORATE (page 33)
What things have happened there. How much
Conduct a class review of the Speaking Skill sea ice has melted. When he did a test swim.
box on page 11. Elicit phrases to agree or What things happened during the test swim.)
disagree when discussing opinions with others.
Write student ideas on the board for reference.
H (page 37)
(Phrases to agree: I agree; True; Good point;
Exactly; Absolutely; I was just about to say that. I 1.8 EXPAND YOUR VOCABULARY
Phrases to disagree: I disagree; I don’t know; I (page 38) Video: 2:44 min
don’t think so; I’m not so sure (about that).)
Check understanding of the vocabulary:
• How can people make their dreams come
VOCABULARY true? (hard work, practice, luck)
• Who do you know that has changed beyond
C 1.16 (pages 33–34) Audio: 1:31 min all description? How is he or she different?
• Is it common to hitch a ride in your
D COMMUNICATE (page 34) hometown? Why, or why not?
• Have you ever been completely in shock?
For more practice, go to MyELT. When? Why?
• What are common situations that cause
WATCH Time: 45–55 min people to be in agony? (accidents, illness)
E 1.6 WATCH FOR MAIN IDEAS J WATCH MORE (page 38)

F 1.6 WATCH FOR DETAILS (page 35)
Video 10.11 min
UNIT 2 9
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PREPARE
K THINK CRITICALLY Reflect. (page 38) PRESENTATION SKILL Make an Emotional

Encourage students to use a variety of the Connection (page 39)
words and phrases in the speaking skill box on Remind students that nonverbal communication
page 29 as they discuss their answers. is also very important to make an emotional
connection. Elicit ideas from the class about
facial expressions, gestures, and other body
L THINK CRITICALLY Evaluate. (page 38)
language that helps express emotions. Remind
students the audience will feel what they feel.
For example, they can express confidence by
PUT IT TOGETHER Time: 10–20 min lifting their head and standing tall, or express
shock by staring with wide eyes and raising their
eyebrows. Have volunteers act out ideas in front
A THINK CRITICALLY Synthesize. (page 39) of the class.
After students fill in the chart, ask them to look
back at previous exercises in order to have an
B (page 40)
effective small group discussion. Tell them to
reference E and F in Part 1 for what the student C (page 40)
presenter said, and reference F and G in Part 2
for what the TED speaker said. D (page 41)
E (page 41)
COMMUNICATE Time: 40-50 min + presentations
ASSIGNMENT Give an Individual PRESENT

Presentation on an important environmental
or social topic. (page 39) F (page 41)
ALTERNATE ASSIGNMENT Have students work

G THINK CRITICALLY Evaluate. (page 41)
in a group or present on a different topic.
• For a group presentation, assign students
REFLECT BOX (page 41) Have students play
to work in groups of three. Each student is
the game “Taboo” to review definitions and
responsible for explaining one reason why
synonyms. Students get in pairs. Partner A
this topic is urgent and important. Be sure
students give real-life examples and use sits facing the whiteboard, and Partner B sits
the skills from the unit. with back to the whiteboard. To begin the
• Alternative topics: important political, game, write one of the vocabulary words in
economic, or health issues. big letters on the whiteboard. Be sure that
all students facing the whiteboard can read
the word. Students must remain silent and
still until you say, “Go!” When you say, “Go!”
Partner A has one minute to get Partner B to
say the word or phrase written on the board.
Partner A may only use verbal clues and
cannot say any part of the vocabulary term.
After one minute, students switch seats and
roles, and the game repeats.
10 UNIT 2
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ANSWER KEY Unit 2
H COLLABORATE (page 29)
THINK AND DISCUSS (page 23) 1. c b a Phrases used will vary.
1. Answers will vary. (E.g., The world’s climate is 2. a c b Phrases used will vary.
getting warmer. “Changing minds” could mean 3. c a b Phrases used will vary.
that people are starting to change how they feel
about climate change, and how they live in order I THINK CRITICALLY Interpret an Infographic.
to prevent more climate change from happening.) (page 30)
2. Answers will vary. (E.g., Climate change affects 1. A
nswers will vary. (E.g., In coastal areas.
people, animals, and the environment. Stronger Especially in New York, Miami, Mumbai
hurricanes and severe heat waves threaten (Bombay), Dhaka, Kolkata (Calcutta),
human life; higher ocean temperatures cause Shanghai, Guangzhou, and Ho Chi Minh City.)
coral reefs and ocean life to suffer; and droughts
2. A
nswers will vary. (E.g., houses, businesses,
weaken forests.)
and physical places at risk of being destroyed
because of rising sea levels)
3. Miami and Guangzhou
PART 1 4. Kolkata (Calcutta)
Land Underwater!
J (page 30)
A COMMUNICATE (page 24) Answers will vary.
1. A
nswers will vary. (E.g., It has melted, run into
oceans, and caused the sea level to rise.) K (page 31)
2. A
nswers will vary. (E.g., The Maldives might Answers will vary.
disappear into the ocean as the sea levels
rise.) L (page 31)
In our class we’ve talked lot bout climate
e e
B VOCABULARY (page 25) change. B t many people ’r getting kind ’v tired
e
1. barely 2. documents 3. symbolic ’v the topic. Why don’t we take it more
4. predict 5. taking / seriously 6. dramatic seriously? Maybe because most ’v the impact ’v
7. consequences 8. artificial 9. current climate change is in the future, it’s easy not t’
10. protection think bout the effects. But t’ the people ’v the
e
Maldives, the effects ’r already very real.“
Answers will vary. M (page 31)
See answers from exercise L.
D LISTEN FOR MAIN IDEAS (page 26)
1. N 2. T 3. N 4. T 5. F
PART 2
E LISTEN FOR DETAILS (page 27)
1. wall 2. 11.5 3. 2004 4. 88 5. 10 How I swam the North Pole
6. schools 7. homes 8. 100,000
9. underwater 10. world leaders A (page 32)
1. A
nswers will vary. (E.g., a world that our
F LISTEN FOR DETAILS (page 28) children and grandchildren can enjoy long into
1. 216 2. 600 3. 5,000 the future because it is stable)
2. A
nswers will vary. (E.g., People don’t normally
swim at the North Pole because the water
G THINK CRITICALLY Analyze. (page 28) is frozen. His swim is unusual, so it calls
1. b 2. Answers will vary. 3. Answers will vary. attention to climate change.)
11
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B COLLABORATE (page 33) L THINK CRITICALLY Evaluate. (page 38)
Student answers will vary. Actual answers are 1. A
nswers will vary. (E.g., He was not
as follows: competing for a time or to win a race. He
swam to draw attention to climate change and
1. F 2. F 3. T 4. T 5. F
its effect on the North Pole.)
2. A
nswers will vary. (E.g., He means he wants
C VOCABULARY (pages 33–34)
to make them notice the urgent issue of
1. regions 2. drew 3. burst 4. conditions climate change.)
5. gasped 6. mentally 7. retreat 8. expand
9. put in perspective 10. emotional
D COMMUNICATE (page 34) PUT IT TOGETHER

Answers will vary.
E WATCH FOR MAIN IDEAS (page 35)
PART 1 PART 2
4 STRATEGY STUDENT PRESENTATION TED TALK
Tells a personal
F WATCH FOR DETAILS (page 35) story
1. b 2. b 3. a 4. a 5. b Gives examples
of what could
G (pages 36–37) happen in the
future
1. Arctic 2. change 3. thin 4. less (and
Provides
less) 5. melted 6. Climate 7. five-minute
evidence of
8. breathe, numb 9. fingers
current impact
of climate
H (page 37) change
Answers will vary. Possible answers:
1. Since 6 – wanted go to Arctic B—REFLECT (pages 40–41)

2. Changed in short time Answers will vary.
3. Polar bears on thin ice
4. Every year – less sea ice
5. In 2 years – 23% sea ice melted
6. Climate change = real
7. Did test swim
8. Could barely breathe; hands numb
9. Fingers swollen
I EXPAND YOUR VOCABULARY (page 38)

1. b 2. a 3. c 4. a 5. b
K THINK CRITICALLY Reflect. (page 38)

Answers will vary.
12 UNIT 2
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U N I T 3 Unexpected Discoveries

PART 1
Lucky Invention? Ask guiding questions, such as:
• How would you describe the building in the
Listening
picture? (colorful, creative)
Infer Meaning
• Who designed the building? (Antoni Gaudi)
Speaking • Where is it? (in Barcelona, Spain)
Check Your Understanding • What’s the most interesting place you’ve ever
Pronunciation visited?
Can and Can’t
PART 2 Possible answers:
1. The woman discovered the house on a trip to

Barcelona, Spain; the architect created a new
Daniele Quercia design when he built the house.
Happy maps
2. People discover fossils, cures for diseases,
Note Taking or concepts such as the Earth being round
Make a Time Line and gravity. They make discoveries through
experiments, hard work, and sometimes luck.
PUT IT TOGETHER PART 1

Communicate
Give an Individual Presentation
Lucky Invention?
Presentation Skill This listening is an episode from a podcast called
Pause Conversations. The theme of this episode is
serendipity relating to discovery and innovation.
It also focuses on two key qualities of inventors:
being observant and being a divergent thinker.
UNIT THEME
Unit 3 explores how thinking
outside the box can affect our
relationship with both real and
EXPANSION Have students work in pairs to
online worlds.
describe everyday objects they have with them.
(phone, wallet, pencil, book, backpack, paper)
ACADEMIC TRACK Each pair should analyze 2–3 objects. Ask
Technology guiding questions, such as:
• What do you use this object for?
• How would you feel if this object did not
exist?
• What did people do before this object was
invented?
• Was there an earlier version of this object?
How was it the same and different?
UNIT 3 13
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VOCABULARY H 1.21 INFER MEANING (page 49)
Audio: 0:53 min
B 1.17 (pages 45–46) Audio: 1:40 min
EXPANSION Have students make a word
association chart to practice spelling and
develop a deeper understanding of the I COMMUNICATE (page 50)
meaning. Ask them to draw three columns on
21C SKILL Evaluate Claims. In small
a piece of paper and label with headings left to
groups, have students discuss whether their
right: Vocabulary word, Synonyms, Antonyms.
experiences with older adults agree with the
They can fill in the first two columns using
data shown in the infographic.
information from B. Then, have them add new
words to the columns and research antonyms to
fill in the third column. It may be difficult to find
antonyms for numbers 8 and 10, but encourage
students to use dictionaries and collaborate with SPEAKING Time: 35–45 min
classmates.
SPEAKING SKILL Check Your Understanding
C COMMUNICATE (page 46) (page 51)
Ask students to share other ideas or
D THINK CRITICALLY Predict. (page 47) strategies they have for comprehension and
clarification. Have students write them down
For more practice, go to MyELT. in their books or notebooks.
LISTEN Time: 30–40 min For practice with adjectives, go to MyELT.
E 1.18 LISTEN FOR MAIN IDEAS (page 47) J 1.22 (pages 51–52) Audio: 1:19 min
Audio: 3:23 min
Have students practice the dialog in J in pairs.
Ask students to explain to a partner the reasons Remind them to focus on intonation and word
why the podcast hosts would not agree with the stress. Ask volunteers to role-play an excerpt
other two answers. from the podcast in front of the class.
F 1.19 LISTEN FOR DETAILS (page 48)

Audio: 1:38 min
PRONUNCIATION SKILL 1.23 Can and
Can’t (page 52) Audio: 0:27 min
Audio: 1:31 min
K 1.24 (page 52) Audio: 0:54 min
EXPANSION Have students make a similar mind
map for a different job. In pairs, they draw a L (page 52)
mind map with one center circle and four outer
To practice pronunciation, have students share
circles. In the center circle, they write the job; in
five things they can and can’t do. Ask them to
the outer circles they write the prompts:
exaggerate the pronunciation of can and can’t.
• They notice. . . .
• They make. . .
• They consider. . . M THINK CRITICALLY Apply. (page 53)
• They are capable of. . .
Then, have pairs complete the sentences. Have N THINK CRITICALLY Reflect. (page 53)
volunteers read maps aloud to the class.
LISTENING SKILL Infer Meaning (page 49)
14 UNIT 3
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E 1.10 WATCH FOR DETAILS (page 57)
PART 2
Video: 2:55 min
Happy maps EXPANSION Have students draw a timeline with
DANIELE QUERCIA’S idea worth spreading is that six important events from their own life. Ask
the fastest route may be efficient, but not always them to note the exact date above the line and
enjoyable. There are times when taking a different write a short description below the line, as in the
route can be more memorable and joyful. Note-Taking Skill box and E. Have them share
their timelines aloud in pairs. Remind them to
use as many time signal words as they can.
BEFORE YOU WATCH Time: 30–40 min
F 1.11 WATCH FOR DETAILS (page 58)

A (page 54) Video: 2:19 min
Have students name as many different maps as
they can and state their purpose. (Road maps G 1.12 EXPAND YOUR VOCABULARY
give highway directions, metro maps show (page 58) Video: 2:15 min
subway and bus lines, weather maps show EXPANSION In pairs, have students repeat the
climate, and political maps show state and vocabulary phrases in new contexts to develop
national boundaries and capital cities.) fluency. Keep time and allow three minutes
total for pairs to take turns coming up with new
sentences for each phrase. When time starts,
VOCABULARY
Partner A uses the first phrase (as opposed to)
in a new sentence. When finished, Partner B
B 1.25 (page 55) Audio: 1:26 min
uses the same phrase in a new sentence. The
pair continues taking turns until total time is up.
After three minutes, students move to the next
For more practice, go to MyELT. phrase in the box (look someone in the eyes).
Repeat for all four vocabulary phrases.
WATCH Time: 30–40 min

H WATCH MORE (page 58)
D 1.9 WATCH FOR MAIN IDEAS (page 56)
Video: 5:47 min

learnmore (page 56) Ask students to
describe a main or important street in their
favorite city: Why is this street famous? What I THINK CRITICALLY Infer. (pages 58–59)
is your favorite thing to do on this street? Ask students what information they used to
make their inferences. (1. What the speaker says
and his disappointed tone; 2. What the speaker
says and his emphasis on data in contrast to
NOTE-TAKING SKILL Make a Time Line experience; 3. What they know about the topic
(page 57) – the speaker, the audience, and the research
Remind students that chronological horizontal participants all found the alternate paths more
timelines are common, but other structures enjoyable, so it’s likely people will feel the same
are also used, such as vertical or diagonal way in real-life conditions)
timelines. Timelines can represent events
yearly, weekly, or by key milestones. Be J COMMUNICATE (page 59)
sure to elicit from students alternative and
Encourage students to use a variety of the ways
culturally traditional ways they represent time.
to check for understanding presented in the
Speaking Skill box.
UNIT 3 15
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PUT IT TOGETHER Time: 15–20 min B 1.14 (page 60) Video: 0:38 min
C (page 61)
Ask students to share other quotes they know D (page 61)
about travel, time, journeys, or happiness.
E (page 61)
COMMUNICATE Time: 40–50 min + presentations

PRESENT
ASSIGNMENT Give an Individual F (page 61)

Presentation on a happy map. (page 60)
ALTERNATE ASSIGNMENT Have students work G THINK CRITICALLY Evaluate. (page 61)
in a group.
• Assign students to work in groups of three. REFLECT BOX (page 61) Have students work
It would be best if all team members were on spelling of vocabulary words. Keep time,
familiar with the same route. Each student and give students one minute to look at the
is responsible for describing a part of the
list of words and phrases in the Reflect box.
new route. Be sure each student shares
Then, have students cover up the list and give
their emotional response and uses the skills
them 3 minutes to write down as many of the
from the unit.
words as they can remember on a blank piece
of paper. After, have students add any words
PREPARE
they missed and check their spelling of the
words they remembered, correcting anything
PRESENTATION SKILL 1.13 Pause (page 60) they got wrong. Repeat exercise three times
Video: 0:22 min to track improvement.
Conduct a class brainstorm about different
ways presenters can pause more frequently, For more practice, go to MyELT.
such as taking more breaths or remembering
to smile. Write student ideas on board.
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ANSWER KEY Unit 3
I COMMUNICATE (page 50)
THINK AND DISCUSS (page 43) 1. A
nswers will vary. (E.g., As we get older, we
1. Answers will vary. (E.g., The woman discovered are less capable of divergent thinking. This
the house on a trip to Barcelona, Spain; the might be because we use our imaginations
architect created a new design when he built the less. We get used to looking at things in one
house.) way.)
2. Answers will vary. (E.g., People discover fossils, 2. A

nswers will vary. (E.g., Older people will
cures for diseases, or concepts such as the start taking younger people’s ideas more
Earth being round and gravity. They make seriously.)
discoveries through experiments, hard work, and 3. A
nswers will vary. (E.g., Younger and older
sometimes luck.) people should spend more time with each
other. Adults will learn to be more divergent
thinkers from children, and children will learn
from the experience of the adults.)
PART 1
J (pages 51–52)
Lucky Invention?
1. Serendipity 2. How so? 3. kind of 4. I am
A COMMUNICATE (page 44) not sure 5. an example 6. Are you saying that
Answers will vary.

K (page 52)
B VOCABULARY (pages 45–46) 1. can’t 2. Can 3. can’t / Can 4. can / can
5. can
1. b 2. c 3. c 4. b 5. a 6. c 7. c 8. a
9. b 10. a
L (page 52)
C COMMUNICATE (page 46) See answers to exercise K.
Answers will vary.

M THINK CRITICALLY Apply. (page 53)
D THINK CRITICALLY Predict. (page 47) Answers will vary.
Answers will vary.

N THINK CRITICALLY Reflect. (page 53)
E LISTEN FOR MAIN IDEAS (page 47) Answers will vary.
1, 4, 5
F LISTEN FOR DETAILS (page 48) PART 2

a. 4 b. 1 c. 5 d. 3 e. 2
Happy maps
G LISTEN FOR DETAILS (page 48)
A (page 54)
1. d. things they were not looking for 2. c. the
Answers will vary.
beginning of ideas 3. a. divergent thinking
4. e. potential solutions 5. b. connections
between ideas B VOCABULARY (page 55)
1. consensus 2. game changers 3. trapped
H INFER MEANING (page 49) 4. detour 5. definitive 6. rob of 7. commute
8. shame 9. recall 10. emerge
1. b 2. c 3. c
17
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C COMMUNICATE (page 56) 2. A
nswers will vary. (E.g., Logic got him to work
Answers will vary. in the most efficient way. Imagination helped
him realize there were different ways to get to
work. It also inspired him to change how he
D WATCH FOR MAIN IDEAS (page 56)
did research.)
4
3. A
nswers will vary. (E.g., Logic helped Spencer
understand why the chocolate melted.
E WATCH FOR DETAILS (page 57) Imagination helped him see a use for this and
1. London 2. Boston 3. work 4. different inspired him to invent the microwave oven.)
route/detour 5. shame 6. research
B (page 60)
F WATCH FOR DETAILS (page 58) In tests, participants found the happy, the
1. web game 2. happy 3. scenes beautiful, the quiet path / far more enjoyable
4. enjoyable 5. travel than the shortest one /, and that / just by adding
a few minutes / to travel time /. Participants also
love to attach memories / to places /. Shared
G EXPAND YOUR VOCABULARY (page 58)
memories / – that’s where the old BBC building
1. c 2. b 3. b 4. a was / ; and personal memories / – that’s where
/ I gave my first kiss
I THINK CRITICALLY Infer. (pages 58–59)
1. b 2. a 3. b C—REFLECT (page 61)
Answers will vary.
J COMMUNICATE (page 59)
Answers will vary.
PUT IT TOGETHER

1. A
nswers will vary. (E.g., Logic is a direct way
to find answers, but it is limited. Imagination
inspires great ideas because it is an unlimited
way to find answers.)
18 UNIT 3
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U N I T 4 The Business of Style

PART 1
Sneakerheads Ask guiding questions, such as:
• Who are the people in the photo? (young
Listening
females, fashion students, models)
Make Predictions
• How would you describe the clothes? (colorful,
Speaking bright, modern, different)
Make Suggestions • Do you like them? Why, or why not?
Pronunciation
Numbers THINK AND DISCUSS (page 63)
Possible answers:
PART 2 1. The fashion industry, new ways of selling fashion
2. It costs less to produce, more control over
design and personal expression
Danit Peleg
Forget shopping. Soon you’ll download
your new clothes. PART 1
Note Taking Sneakerheads Slideshow available.
Review Your Notes
This listening is a conversation between three
college students preparing for a presentation about
PUT IT TOGETHER the sneaker business.
Communicate
Interview a Partner BEFORE YOU LISTEN Time: 40–50 min
Presentation Skill
Prepare for an Interview A COMMUNICATE (page 64)
LISTENING SKILL Make Predictions (page 65)
UNIT THEME
B MAKE PREDICTIONS (page 65)
Unit 4 explores the modern
Ask questions about the photo on page 64 to help
day fashion industry, and how students use it as a reference:
technology continues to shape its • Who is this? What is he doing? (Cesar Vasquez
character. is posing with his collection of sneakers.)
• What does it mean when a sneaker is limited
ACADEMIC TRACK edition? (only a small number of them are made)
Design & Innovation

VOCABULARY
C 1.26 (pages 65–66) Audio: 1:52 min
UNIT 4 19
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D COMMUNICATE (page 66) SPEAKING Time: 45–55 min
21C SKILL Use Visuals. Have students make
a visual to help them better understand and K (page 69)
explain the concept of supply and demand. EXPANSION If possible, have students use
In pairs, have them draw a graph, diagram, their phones to find images of their favorite
chart, infographic, or any other visual aid that shoes online. Ask them to show the photos to a
illustrates a real-world example of supply and partner and describe the shoes in detail.
demand. Have volunteers explain their example
to the class while holding up their visual aid to
demonstrate supply and demand. Remind them SPEAKING SKILL Make Suggestions
to use the following phrases to introduce their (page 70)
example: for example; for instance; such as; like; Point out to students that ought to is less
an example of. common and generally considered more
formal than should. Should not is used more
E (page 66) than ought not to when expressing a negative
Have students work with a different partner than idea, especially in American English (we
the one they worked with for D. shouldn’t wait in line for hours rather than we
oughtn’t to wait in line for hours).
For practice with suggestions, go to MyELT.
F 1.27 1.15 LISTEN FOR MAIN IDEAS
(page 67) Audio: 3:57 min Video: 3:56 min M (page 70)
Check understanding of the term high-end: Have volunteers share ideas with the class
and record them on the board. Have students
• What are examples of high-end products?
identify which of the ideas they would use in
(designer jeans, luxury cars)
their own presentations.

PRONUNCIATION SKILL 1.31 Numbers
Audio: 2:29 min
(page 71) Audio: 0:51 min
H 1.29 LISTEN FOR DETAILS (page 68) Ask students several questions to practice
Audio: 1:42 min pronunciation of numbers, such as:
• How old were you when you: graduated
AFTER YOU LISTEN Time: 15–20 min from high school? Graduated from college?
Learned to read? Learned to drive? Had
I CONFIRM PREDICTIONS (page 69) children?
Ask students to also share at least three new • What is the population of your home
things they learned about the sneaker business. country? Home city? The United States?
• What time is it? When did the class begin?
When will it end?
J THINK CRITICALLY Infer. (page 69)
Ask students: Do you feel like your shoes define
N 1.32 (page 71) Audio: 0:42 min
you? Why or why not? Have volunteers explain
how the shoes they are wearing do or don’t
define who they are. O THINK CRITICALLY Interpret an Infographic.
(page 72)
20 UNIT 4
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P THINK CRITICALLY Reflect. (page 72) G 1.17 WATCH FOR DETAILS (page 77)
In small groups, have students share something Video: 4:11 min
they buy but don’t use, or something they collect. Ask students if they like the styles in the image
on page 77. Why, or why not?
H REVIEW NOTES FOR MAIN IDEAS (page 78)
PART 2 I (page 78)
Forget shopping. Soon you’ll download J 1.18 EXPAND YOUR VOCABULARY

your new clothes. (page 78) Video: 2:09 min
DANIT PELEG’S idea worth spreading is that Check understanding of the vocabulary words:
technology can give designers more independence • Why is it hard for some people to move
and can give the public greater access to all kinds on from a job they don’t like? (good pay,
of fashion. benefits, comfortable environment, routine)
• What is something that you actually have to
BEFORE YOU WATCH Time: 35–45 min do today? Why?
• Why do some people work 24-7 nowadays?
A (page 73) (always checking email on cell phones)
• Do you have a detour or route that allows
B MAKE PREDICTIONS (page 74) you to get to school or your home in no time?
Have students also answer relevant questions Explain.
presented in the Listening Skill box for the
TED Talk. K WATCH MORE (page 78)

VOCABULARY
C 1.33 (pages 74–75) Audio: 2:03 min AFTER YOU WATCH Time: 10–20 min
Have students describe to or show a partner

their favorite online shopping sites. Ask: Do you L COMMUNICATE (page 78)
prefer shopping at stores or online? Why? What EXPANSION Have students work in pairs to
are your favorite online shopping sites? Ask create a pro/con list for 3D printing clothes
them to use the vocabulary in their discussion. to help them answer numbers 2 and 3. Ask:
What are the advantages and disadvantages
D (page 75) of printing clothes for you, designers, clothing
stores, etc.?
E COMMUNICATE (page 76)
M THINK CRITICALLY Reflect. (page 78)
Encourage students to use a variety of the forms
presented in the speaking skill box on page 70
WATCH Time: 30–40 min in their responses to the second question.
F 1.16 WATCH FOR DETAILS (page 76) 21C SKILL Think Creatively. On a blank piece
Video: 1:03 min of paper, have students design their own outfit
and describe their sketch to a small group.
NOTE-TAKING SKILL Review Your Notes
(page 76)
Have students share their own study
strategies about how, where, and when they
review their notes.
UNIT 4 21
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PUT IT TOGETHER Time: 15–20 min
C (page 80)
Have students practice effective verbal and
nonverbal listening strategies in a role-play
A THINK CRITICALLY Synthesize. (page 79) of the interview with their partners. Remind
Provide students with compare and contrast students that it’s important to practice interview
introduction phrases to help them verbally questions and delivery before conducting an
synthesize the information in the chart. Write the interview.
phrases on the board for reference. (Similarities:
similarly, in the same way, just like, in a similar D (page 81)
fashion. Differences: in contrast, on the other
hand, different from, while, whereas.) E (page 81)
B THINK CRITICALLY Analyze. (page 79) PRESENT
COMMUNICATE Time: 40–50 min + presentations F (page 81)

Leave five minutes at the end of the interviews
ASSIGNMENT Interview a Partner on recent
for audience members to ask additional
questions.
popular fashion trends. (page 80)
ALTERNATE ASSIGNMENT Have students
interview somebody outside of the class or G THINK CRITICALLY Evaluate. (page 81)
interview about a different topic.
• Students can work individually or in pairs REFLECT BOX (page 81) Have students play
to interview someone outside of class. a quick word association game to review

Be sure the students provide evidence of the meanings of the vocabulary words. In
the interview, such as a photo or an audio pairs, have students sit facing each other.
recording of the interview. Model for them Partner A says a word from the vocabulary
how to get permission from the interviewee list, and Partner B says the first word he or
before taking photos or recording audio. she associates with the chosen word. The
• Alternative topics: technology trends, association can be any part of speech, a
automobile trends, or housing trends. synonym or antonym, or even a specific name
or brand. For example, the vocabulary word
accelerate could associate with fast, speed,
PREPARE car, or quickly. After Partner B makes the
association, Partner A immediately chooses a
new word from the list and repeats the task.
PRESENTATION SKILL Prepare for an When Partner B has made associations for all
Interview (page 80) the vocabulary words, partners switch roles.
Conduct a class brainstorm on nonverbal
communication for effective listening. Elicit For more practice, go to MyELT.
ideas from the class about facial expressions,
gestures, and other body language that
helps show effective and attentive listening.
For example, facing your body toward the
person, not crossing your arms, not checking
your watch, nodding for comprehension, and
maintaining eye contact. Have volunteers act
out strategies in front of the class.
22 UNIT 4
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ANSWER KEY Unit 4
THINK AND DISCUSS (page 63) 1. A
nswers will vary. (E.g., The figure is really
1. Answers will vary. (E.g., the fashion industry, high, and most people probably can’t imagine
new ways of selling fashion) spending so much money on shoes.)
2. Answers will vary (E.g., It costs less to produce, 2. A

nswers will vary. (E.g., Shoes can show
more control over design and personal individual style. They can also show how
expression) much money someone has.)
K (page 69)
Answers will vary.
PART 1
Sneakerheads L (page 70)
1. d 2. e 3. b 4. f 5. a 6. c
Answers will vary. M (page 70)
Answers will vary.
Answers will vary. N (page 71)
1. 42 2. 60 3. 30 4. 1,100 5. 9:15, 9:30
C VOCABULARY (pages 65–66)
1. dominant 2. market 3. supply 4. classic O THINK CRITICALLY Interpret an Infographic.
5. widespread 6. releases 7. demand (page 72)
8. primary 9. profile 10. demonstrate 1. D
unk SB NYC Pigeon and Air Yeezy Red
October
D COMMUNICATE (page 66) 2. LeBron X Lava
Answers will vary. 3. $
1,600. Answers about who would buy them
will vary. (E.g., a celebrity or someone with a
E (page 66) lot of money)
Answers will vary. 4. A
nswers will vary. (E.g., The prices can be
higher because sneakers are connected to
F LISTEN FOR MAIN IDEAS (page 67) celebrities, such as hip hop artists or athletes.
1., 4. Also, because the supply is limited.)
P THINK CRITICALLY Reflect. (page 72)

G LISTEN FOR DETAILS (page 68)
Answers will vary.
1. $42 billion 2. hours (even days)
3. $1.2 billion 4. online/on the Internet
5. 3 to 4 times
PART 2
H LISTEN FOR DETAILS (page 68)
1. d 2. c 3. c 4. b Forget shopping. Soon you’ll download
your new clothes.
I CONFIRM PREDICTIONS (page 69)
A (page 73)
Answers will vary.
Answers will vary.

Answers will vary.
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C VOCABULARY (pages 74–75) PUT IT TOGETHER
1. a 2. b 3. a 4. c 5. a 6. b 7. a 8. b
9. b 10. c
D (page 75) COLLECTABLE 3D-PRINTED
SNEAKERS CLOTHES
Answers will vary.
Uses technology in
production or sales
E COMMUNICATE (page 76)
Famous people
Answers will vary. design or sell product
Products are widely
F WATCH FOR DETAILS (page 76) available
1. T 2. T 3. F Products are high-
end fashion
G WATCH FOR DETAILS (page 77) The market can be
1. home 2. nine 3. creative 4. materials profitable
5. machines 6. flexible 7. slow 8. evolve Product allows
people to express
H REVIEW NOTES FOR MAIN IDEAS (page 78) their own sense of
style
1., 4.
I (page 78) B THINK CRITICALLY Analyze. (page 79)

Answers will vary. Answers will vary.
J EXPAND YOUR VOCABULARY (page 78) C—REFLECT (pages 80–81)

1. b 2. c 3. a 4. a Answers will vary.
L COMMUNICATE (page 78)

Answers will vary.
M THINK CRITICALLY Reflect. (page 78)

Answers will vary.
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U N I T 5 Engineered by Nature

PART 1
The Science of Surfaces Ask guiding questions, such as:
• Who is this person? (an Olympic swimmer)
Listening
• How is the swimsuit different? (It’s made of
Recognize References to Key Terms
fabric based on shark skin.)
Note Taking • Would you like to wear it?
Take Notes Using Key Terms
Speaking THINK AND DISCUSS (page 83)
Use Signal Words to Mark Transitions
Possible answers:
Pronunciation
Linking Sounds 1. It might make the swimmer faster and smoother
in the water because it’s based on shark’s skin.
2. Nature has had more time to develop effective
PART 2 solutions to problems.
Sarah Bergbreiter
Why I make robots the size of a grain PART 1
of rice
The Science of Surfaces
Slideshow available.
PUT IT TOGETHER This listening is a documentary about biomimicry,
Communicate an engineering approach that imitates designs in
Give a Group Presentation nature to solve human problems.
Presentation Skill
Have a Strong Ending BEFORE YOU LISTEN Time: 30–40 min

Ask guiding questions, such as:
UNIT THEME
• What does the skin look like?
Unit 5 explores how scientists and • How do you think it feels?
engineers study and adapt the
functions of plants and animals to B 2.2 THINK CRITICALLY Predict.
(page 84) Audio: 0:23 min
improve our lives.
ACADEMIC TRACK VOCABULARY

Engineering & Robotics 2.3 (page 85) Audio: 1:33 min
C
UNIT 5 25
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D COMMUNICATE (page 86) shark has tiny scales that are a diamond shape.
To further check understanding of the term Their function is to prevent growth of organisms
application, have students discuss how they like harmful bacteria. One application is to put
apply theory to practice in their own lives. Ask a thin film on hospital walls and floors. This will
students to share experiences in groups. prevent growth of bacteria and keep people
healthy.)
• What applications do math and science have
in your daily life?
• In what ways have you applied history to help AFTER YOU LISTEN Time: 15–20 min
you understand your country or culture?
I THINK CRITICALLY Reflect. (page 89)
J THINK CRITICALLY Apply. (page 89)
E 2.4 1.19 LISTEN FOR MAIN IDEAS
(page 86) Audio: 3:40 min Video: 3:50 min
Have students reference the photo on page 87
as they discuss specific uses for a non-stick
SPEAKING SKILL Use Signal Words to Mark
surface. Ask: What are potential applications of
Transitions (page 90)
this non-stick surface in our daily lives? (to make
oil flow better in pipes, to keep ice from building EXPANSION In pairs, have students make
up in freezers, to create a wall where graffiti a transitions table to build signal word
paint won’t stick) knowledge on their own. Ask them to draw
two columns on a piece of paper, labeling
F CONFIRM PREDICTIONS (page 86) the columns Purpose and Signal Word from
left to right. They should fill in the information
from the skill box and then brainstorm new
Recognize References to
LISTENING SKILL
purposes and transitions together. Encourage
Key Terms (page 87) students to add to the table as they learn new
signal words.
G 2.5 LISTEN FOR KEY TERMS (page 87)
Audio: 2:13 min
For practice with the future be going to and
Have students think of synonyms or phrases will, go to MyELT.
with similar meanings for at least five of the other
vocabulary words on page 85 (not 1, 8, or 10). K COLLABORATE (pages 90–91)
NOTE-TAKING SKILL Take Notes Using Key PRONUNCIATION SKILL 2.7 Linking
Terms (page 88) Sounds (page 91) Audio: 0:22 min
Remind students to only write words or

phrases, not complete sentences. L 2.8 (page 91) Audio: 0:14 min
M (page 91)
H 2.6 LISTEN FOR DETAILS (page 88) To find additional examples of linking sounds,
Audio: 3:43 min have students link sounds in the excerpts from
EXPANSION Have students get in pairs and retell the documentary in exercise K. (1. engineers
the information in complete sentences. Partner 1 are, surfaces of, skin is)
retells segment 1, and Partner 2 retells segment
2. Encourage them to add in any additional
details they remember. Provide a model if
learnmore (page 91) Ask students what
other objects could be based on biomimicry.
necessary. (For segment 1: The surface of a
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N THINK CRITICALLY Interpret an Infographic. F 1.2 RECOGNIZE KEY TERMS (page 96)
21C SKILL Think Creatively. Have groups of Ask students which word the speaker used
three collaborate to design an infographic using more than once to refer to the key term. (move)
the image in N as a model. Each team member
identifies an animal that could have been the
G UNDERSTAND TRANSITIONS (page 96)
inspiration for a particular biomimicry project.
Individually, they point out a function of some Ask students what other signal words from the
part of their animal and a real-life application for speaking skill box on page 90 the speaker could
the biomimicry project they identified. Together, have used to mark each transition. (1. Now,
the team illustrates their three examples of Right, Well; 2. Now, Well; 3. Well)
biomimicry in their group infographic. When
finished, each group explains their graphic to H 1.22 WATCH FOR DETAILS (page 97)
another group. Video: 2:48 min
EXPANSION In pairs, have students summarize

For more practice, go to MyELT. the applications of micro-robots from segment
2. Have each partner complete the task.
Remind them to use signal words and focus
on linking sounds in their pronunciation.
PART 2 Encourage them to include additional details
and examples from the audio or real life. If
Why I make robots the size of a grain of rice
necessary, provide a model summary. (Now,
SARAH BERGBREITER’S idea worth spreading one possible application for micro-robots is
is that robots the size of insects may have finding survivors in the rubble after natural
widespread and very useful applications. disasters such as the earthquake in Haiti. In
addition, micro-robots can inspect bridges for
safety concerns so they don’t collapse. Finally,
micro-robots can have a function in the field of
medicine because they are so small they can
A THINK CRITICALLY Predict. (page 93) swim in your blood.)
Have students work with a different partner than
the one they worked with for N. I 1.23 EXPAND YOUR VOCABULARY
B (page 93) Check understanding of the vocabulary words:
• Which subject in school was the hardest for
VOCABULARY you to figure out?
• What other technology is semi-intelligent?
C 2.9 (page 94) Audio: 1:22 min • Where is somewhere you’ve visited that has
rough terrain?
D COMMUNICATE (page 95) • What is something that quickly upsets you
and sets you off?
For more practice, go to MyELT. • What destination do college graduates hope
to reach?
J WATCH MORE (page 98)
E 1.20 WATCH FOR MAIN IDEAS (page 95)
Video: 4:09 min For more practice, go to MyELT.
Ask students to explain their answers to a
partner. For example, number 2 is a main idea
because the speaker gives so many examples
of their applications throughout her talk.
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D COLLABORATE (page 100)
E (page 101)
K THINK CRITICALLY Infer. (page 98)
L COMMUNICATE (page 98) PRESENT

Ask students to provide reasons why they
think specific applications are more useful than F (page 101)
others. Leave 5–10 minutes for a question and answer
discussion. Encourage audience members
to ask questions if they don’t completely
understand how the idea will work.

Draw the chart on the board. Have volunteers REFLECT BOX (page 101) Have students
share their group’s responses. Record students’ choose one of the class presentations, other
examples from the two presentations on the than their own, and retell the individual or
board and review answers as a class. group’s idea in pairs. Ask them to include as
many of the unit’s vocabulary words in their
summary as possible. As the speaker retells
the idea, the listener puts a check next to
each word used. The speaker gets a check
COMMUNICATE Time: 40–50 min + presentations for every time he or she uses the word. At the
end of the summary, the listener counts the
ASSIGNMENT Give a Group Presentation on total number of checks. The partner that has
another application for one of the projects in the most checks wins.
Parts 1 and 2 of this unit. (page 100)
ALTERNATE ASSIGNMENT Have students work For more practice, go to MyELT.
individually or present another application
for an engineering and/or design project not
included in this unit. Be sure to approve topic
before students move on to preparation.
PREPARE
PRESENTATION SKILL 1.24 Have a Strong

Ending (page 100) Video: 0:25 min
Ask students to share other TED Talk endings

they remember from past units and explain why
the speaker chose to end the talk in that way.
C (page 100)
Have each group assign one team member as
the note-taker to effectively record key ideas.
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ANSWER KEY Unit 5
J THINK CRITICALLY Apply. (page 89)
THINK AND DISCUSS (page 83) Answers will vary.
1. A
nswers will vary. (E.g., It might make the
swimmer faster and smoother in the water K COLLABORATE (pages 90–91)
because it’s based on shark’s skin.) 1. underline Right, so; b 2. underline So; a
2. Answers will vary (E.g., Nature has had more 3. underline Now; a 4. underline So; c
time to develop effective solutions to problems.)
L (page 91)
PART 1 The shark’s skin has a unique structure. It is
covered with a layer of tiny scales in the shape
The Science of Surfaces of a diamond.
A COMMUNICATE (page 84) M (page 91)

Answers will vary. See answers for exercise L.
B THINK CRITICALLY Predict. (page 84) N THINK CRITICALLY Interpret an Infographic.

Answers will vary. (page 92)
1. Answers will vary. (E.g., They’re based on
C VOCABULARY (page 85) body shape. The bullet train is based on the
1. a 2. c 3. b 4. a 5. b 6. c 7. b kingfisher’s beak. The hypodermic needle
8. a 9. c 10. a is based on the mosquito’s proboscis. The
bionic car is based on the boxfish’s body.)
D COMMUNICATE (page 86) 2. Answers will vary. (E.g., It can drink water
quietly so it doesn’t attract predators.)
Answers will vary.
3. Answers will vary. (E.g., a very small nail that
can be hammered into a wall more easily)
1. unique 2. function 3. adapt
F CONFIRM PREDICTIONS (page 86) PART 2

Answers will vary. Why I make robots the size of a grain of rice
G LISTEN FOR KEY TERMS (page 87) A THINK CRITICALLY Predict. (page 93)
1. surfaces 2. layer 3. covers 4. skin Answers will vary.
5. layer 6. film 7. surfaces
B (page 93)
H LISTEN FOR DETAILS (page 88) 1. 100 2. 300
Segment 1
1. scales 2. diamond 3. bacteria / organisms
4. hospital 1. robust 2. mechanism 3. rigid 4. stored
5. capability 6. inspect 7. tip over 8. scale
Segment 2 9. mobility 10. flash
5. dry 6. wet 7. insects 8. sticking
D COMMUNICATE (page 95)
I THINK CRITICALLY Reflect. (page 89) Answers will vary.
1. Answers will vary. (E.g., nothing grows on
their skin.) 2. Answers will vary. (E.g., their E WATCH FOR MAIN IDEAS (page 95)
surface becomes very slippery when it’s wet.) 2, 4
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F RECOGNIZE KEY ITEMS (page 96) PUT IT TOGETHER
Segment 1
1. move 2. mobility, move A THINK CRITICALLY Synthesize. (page 99)

3. Jumping, get around
BACTERIA- NON-STICK MICRO-
Segment 2 FREE PAINT COATING ROBOTS
inspired by
4. jumping 5. run, crawl, jump, roll nature
works on a
G UNDERSTAND TRANSITIONS (page 96) very small
1. underline So; a 2. underline So; b scale
3. underline So; c focuses on
mobility
H WATCH FOR DETAILS (page 97) focuses
Segment 3 on surface
structure
1. (very) tiny 2. an ant/ants 3. size
many possible
Segment 4 applications
4. rigid 5. soft 6. hard 7. soft applications
8. motors 9. survivors 10. a bridge already in use
11. safe 12. cut
I EXPAND YOUR VOCABULARY (page 98) Answers will vary.
1. c 2. b 3. a 4. a 5. c
C—REFLECT (pages 100–101)
K THINK CRITICALLY˜ Infer. (page 98) Answers will vary.
1. Answers will vary. (E.g., She means that more
advances are needed to develop micro-
robots.)
2. Answers will vary. (E.g., She means help
through research and development.)
L COMMUNICATE (page 98)

Answers will vary.
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U N I T 6 Lending a Hand

PART 1
Microloans: Breaking the Cycle of Poverty Ask guiding questions, such as:
• Where was the picture taken? (in Rajat, India, at
Note Taking
an organization)
Use Symbols
• What are the women doing? (holding lanterns up to
Listening the light, turning the handles to make them work)
Recognize Facts and Opinions • How might they feel? (happy, hopeful)
Speaking
Express an Opinion THINK AND DISCUSS (page 103)
Pronunciation Possible answers:
Speak in Thought Groups
1. Solar lamps give them light at night so they can
read or work at home.
PART 2 2. Helping someone do something
Joy Sun
Should you donate differently? PART 1
Microloans: Breaking the Cycle of Poverty
PUT IT TOGETHER
This listening is a university lecture in a business
Communicate
class about how and if microloans work.
Participate in a Role Play
Presentation Skill
Be Personable BEFORE YOU LISTEN Time: 30–40 min
A THINK CRITICALLY Predict. (page 104)

21C SKILL Make Connections. To reinforce
UNIT THEME
students' understanding of the term cycle of
Unit 6 explores different ways aid poverty, ask them the following questions:
agencies and organizations try • Besides the Gulu District in Uganda, where
in the world is it hard for people to break the
to break the cycle of poverty for
cycle of poverty? Why?
individuals and communities. • How would you describe the image? How
does it relate to breaking the cycle of poverty?
ACADEMIC TRACK • Do you have any experience with poverty?
Business & Philanthropy Explain.
Keep in mind students may not feel comfortable
sharing their experiences. Remind them they
can speak more generally if they prefer.
VOCABULARY
B 2.10 (page 105) Audio: 1.41 min
UNIT 6 31
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C COMMUNICATE (page 106) AFTER YOU LISTEN Time: 15–20 min
EXPANSION In pairs, have students discuss the
advantages and disadvantages of borrowing H THINK CRITICALLY Analyze. (page 109)
money from friends or family members as
opposed to borrowing money from a bank.
I THINK CRITICALLY Interpret a Graph.
Encourage them to take notes on key ideas and
(page 110)
examples. After 10–15 minutes, split class into
two groups (or four smaller groups depending Check understanding of key concepts in the
on class size) based on which method they steps:
prefer, and moderate an informal debate. Be • What are the different ways to keep financial
sure each group member speaks at least once. records safe and organized? (keep all
documents labeled, filed, and up to date)
For more practice, go to MyELT. • How can people save money over time?
(have a savings account, have a retirement
account, invest)
• How could someone use the profits of
a microloan to benefit their community?
D 2.11 1.25 LISTEN FOR MAIN IDEAS
(organize local events, volunteer at schools)
• What are examples of good farming
Have students cover up the caption of the practices? (treating livestock humanely, not
image and guess what it says. Ask them how using pesticides, diversifying crops)
the image relates to the main ideas in the • Why are classes in math and reading
lecture. important for small business owners? (to
independently control their own finances)
NOTE-TAKING SKILL Use Symbols
(page 107)
Ask students what other symbols they use
when taking notes. Record their ideas on the
board.
SPEAKING SKILL Express an Opinion
(page 110)
E 2.12 LISTEN FOR DETAILS
(page 107) Audio: 2:45 min EXPANSION Ask students to choose the step
they believe is the most important in exercise
I and express their opinion to a partner.
LISTENING SKILL Recognize Facts and
Opinions (page 108)
EXPANSION Ask students in what situations it Have students work in groups of three. Each
is important to support responses with facts, student silently reads the information on one of
and in what situations opinions might be more the profiles first, and then verbally presents the
effective. Give them situations to analyze candidate to their group.
such as in a court of law, in a newspaper, in
academic research, in a business plan, or on
social media. K THINK CRITICALLY Reflect. (page 111)
Have students give reasons to support their
F 2.13 (page 108) Audio: 2:34 min answer.
G (page 109) PRONUNCIATION SKILL Speak in Thought

Have students read the excerpts aloud as they Groups (page 112)
work with a partner. Then have them compare
and explain their answers with a different partner.
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L 2.14 (page 112) Audio: 0:27 min VOCABULARY
Remind students that acronyms and
B 2.16 (pages 114–115) Audio: 1:32 min
abbreviations can be pronounced letter by letter
(FBI, CEO) or as a single word (CAFWA, NATO, C COMMUNICATE (page 115)
UNESCO). Some can be pronounced both
ways, such as ASAP. Elicit additional examples For more practice, go to MyELT.
and practice the pronunciation as a class.

M 2.15 (page 112) Audio: 0:49 min
D 1.26 WATCH FOR MAIN IDEAS
N (page 112) (page 115) Video: 5:50 min
EXPANSION Have students get in groups of
three and return to J. Have each group member E 1.27 WATCH FOR DETAILS (page 116)
choose one profile and write a short paragraph Video: 6:00 min
summarizing that person’s information. Then, Have students read segments aloud in pairs.
have them exchange paragraphs so each Partner A reads segment 1, and Partner B reads
member has a new profile to work with. Ask segment 2. Remind students to practice thought
them to mark possible thought groups and groups as they read. Ask if a volunteer can
read their paragraphs aloud to each other for explain how GiveDirectly works in front of the
feedback and evaluation. class without looking at the book.
For more practice, go to MyELT. F 1.28 EXPAND YOUR VOCABULARY

Have students write five sentences using the
PART 2 expressions and share them in small groups.
Should you donate differently? G WATCH MORE (page 117)

JOY SUN’S idea worth spreading is that it may be
best to donate money directly to people in poverty For more practice, go to MyELT.
instead of giving it to aid organizations. She believes
that often people living in poverty know how to use AFTER YOU WATCH Time: 30–40 min
the money most effectively for their own needs.
For practice with expressions of quantity and
subject-verb agreement, go to MyELT.
H RECOGNIZE FACTS AND OPINIONS

A (page 113)
(page 117)
Check understanding of aid agencies:
Ask: What other signal words or phrases could
• How do you define an aid agency? (an the speaker have used for each item? (Possible
organization that voluntarily distributes aid) answers: 1. I thought; 2. There is proof that;
• What are reasons why somebody might 3. There was no evidence that; 4. Studies
need aid from an agency? (to study, to start showed; 5. In my opinion; 6. I believe that)
a business, after a natural disaster or political
conflict, for education development)
• What are examples of aid agencies? (Oxfam, I THINK CRITICALLY Infer. (page 117)
Red Cross, the United Nations) Have students refer back to the Presentation
• Have you given money to an aid agency? Skill box on page 19 to recall the different ways
to start a presentation strong.
Have students read the quote in the image
aloud in pairs. Ask: How could technology put
cash directly into someone’s hands?
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J THINK CRITICALLY Interpret an Infographic. B COLLABORATE (pages 120–121)
(page 118)
Check understanding of the infographic: C (page 121)
• What is this showing? (how GiveDirectly

spends its donation money compared to most PRESENT
aid agencies)
• How does it show this? (It compares the D (page 121)
percentage of total donations used to pay
for business expenses, and breaks down the G THINK CRITICALLY Evaluate. (page 121)
exact dollar amount GiveDirectly spends on
different spending categories.) REFLECT BOX (page 121) Have students
sort the words by part of speech to review
K COMMUNICATE (page 118) usage. Remind them to reference vocabulary
Encourage students to use a variety of the exercises in Parts 1 and 2 to understand the
phrases presented in the Speaking Skill box as words in context. Ask students to find words
they discuss their opinions. that could be used as both nouns and verbs
(aid, fee, measure, profit, record, transfer,
suspect).
• Adjectives: effective
PUT IT TOGETHER Time: 10–15 min • Adverbs: financially, otherwise
• Nouns: aid, asset, assumption, fee, income,
interest, intermediary, measure, profit,
A THINK CRITICALLY Synthesize. (page 119) range, record, transfer
• Verbs: depend on, figure out, invest,
COMMUNICATE Time: 40–50 min + presentations reconsider, suspect
ASSIGNMENT Role Play how to use $200 in For more practice, go to MyELT.
donation money. (page 119)
PREPARE
PRESENTATION SKILL 1.29 Be Personable

Remind students of the importance

of nonverbal communication in being
personable. Elicit ideas from the class about
facial expressions, gestures, and other body
language that helps make somebody more
personable. For example, making eye contact,
leaning in, tilting head, smiling, and minimizing
distractions like cell phones. Have volunteers
act out strategies in front of the class. Also,
point out additional verbal communication
strategies such as addressing someone by
name and using positive expressions in verbal
feedback, such as, “Wow!” or “That sounds
interesting.”
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ANSWER KEY Unit 6
4. I don’t believe
THINK AND DISCUSS (page 103) 5. studies showed
1. Answers will vary. (E.g., Solar lamps give them 6. say, experts, argue
light at night so they can read or work at home.) 7. Research on
2. Answers will vary. (E.g., helping someone do
something) G (page 109)
Facts: 2, 3, 5, 6, 7
Opinions: 1, 4
PART 1
Microloans: Breaking the Cycle of Poverty H THINK CRITICALLY Analyze. (page 109)
1. a. pay back their loans.
A THINK CRITICALLY Predict. (page 104) b. already own a small business
1. A
nswers will vary. (E.g., People in poverty c. more financially stable
need to use their money for basic things such
2. Answers will vary. (E.g., Most people who take
as food, clothes, and housing. They can’t pay
out microloans remain poor.)
for education or to open their own business,
so it’s difficult for them to make more money.)
I THINK CRITICALLY Interpret a Graph.
2. A
nswers will vary. (E.g., Micro means small.
(page 110)
A microloan is a small amount of money you
borrow and pay back later.) a. 3 b. 6 c. 5 d. 2 e. 4 f. 1
3. A
nswers will vary. (E.g., The people of the
Gulu District are very poor. It may be easier J COMMUNICATE (page 111)
for them to borrow and pay back a small Answers will vary.
amount of money.
K THINK CRITICALLY Reflect. (page 111)
B VOCABULARY (page 105)
Answers will vary.
1. aid 2. depend on 3. effective
4. financially 5. income 6. measure
7. interest 8. invest 9. records 10. profit L (page 112)
“So, / what kind of help / did these families
C COMMUNICATE (page 106) get? / They got microloans / from CAFWA. / A
Answers will vary. microloan is different / from a regular bank loan.
/ First of all, / the amounts are very low — /
usually between 50 and 100 dollars.”
D LISTEN FOR MAIN IDEAS (page 106)
Segment 1
M (page 112)
3 “Second, / the borrowers don’t need any
Segment 2 collateral. / When you borrow money / to buy
a house, / for example, / if you don’t pay back
2 the loan, / the bank will take your house. / The
house is your collateral. / The people in Gulu /
E LISTEN FOR DETAILS (page 107) are too poor to provide collateral. / Finally, / the
1. > 2. = 3. ≠ 4. – 5. < 6. 7. 8. interest on a microloan / is low enough / that
most borrowers can pay back the loan /
—usually between 10 and 30 percent. / Before
F (page 108)
they got the loans, / the women in Gulu / barely
1. I think made enough to feed their families. / They were
2. records show in a cycle of poverty.”
3. studies, show
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N (page 112) J THINK Interpret an Infographic. (page 118)
See answers to exercise M. 1. 85%
2. General expenses
3. A
nswers will vary. (E.g., Most aid agencies
have to spend money to buy things for poor
PART 2 people, and also to get those things to them.
Should you donate differently? GiveDirectly gives money to poor people
using cell phones. They don’t buy anything,
A (page 113) and they don’t have to spend much to deliver
the money.)
Answers will vary.
4. A
nswers will vary. (E.g., It’s important to
consider if people’s lives improve and they
B VOCABULARY (pages 114–115)
need less aid over time. Also, to hear positive
1. a 2. c 3. a 4. c 5. a 6. b 7. c stories from the people who receive the aid.)
8. a 9. b 10. c
K COMMUNICATE (page 118)
Answers will vary.
Answers will vary.
D WATCH FOR MAIN IDEAS (page 115)

2 PUT IT TOGETHER
E WATCH FOR DETAILS (page 116)
Segment 1
MICROLOANS AND DIRECT
1. improve 2. invest 3. spend CASH TRANSFERS YES OR NO
Segment 2 have similar goals Yes

use the same technology to deliver No
4. 30 5. 1,000 6. poorest 7. cell phone donations
8. sends money
control how money is used by No
recipients
F EXPAND YOUR VOCABULARY (page 117)
provide similar non-financial support No
1. c 2. a 3. b 4. c 5. c
to recipients
H RECOGNIZE FACTS AND OPINIONS help recipients break cycle of Yes
(page 117) poverty
1. underline I believed; O
2. underline studies show; F B COLLABORATE (pages 120–121)
3. underline studies found; F Answers will vary.
4. underline They found; F

C—REFLECT (page 121)
5. underline I believe; O
Answers will vary.
6. underline I am absolutely certain; O

Answers will vary. (E.g., She starts her talk this
way because she wants to get the audience’s
attention. She probably isn’t serious about
throwing money out a plane because she wants
to give it directly to people who need it.)
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U N I T 7 Less Is More

PART 1
More Choice, More Happiness? Ask guiding questions, such as:
• How would you describe the setting of the
Listening
photo? (mountainous, beautiful, wide-open,
Listen for Rhetorical Questions
peaceful)
Speaking • Where was the photo taken? (in Iceland)
Use Signposts to Organize Ideas • Why do you think somebody would build a
Pronunciation house here? (to be in a quiet setting in nature)
Intonation in Yes/No and Choice
Questions THINK AND DISCUSS (page 123)
Possible answers:
PART 2 1. The fewer possessions you buy, the more you
will appreciate or value what you have.
2. Yes, I would because it has beautiful scenery.
Graham Hill
Less stuff, more happiness
Note Taking
Record Information in a List
PART 1
More Choice, More Happiness?
PUT IT TOGETHER
This first audio is a university lecture in a
Communicate
psychology class with interaction between the
Give a Group Presentation
professor and students. The lecture discusses
Presentation Skill central ideas from a book called The Paradox of
Connect the Ending to the Beginning Choice that looks at how choice impacts people’s
happiness and health.
UNIT THEME BEFORE YOU LISTEN Time: 30–40 min
Unit 7 explores how minimalist

concepts may not only help the
EXPANSION Have students brainstorm life
environment but also increase our situations that require decisions. Write student
happiness and health. ideas on the board. For example: Who to date
or marry; where to go to college; what car to
buy. Conduct a class survey for each situation
ACADEMIC TRACK
on if more or less choices would be better. Have
Psychology students give reasons and real-life examples to
support their opinions.
UNIT 7 37
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B 2.17 COLLABORATE (page 124) AFTER YOU LISTEN Time: 10–20 min
Audio: 1:35 min
To check understanding of the term paradox, I THINK CRITICALLY Apply. (page 129)
write these examples of everyday paradoxes on 21C SKILL Reason Effectively. In small
the board: groups, have students write down the names
• The more afraid you are of death, the less of successful organizations or business
you’ll enjoy life. leaders from the past or present. Ask them to
• The more you fail, the more likely you are to brainstorm the reasons those leaders were or
succeed. are successful, and if the leaders were or are
• The more you learn, the more you realize how maximizers or satisficers. Then, have students
little you know. debate whether a person in a position of power
• The more available something is, the less you should be a maximizer, a satisficer, or have
will want it. qualities of both personality styles.
In pairs, have students explain why each one is
a paradox and if they agree with it. J THINK CRITICALLY Interpret a Graph.
(page 129)
VOCABULARY Check understanding of the line graph:
• What is shown in the line graph? (a comparison
C 2.18 (page 125) Audio: 1:27 min of happiness level and number of choices)
• How does it show it? (It shows how the
D COMMUNICATE (page 126) happiness level increases or decreases as the
number of choices increases.)

E 2.19 1.30 LISTEN FOR MAIN IDEAS
SPEAKING SKILL Use Signposts to Organize
F 2.20 LISTEN FOR DETAILS (page 127) Ideas (page 130)
Audio: 3:31 min Have students share other common signposts
they know. Record their ideas on the board.
LISTENING SKILL Listen for Rhetorical
Questions (page 128) K 2.22 (page 130) Audio: 0:49 min
Present students with rhetorical questions EXPANSION Have students practice signposts
and ask them to find the true meaning of the by listing steps you can take if you: are a new
question. Read them aloud with exaggerated driver; are getting ready to host a party; spend
emotion and intonation. For example: too much money.
• Do you know what time it is?! Meaning:
It’s late! L (page 131)
• Where’s my homework? Meaning: I expected
you to turn in your homework today.
PRONUNCIATION SKILL 2.23 2.24
• What does it matter? Meaning: It doesn’t
Intonation in Yes/No and Choice Questions
matter.
(page 131) Audio: 0:18 min and 0:15 min
• Do you think I’m rich?! Meaning: I’m not
rich, so don’t ask me for money.
For practice with comparisons with
G 2.21 (page 128) Audio: 0:43 min adjectives and adverbs, go to MyELT.
H THINK CRITICALLY Analyze. (page 128)

38 UNIT 7
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M 2.25 (page 131) Audio: 0:34 min D COMMUNICATE (page 135)
Which question is a choice question? What is the
N (page 131) intonation pattern? (9. Do the majority of people
EXPANSION Have students write down five in your city live in apartments or houses? The
questions they ask to get to know somebody intonation rises on apartment and falls on houses.)
better. Ask them to label each question as
either a yes/no or a choice question. Have For more practice, go to MyELT.
them practice the intonation by interviewing a
classmate they don’t know very well. WATCH Time: 35–45 min
O (page 132) E 1.31 WATCH FOR MAIN IDEAS

Have students read the questions aloud and (page 135) Video: 4:18 min
help each other as they take the quiz in pairs.
F THINK CRITICALLY Reflect. (page 135)
P THINK CRITICALLY Interpret Results.
(page 132) learnmore (page 135) Ask students if
it’s common in their culture for people to use
Ask volunteers to share their results. Conduct
personal storage space. How do people store
a class survey to identify similarities among
personal belongings that might not fit in an
students and record student ideas on the board.
apartment or a house? Is it common to pay
a company to keep your possessions in an
For more practice, go to MyELT. offsite space? Why, or why not?
NOTE-TAKING SKILL Record Information in a

PART 2 List (page 136)
Less stuff, more happiness Have students share their preferred symbols
GRAHAM HILL’S idea worth spreading is that we to record information in a list.
can still be happy with fewer things, as long as we
are able to “edit” our lives in smart, practical ways.
G 1.32 WATCH FOR DETAILS (page 136)
Video: 4:31 min
H 1.33 EXPAND YOUR VOCABULARY
A (page 133) (page 137) Video: 3:11 min
B (page 133) I WATCH MORE (page 137)

Remind students to give reasons and examples
to support their opinions. For more practice, go to MyELT.

VOCABULARY
C 2.26 (pages 134–135) Audio: 1:30 min.
Have students write the part of speech to the K COMMUNICATE (page 137)
left of the letter in the list. Remind them to Encourage students to use a variety of the
consider the context of example sentences. signposts in the Speaking Skill box as they
(a. (v) b. (adj) c. (v) d. (n) e. (n) f. (adj) discuss their answers.
g. (n) h. (adv) i. (n) j. (n)) 21C SKILL Work Creatively. Assign students
to mixed-level groups of four. Tell them they
UNIT 7 39
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are architects that must collaborate to plan and PREPARE
design a small apartment in 15 minutes. Assign
roles so that all team members participate. The
PRESENTATION SKILL 1.34 Connect the
group leader keeps the meeting on track. The
Ending to the Beginning (page 139)
time keeper keeps track of time. The recorder
Video: 0:23 min
takes notes on design ideas. The drafter draws
out the ideas on a blank piece of paper. The end C (page 140)
goal is to include everything a person would need
in an apartment using less stuff and space. When D COLLABORATE (pages 140–141)
the team meetings are over, each group presents
their design, and the class votes on the best one. E (page 141)
L THINK CRITICALLY Interpret an Infographic. PRESENT

(page 138)
Have students reference the HPI of their F (page 141)
home countries and explain why they agree or Have students choose one presentation to take
disagree with it. If their country isn’t included notes on. Ask them to record information in a
in the infographic, have them estimate the list according to the presenter’s cues. Remind
HPI score based on their own knowledge of them to use symbols to show the information
longevity, happiness, and sustainability in their clearly. Check outlines for effective structure.
country.
PUT IT TOGETHER Time: 15–20 min REFLECT BOX (page 141) Have students
create a sentence for each vocabulary word
based on their real-life experiences and share
A THINK CRITICALLY Synthesize. (page 139) them in pairs. For example:
Draw the chart on the board. Have volunteers • I appreciate the classmates in my study
share their group’s responses. Record ideas on group because they help me understand
the board and review answers as a class. class material better.
• My cousin is always aware of when the best
B THINK CRITICALLY Reflect. (page 139) restaurants open because he works in the
restaurant business.
• Coincidentally, my mother called me at the
same time I picked up my phone to call her.
ASSIGNMENT Give a Group Presentation For more practice, go to MyELT.

about the topic “less is more.” (page 139)
ALTERNATE ASSIGNMENT Have students work
individually or present the same topic of less
is more but address alternative questions:
What steps can humans take to reduce their
environmental footprint? What steps can a
country take to increase its HPI?
40 UNIT 7
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ANSWER KEY Unit 7
THINK AND DISCUSS (page 123) Answers will vary.
1. Answers will vary. (E.g., The fewer possessions
you buy, the more you will appreciate or value J THINK CRITICALLY Interpret a Graph.
what you have.) (page 129)
2. Answers will vary. (E.g., Yes, I would because it 1. A
nswers will vary. (E.g., Happiness increases
has beautiful scenery.) quickly with a few more choices because
people like to have some options. But
happiness decreases slowly with a lot of
choices because having too many options is
PART 1 overwhelming.)
More Choice, More Happiness? 2. A
nswers will vary. (E.g., They both look upset,
but the first face looks sad and the third face
A COMMUNICATE (page 124) looks worried.)
Answers will vary. 3. A
nswers will vary. (E.g., Yes, because they
both show that having more choices makes
B COLLABORATE (page 124) people less happy.)
Answers will vary.
K (page 130)
1. be aware of it 2. also be very useful
3. reduce your stress level
1. overwhelming 2. perfectionist
3. satisfied 4. options 5. appreciate
L (page 131)
6. evidence 7. impact 8. aware of
9. psychologists 10. research Answers will vary.
D COMMUNICATE (page 126) M (page 131)

Answers will vary. 1. Rising 2. Rising 3. Falling 4. Rising
5. Rising
N (page 131)
2, 4
See answers to exercise M.
F LISTEN FOR DETAILS (page 127)
O (page 132)
Segment 1
Answers will vary.
1. a 2. b 3. b
Segment 2 P THINK CRITICALLY Interpret Results.

(page 132)
4. b 5. c 6. c 7. a
Answers will vary.
G (page 128)
1. Not rhetorical 2. R 3. R
PART 2
H THINK CRITICALLY Analyze. (page 128)
Less stuff, more happiness
Answers will vary. (E.g., “What do they mean?”
was reason 2; “Does anyone here have trouble A (page 133)
making a decision when, say, you are at a
Answers will vary. (E.g., It means to remove
restaurant or a store?” was reason 3.)
things from our lives that we don’t need.)
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B (page 133) L THINK CRITICALLY Interpret an Infographic.
Answers will vary. (page 138)
1. C
osta Rica has the highest HPI, and
C VOCABULARY (pages 134–135) Botswana has the lowest.
1. extraneous 2. debt 3. combine 2. A
nswers will vary. (E.g., They probably
4. multifunctional 5. storage 6. digitize consider their family, friends, home, job, and
7. coincidentally 8. efficiency 9. majority community.)
10. stuff 3. A
nswers will vary. (E.g., I’m surprised that
some countries with richer economies have
D COMMUNICATE (page 135) lower HPIs than other countries. I thought
people with more money would be happier.)
Answers will vary.
4. A
nswers will vary. (E.g., The HPI shows that
some countries with smaller economies have
happier people.)
1. D 2. D 3. A
F THINK CRITICALLY Reflect. (page 135)

PUT IT TOGETHER
Answers will vary.
G WATCH FOR DETAILS (page 136) A THINK CRITICALLY Synthesize. (page 139)
Segment 1 PART 1 PART 2
LECTURE TED TALK
1. credit card debt 2. environmental 1. What ideas too many too much stuff
footprint 3. happiness do the choices don’t doesn’t increase
Segment 2 lecture and increase happiness
the TED happiness
1. footprint 2. save (you some) money Talk have in
3. more ease common?
Segment 3 2. What kinds people are credit card
of problems more stressed, debt and huge
1. edit 2. space 3. multifunctional spaces does this less happy, environmental
cause? and less footprints
H EXPAND YOUR VOCABULARY (page 137) satisfied with
1. c 2. a 3. b 4. b 5. b 6. c their lives
J THINK CRITICALLY Infer. (page 137) B THINK CRITICALLY Reflect. (page 139)
1. A
nswers will vary. (E.g., Artery is usually Answers will vary.
used to describe the part of your body that
moves blood around. Hill uses it here because C—REFLECT (pages 140–141)
he wants the familiar meaning to help the
Answers will vary.
audience understand his message better.)
2. A
nswers will vary. (E.g., First, if people sell
their car and take public transportation, they
help reduce air pollution. Second, if people
have a small apartment, they will probably use
less electricity.)
K COMMUNICATE (page 137)

Answers will vary.
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U N I T 8 Justice in the Jungle

PART 1
Juliana Machado Ferreira: Fighting the Ask guiding questions, such as:
Traffickers • What do you know about the animal in the
picture? (It’s a leopard. It lives in Africa and Asia.)
Listening
• Where is the leopard? (in Sanjay Gandhi National
Listen for Phrases That Signal What
Park in India)
to Expect
• How does this image make you feel? Why?
Speaking
Ask Follow-Up Questions
Pronunciation
Possible answers:
Intonation in Wh- Questions
1. Being hunted and traded for their parts; growing
human and livestock populations leading to
PART 2 habitat loss
2. Protecting wild animals
Lian Pin Koh
A drone’s-eye view of conservation
PART 1
Note Taking
Use Mind Maps Juliana Machado Ferreira: Fighting
the Traffickers Slideshow available.
The listening is an interview with conservation
PUT IT TOGETHER biologist Juliana Machado Ferreira, who is fighting
Communicate against wildlife trafficking in her home country of
Give a Group Presentation Brazil. The interview discusses different kinds of
Presentation Skill trafficking, the consequences of the illegal practice,
Use Visuals Effectively and potential solutions to combat trafficking more
effectively in the future.

UNIT THEME
Unit 8 explores how scientists A COMMUNICATE (page 144)
develop techniques, educate
consumers, and repurpose
Check understanding of the term trafficking:
common technology to combat
• What does trafficking mean? (to deal or trade
wildlife trafficking. in something illegal)
• What are other examples of trafficking besides
ACADEMIC TRACK wildlife trafficking? (drugs, humans, weapons)
Wildlife Conversation & Innovation • What ideas do you have for solutions to stop
different kinds of trafficking?
VOCABULARY
C 2.27 (page 145) Audio: 1:39 min
UNIT 8 43
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D COMMUNICATE (page 146) • What is shown in the top right part? (a
comparison of how many tigers are captive vs.
For more practice, go to MyELT. wild)
• What is shown in the bottom right? (types of
animals traded yearly, and the survival rates of
captive birds and reptiles)
LISTENING SKILL Listen for Phrases That For more practice, go to MyELT.
Signal What to Expect (page 146)
E (pages 146–147)
Have students give reasons to support their SPEAKING SKILL Ask Follow-Up Questions
answers. (page 150)
Remind students that follow-up questions
F 2.28 1.35 LISTEN FOR MAIN IDEAS
should be open-ended Wh- questions but still
be as specific as possible.
Have students explain why Ferreira would agree
or disagree with the statements. For practice with Wh- questions, go to MyELT.
G 2.29 LISTEN FOR DETAILS (page 147) K COMMUNICATE (page 150)

Audio: 1:55 min
21C SKILL Analyze Alternate Perspectives. L (pages 150–151)

Ask students to consider the problem of wildlife In a small group, have students share which
trafficking from the perspective of the poachers, animals are most in danger of extinction in their
asking questions such as: home countries.
• What are different reasons why somebody
would become a poacher? (to earn money, to M CRITICAL THINKING (page 151)
get animal meat to eat)
• What do you think would make them stop? 2.31 2.32
PRONUNCIATION SKILL
(stricter laws, high fines, food assistance, job
Intonation in Wh- Questions (page 152)
skill training, education, land use control)
Audio: 0:15 min and 0:15 min
• Do you think all poachers are bad people?
Why, or why not? Lead a brief review of content words. If
necessary, have students look back to the
H 2.30 LISTEN FOR DETAILS (page 148) Pronunciation Skill on page 12. Ask:
Audio: 2:21 min • What parts of speech are considered
content words? (nouns, verbs, adjectives,
AFTER YOU LISTEN Time: 15–25 min and adverbs, as well as the negative no/not)
• How do we stress content words? (saying
I THINK CRITICALLY Infer. (page 148) them louder and more clearly than other
words)
J THINK CRITICALLY Interpret an Infographic. • Why do we stress content words? (They
(page 149) contain the most important information in a
sentence.)
Check understanding of the infographic:
• What is shown on the left? (a comparison of N 2.33 (page 152) Audio: 0:28 min
U.S. exotic pet laws in different states, and
how many big cats, primates, and snakes are O 2.34 (page 152) Audio: 0:39 min
pets in the U.S.) Have students ask and answer the questions in
pairs to review content from the listening.
44 UNIT 8
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P COLLABORATE (page 152) F 1.38 WATCH FOR DETAILS
G THINK CRITICALLY Reflect. (page 157)
PART 2 H 1.39 EXPAND YOUR VOCABULARY

A drone’s-eye view of conservation (page 158) Video: 2:54 min
Check understanding of the vocabulary words:
LIAN PIN KOH’S idea worth spreading is
that drones can be an incredibly effective and • Some people say that basic human rights are
affordable way to help protect the world’s wildlife. under threat in many countries. Do you agree
or disagree? Why, or why not?
• Where can you get a bird’s-eye view from?
BEFORE YOU WATCH Time: 30–40 min (from an airplane, a skyscraper, while
parachuting)
A (page 153) • What are examples of labor-intensive jobs?
Check understanding of the term conservation: (construction, agriculture, housekeeping)
• What is the goal of conservation? (to keep • In which kind of habitats is it most common
something safe and out of danger) for fires to break out? (dry forest habitats,
• What are different wildlife conservation areas with high temperatures)
practices? (education programs, punishment
for poachers, planting or reintroducing new I WATCH MORE (page 158)
species, stricter management of livestock)
VOCABULARY
B 2.35 (page 154) Audio: 2:05 min

C COMMUNICATE (page 155) Have students mark which content word they
think should be stressed the most in each
For more practice, go to MyELT. question, and compare with a partner before
discussing their answers. Explain that there is
no right answer.
D 1.36 LISTEN FOR SIGNALS

After completing the exercise, ask: What type
of signal from the Listening Skill box does the

speaker not use? (consequence or result) A THINK CRITICALLY Synthesize. (page 159)
E 1.37 WATCH FOR MAIN IDEAS B THINK CRITICALLY Apply. (page 159)
NOTE-TAKING SKILL Use Mind Maps

(page 156)
EXPANSION Have students draw a few simple
mind maps to practice quickly associating
ideas with a central concept. Write everyday
topics on the board, and ask students to add
and connect ideas. For example: styles of
music (classical, rock, pop).
UNIT 8 45
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REFLECT BOX (page 161) Have students play

ASSIGNMENT Give a Group Presentation
the game “Taboo” to review definitions and
about an animal that is under threat.
synonyms. Students get in pairs. Partner A
(page 159)
sits facing the whiteboard, and Partner B sits
ALTERNATE ASSIGNMENT Have students work with back to the whiteboard. To begin the
individually or present on a habitat that is game, write one of the vocabulary words in
under threat. big letters on the whiteboard. Be sure that
all students facing the whiteboard can read
the word. Students must remain silent and
PREPARE still until you say, “Go!” When you say, “Go!”
Partner A has one minute to get Partner B to
PRESENTATION SKILL Use Visuals Effectively say the word or phrase written on the board.
(page 160) Partner A may only use verbal clues and
EXPANSION Collect visuals (images, graphs,
cannot say any part of the vocabulary term.
charts, diagrams, infographics) on the topic After one minute, students switch seats and
of conservation. Show them to the class one roles, and the game repeats.
by one, and have students discuss in small
groups whether each visual is effective or For more practice, go to MyELT.
not. Have students use the list in the box as a
checklist.
C THINK CRITICALLY Reflect. (page 160)
D (page 160)
E (page 161)
PRESENT
F (page 161)
Have students choose one presentation to take
notes on as they listen. Ask them to record the
central concepts and corresponding details and
examples in a mind map. Check mind maps for
effective structure.
46 UNIT 8
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ANSWER KEY Unit 8
1. Answers will vary. (E.g., Big cats are probably
THINK AND DISCUSS (page 143) popular pets because they are beautiful
animals that look like bigger versions of
1. Answers will vary. (E.g., being hunted and traded
housecats. Primates are probably popular
for their parts; growing human and livestock
pets because they are cute and intelligent.)
populations leading to habitat loss)
2. Answers will vary. (E.g., They may die
2. Answers will vary. (E.g., protecting wild animals)
because they don’t have enough space,
food, or water, they are treated badly, or they
become depressed.)
PART 1 3. Answers will vary.
Juliana Machado Ferreira: Fighting the Traffickers K COMMUNICATE (page 150)

1. for details
2. about effects or consequences
Answers will vary.
3. about the next step
4. for reasons/an explanation
5. for effects/details or an explanation
Answers will vary.
L (pages 150–151)
C VOCABULARY (page 145) Answers will vary. (E.g., Black Rhinoceros
1. illegal 2. consumers 3. devastating 1; Sumatran Orangutan 1; Bluefin Tuna 2; Giant
4. combat, crucial 5. detect 6. seize, Panda 2; Chimpanzee 2; Polar Bear 3; African
habitats 7. maintain, potential Elephant 3; Great White Shark 3; Gray Whale
4; Bald Eagle 4)
D COMMUNICATE (page 146)

Answers will vary. M CRITICAL THINKING Reflect. (page 151)
Answers will vary, but correct answers are:
E (pages 146–147) Rhino (2, 3, 5)
1. b 2. a 3. c 4. c Orangutan (1, 5)
Tuna (2)
F LISTEN FOR MAIN IDEAS (page 147) Panda (2, 5)
1, 2, 4 Chimpanzee (1, 2, 5)
Polar Bear (4, 5)
G LISTEN FOR DETAILS (page 147) Elephant (3, 5)
1. fashion 2. drugs 3. private 4. pets Shark (2, 3)
5. 30,000 6. 2006 7. birds 8. markets
Whale (5)
9. extinct 10. human
Eagle (5)
H LISTEN FOR DETAILS (page 148) N (page 152)

1. T 2. N 3. T 4. F 5. F 1. Can you describe the market for wild animals
as pets in Brazil? How big is it?

1. b 2. c 3. c 4. b 5. a 2. Which animals are the most popular?
3. Why not? Why is it important to release

J THINK CRITICALLY Interpret an Infographic.
(page 149) animals in their original habitat?
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55516_unit08.indd 47 05/10/16 5:00 pm
O (page 152) 4. habitats
5. map
1. What is wildlife trafficking?
G THINK CRITICALLY Reflect. (page 157)
2. What are the consequences of this type of Answers will vary.
wildlife trafficking?
3. What happens to the animals when the police H EXPAND YOUR VOCABULARY (page 158)
1. b 2. b 3. c 4. a 5. b
find them?
4. Why not? Why is it important to release
Answers will vary.
animals in their original habitat?
5. What message do you want to get out to the
public about this issue?

PUT IT TOGETHER
P COLLABORATE (page 152) A THINK CRITICALLY Synthesize. (page 159)

Answers will vary.
THREATS TO WILDLIFE
ILLEGAL ACTIVITIES HABITAT LOSS/CHANGE
Wildlife trafficking Animal extinction
PART 2 Poaching Deforestation
Logging Spread of plantations
A drone’s-eye view of conservation Fires
A (page 153)
B THINK CRITICALLY Apply. (page 159)
Answers will vary.
Answers will vary.
B VOCABULARY (page 154)

C THINK CRITICALLY Reflect. (page 160)
1. appealing 2. survey 3. remote
4. contracting 5. automatically 6. threats Answers will vary. (E.g., photos, illustrations,
7. acquired 8. capture 9. objective maps)
10. monitor
D —REFLECT (pages 160–161)
C COMMUNICATE (page 155) Answers will vary.
Answers will vary.
D LISTEN FOR SIGNALS (page 155)

1. b 2. c 3. a

2
F WATCH FOR DETAILS (page 157)

1. how many
2. faster/easier
3. easier/cheaper
48 UNIT 8
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Audio Scripts MATEO I am not so sure. A lot of them were about what
people wanted for themselves. For example, “I want to be
famous” or “I want to make a million dollars.” Aren’t those
kind of selfish?
Unit 1 MIKA Yes, that’s true, Mateo, a lot of people wanted
something, but many of them wanted love and
AUDIO TRACK 1.2 1:42 min happiness, not money or things for themselves. For
instance, “I want to love and be loved.” And “I want to
Part 1, page 5, Exercise C, Vocabulary spend a lifetime with you.” Those are not selfish.
a. I was surprised by some of the responses that people ANA A chapter at the end of Chang’s book gives some data
wrote on the wall. about the responses. Nineteen percent of the responses
b. This is a very private issue, so I don’t talk about it with were about love. Travel was really popular too. One
other people very often. response said, “I want to ride a motorcycle to South
c. She is very shy and does not like to speak in public. America.” Or, “I want to travel the world with my friends.
d. He is depressed because his mother is really sick and his PROFESSOR That’s very interesting, Ana. Why do you think the
father died just a few months ago. responses were about just a few basic topics?
e. Some of the responses were kind of silly. For example, MATEO Maybe they just show different parts of what it means
one person just wanted to eat a lot of chocolate. to be human.
f. Other responses seemed a bit selfish. For example, one PROFESSOR Absolutely.
person wanted a big boat. Another person wanted to live PROFESSOR Chang’s website reports that there have been
in a house that cost $500,000. more than 1,000 walls in 36 languages in 73 countries.
g. It is really heartbreaking to see houses in the At the beginning of class, I said that Chang had done
neighborhood falling down and my neighbors moving something meaningful. What do you think? Why do you
away. It makes me very sad. think the walls are so popular? Mateo?
h. We have neighborhood parties in the summer, which help MATEO I think people write on the walls because it makes
bring everyone in the community together. them feel better, especially if they share something that is
i. If you like the idea of leaving messages on a wall, you can sad or painful. What do you think, Mika?
start a similar wall in your own community. MIKA I am not so sure that is the reason. I think it has a
j. After she collected data from all the walls in all of the bigger purpose. It can connect people in a community.
different countries, she realized there were more than Sometimes we don’t even talk to our neighbors. The wall
100,000 responses! lets you talk to everyone and listen to everyone.
PROFESSOR Exactly, Mika. It can really help people
AUDIO TRACK 1.3 4:04 min understand and trust each other.
Page 6, Exercise E, Listen for Main Ideas MATEO Maybe it’s both of those things. Sharing our feelings
with others makes us feel better but it also builds
PROFESSOR Good morning, everyone. Last week we read about
connections among people in the community.
how artist Candy Chang’s Before I Die project began.
Chang was feeling very unhappy because a friend had just PROFESSOR True. That makes sense, Mateo.
died. She was also depressed about the poor condition of MIKA And the wall builds those connections with people we
her neighborhood. So she started her wall project. don’t even know—people we probably will never meet.
Some of the responses she got were silly, some were full of Right, Ana?
hope, some were heartbreaking. From the responses, Chang ANA I don’t think so. I don’t think that explains it. I don’t
understood that her project was meaningful for other people. really understand why people want to share these private
Her wall became very popular and soon other people began feelings with strangers.
to create similar walls. MATEO That’s my point. The walls are popular because
This is one of my favorite responses, “Before I die I want to sometimes it is easier to share them in public with
teach kids to live, love and be free.” Which ones do you like? strangers.
PROFESSOR That’s a good point, Mateo.
MIKA I liked this one, “Before I die I want to know what I want.”
MATEO A few of them were silly, such as “I want to eat AUDIO TRACK 1.4 2:44 min
strawberry cake.” But there were so many good ones. It Page 7, Exercise F, Listen for Examples
was hard for me to choose.
PROFESSOR That’s true. There were a lot of interesting ones. Segment 1
Did you find any patterns in the responses? What do you PROFESSOR Good morning, everyone. Last week we read about
think, Ana? how artist Candy Chang’s Before I Die project began.
ANA It seemed as if the responses were about a few basic Chang was feeling very unhappy because a friend had just
topics. died. She was also depressed about the poor condition of
PROFESSOR I agree, Ana. What were some of these general her neighborhood. So she started her wall project.
topics? Some of the responses she got were silly, some were full of
ANA A lot of them were about helping other people and hope, some were heartbreaking. From the responses, Chang
making the world better. understood that her project was meaningful for other people.
MIKA Exactly. Like the one about wanting to help a million Her wall became very popular and soon other people began
people. to create similar walls.
ANA And “I want to make people smile.” Mateo, what do you This is one of my favorite responses, “Before I die I want to
think? teach kids to live, love and be free.” Which ones do you like?
AUDIO SCRIPTS 49
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MIKA I liked this one, “Before I die I want to know what I ANA I don’t think so. I don’t think that explains it. I don’t
want.” really understand why people want to share these private
MATEO A few of them were silly, such as “I want to eat feelings with strangers.
strawberry cake.” But there were so many good ones. It MATEO That’s my point. The walls are popular because
was hard for me to choose. sometimes it is easier to share them in public with
PROFESSOR That’s true. There were a lot of interesting ones. strangers.
Did you find any patterns in the responses? What do you PROFESSOR That’s a good point, Mateo.
think, Ana?
ANA It seemed as if the responses were about a few basic AUDIO TRACK 1.6 1:04 min
topics. Page 11, Exercise J
PROFESSOR I agree, Ana. What were some of these general 1. MATEO I think people write on the walls because it makes
topics? them feel better.
ANA A lot of them were about helping other people and MIKA I am not so sure that is the reason. I think it has a
making the world better. bigger purpose.
MIKA Exactly. Like the one about wanting to help a million 2. MIKA The wall lets you talk to everyone and listen to
people. everyone.
ANA And “I want to make people smile.” Mateo, what do you PROFESSOR Exactly, Mika. It can really help people
think? understand and trust each other.
MATEO I am not so sure. A lot of them were about what 3. MATEO Sharing our feelings with others makes us feel
people wanted for themselves. For example, “I want to be better but it also builds connections among people in the
famous” or “I want to make a million dollars.” Aren’t those community.
kind of selfish? PROFESSOR True. That makes sense, Mateo.
MIKA Yes, that’s true, Mateo, a lot of people wanted 4. MIKA The wall builds those connections with people we
something, but many of them wanted love and don’t even know.
happiness, not money or things for themselves. For
ANA I don’t think so. I don’t think that explains it.
instance, “I want to love and be loved.” And “I want to
spend a lifetime with you.” Those are not selfish. 5. MATEO The walls are popular because sometimes it is
easier to share them in public with strangers.
ANA A chapter at the end of Chang’s book gives some data
about the responses. Nineteen percent of the responses PROFESSOR That’s a good point, Mateo.
were about love. Travel was really popular too. One
response said, “I want to ride a motorcycle to South AUDIO TRACK 1.7 0:15 min
America.” Or, “I want to travel the world with my friends. Page 12, Pronunciation Skill: Stress Content Words
PROFESSOR That’s very interesting, Ana. Why do you think the PROFESSOR Chang was feeling very unhappy because a friend
responses were about just a few basic topics? had died.
MATEO Maybe they just show different parts of what it means
to be human. AUDIO TRACK 1.8 0:23 min
PROFESSOR Absolutely. Page 12, Exercise L
ANA I don’t really understand why people want to share
AUDIO TRACK 1.5 1:36 min these private feelings with strangers.
Page 8, Exercise G, Listen for Details MATEO That’s my point. The walls are popular because
sometimes it is easier to share them in public with
Segment 2 strangers.
PROFESSOR Chang’s website reports that there have been PROFESSOR That’s a good point, Mateo.
more than 1,000 walls in 36 languages in 73 countries.
At the beginning of class, I said that Chang had done AUDIO TRACK 1.9 1:35 min
something meaningful. What do you think? Why do you
Part 2, page 14, Exercise C, Vocabulary
think the walls are so popular? Mateo?
MATEO I think people write on the walls because it makes a. The competition organizer chose a winner randomly from
them feel better, especially if they share something that is thousands of entries.
sad or painful. What do you think, Mika? b. The suicide note was really shocking. We could not
MIKA I am not so sure that is the reason. I think it has a believe that she wanted to take her own life.
bigger purpose. It can connect people in a community. c. He has received countless postcards and emails about
Sometimes we don’t even talk to our neighbors. The wall his project. He stopped counting them after the first
lets you talk to everyone and listen to everyone. thousand.
PROFESSOR Exactly, Mika. It can really help people d. You can call or write anonymously and give your
understand and trust each other. opinion. You do not have to give your name.
MATEO Maybe it’s both of those things. Sharing our feelings e. We want to preserve the beautiful old homes in our
with others makes us feel better but it also builds community. If we do not, they will disappear.
connections among people in the community. f. The handwriting on these two postcards is obviously
PROFESSOR True. That makes sense, Mateo. very different. You can see this difference right away.
MIKA And the wall builds those connections with people we g. The class project really allowed students to demonstrate
don’t even know—people we probably will never meet. their creativity. Some students drew pictures and others
Right, Ana? wrote poems about their neighborhood.
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h. After the fire, the remains of the home were just a few But the Maldivian government is not waiting for the next
burned pieces of furniture. tsunami. It has built an artificial island about ten feet above
i. A neighbor ran into the burning house and saved the sea level. The island has a hospital, schools, shops, and
children. The community praised her heroism. homes. The government hopes that one day in the future,
j. This whole community arts project was an experiment. more than 100,000 people will live there.
We did not know how it would play out. Maldivian President Mohamed Nasheed knows that he
cannot protect his country by himself. Because he wanted
to get the world’s attention, Nasheed held the world’s first
underwater governmental meeting. In the meeting, Maldivian
Unit 2 leaders signed a document pleading with world leaders
to work together against climate change. However, it was
AUDIO TRACK 1.10 1:44 min mostly a symbolic action and may not result in much change.
Part 1, page 25, Exercise B, Vocabulary The Maldives will be the first to feel the impact of climate
a. Before the flooding, government leaders did not believe change. For these islands, even a small change in sea level
that climate change was real. Now, they are finally taking may have serious consequences. But what if all the ice
it seriously. melted? This was a question the folks at National Geographic
recently asked. Naturally, the sea level would go up—and by
b. Some cities have already made plans for climate change. a lot. Scientists predict that it would rise by about 216 feet—
Unfortunately, other cities have barely started their about the height of a 20-story building.
preparations. They need to do more, now.
c. Sea walls can give cities on the coast some protection What would our world look like with all that extra sea water?
against floods. This map shows that it would be very, very different. For one
thing, the Maldives would be gone forever. This map shows
d. Scientists predict that by the year 2100, the sea level will what part of Asia might look like if all the ice melted. In
rise by up to five feet. China, cities on the coast, home to 600 million people today,
e. One city with no natural lakes has built an artificial lake. would disappear.
The new lake can hold a lot of rainwater during heavy
storms. These predictions may seem dramatic. All of our ice is
probably not going to melt, at least not soon. At its current rate,
f. You can read about climate change in documents scientists think that would take about 5,000 years. However,
prepared by the United Nations. we are already seeing the effects of higher sea levels. These
g. Many countries agreed to reduce pollution, but without a changes have real consequences for ordinary people—like us.
plan of action it was mainly a symbolic gesture.
h. Loss of sea ice has dangerous consequences, such as
more frequent floods. AUDIO TRACK 1.12 1:47 min
i. There has been a dramatic increase in the number of Page 27, Exercise E, Listen for Details
floods in the last ten years—up 50 percent.
Segment 2
j. At the current rate of increase, there will be more floods
First, the government built an 11.5-foot high wall around
in the future.
Malé, the country’s capital. The wall gave the city some
protection from a tsunami in 2004, but there was still a lot of
AUDIO TRACK 1.11 4:04 min
flooding. 88 people died, and more than 10,000 people lost
Page 26, Exercise D, Listen For Main Ideas their homes as a result of the floods. But without the wall, it
Take a look at this photo. It shows the Maldives Islands— would have been much worse. Scientists predict that global
the lowest, flattest country on Earth. The Maldives are in warming will cause the sea level to rise between three and
the warm waters of the Indian Ocean. More than a million five feet by the end of this century. Next time, the people of
tourists visit the Maldives every year. Malé may not be so lucky.
In our class we’ve talked a lot about climate change. But But the Maldivian government is not waiting for the next
many people are getting kind of tired of the topic. Why aren’t tsunami. It has built an artificial island about ten feet above
we taking it seriously? Maybe because most of the impact sea level. The island has a hospital, schools, shops, and
of climate change is in the future, it’s easy not to think about homes. The government hopes that one day in the future,
the effects. But to the people of the Maldives, the effects are more than 100,000 people will live there.
already very real. Maldivian President Mohamed Nasheed knows that he
Most of the Maldives are barely above sea level—just about cannot protect his country by himself. Because he wanted
seven feet. Any increase in the sea level could lead to to get the world’s attention, Nasheed held the world’s first
dangerous floods. So the government took three steps to underwater governmental meeting. In the meeting, Maldivian
protect the country and its population. leaders signed a document pleading with world leaders
to work together against climate change. However, it was
First, the government built an 11.5-foot high wall around
mostly a symbolic action and may not result in much change.
Malé, the country’s capital. The wall gave the city some
protection from a tsunami in 2004, but there was still a lot of
flooding. 88 people died, and more than 10,000 people lost AUDIO TRACK 1.13 1:41 min
their homes as a result of the floods. But without the wall, it Page 28, Exercise F, Listen for Details
would have been much worse. Scientists predict that global
warming will cause the sea level to rise between three and Segment 3
five feet by the end of this century. Next time, the people of The Maldives will be the first to feel the impact of climate
Malé may not be so lucky. change. For these islands, even a small change in sea
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level may have serious consequences. But what if all
the ice melted? This was a question the folks at National
Unit 3
Geographic recently asked. Naturally, the sea level would
go up—and by a lot. Scientists predict that it would rise by AUDIO TRACK 1.17 1:40 min
about 216 feet—about the height of a 20-story building. Part 1, page 45, Exercise B, Vocabulary
What would our world look like with all that extra sea water? 1. Many people did not understand the significance of the
This map shows that it would be very, very different. For one discovery, but Spencer realized that it could lead to big
thing, the Maldives would be gone forever. This map shows changes in our lives.
what part of Asia might look like if all the ice melted. In 2. Some people have a talent for understanding mechanical
China, cities on the coast, home to 600 million people today, things. They enjoy fixing cars and other machines.
would disappear.
3. When I have to really concentrate on my work, I tune out
These predictions may seem dramatic. All of our ice is everything else that is going on around me.
probably not going to melt, at least not soon. At its current 4. The noisy students in the library were annoying, but I
rate, scientists think that would take about 5,000 years. was able to finish my assignment anyway.
However, we are already seeing the effects of higher sea
levels. These changes have real consequences for ordinary 5. There are many potential uses for this new technology
people—like us. but it will take time to develop it.
6. Engineers are capable of looking at a problem from
several different perspectives.
7. The project took a long time, but we eventually finished
Page 31, Pronunciation Skill: Reduced Vowels and page 31, it.
Exercise K
8. The theme for this year’s conference is “Discoveries in
The Maldives ’r in the beautiful warm waters ’v the Indian the new century.”
Ocean. It looks like nice place t’ visit, doesn’t it? lot ’v
e e
9. We need to focus on this task for now. We can’t start
people think so. More th’n million tourists visit the Maldives
e
thinking about the next one yet.
every year
10. The work of many different scientists contributed to this
invention. In a way, it was a team effort, not the work of a
AUDIO TRACK 1.15 0:32 min single inventor.
Page 31, Exercise L
“In our class we’ve talked lot bout climate change. B t
e e e AUDIO TRACK 1.18 3:23 min
many people ’r getting kind ’v tired ’v the topic. Why don’t Page 47, Exercise E, Listen for Main Ideas
we take it more seriously? Maybe because most ’v the HOST And welcome back to Conversations. Today’s theme—
impact ’v climate change is in the future, it’s easy not t’ chance.
think bout the effects. But t’ the people ’v the Maldives,
e
CO-HOST Actually, the show is really about serendipity.
the effects ’r already very real.”
HOST Serendipity?
AUDIO TRACK 1.16 1:31 min CO-HOST Right, serendipity. In other words, discovering
Part 2, page 33, Exercise C, Vocabulary something, or something happening by chance—
something good, that is.
a. He gasped for air because the cold temperature made it
HOST Like the guy who invented the microwave.
difficult to breathe.
CO-HOST Exactly! For the folks who don’t know this story:
b. Air and water expand when they get hotter.
Back in 1939, a scientist named Percy Spencer was
c. After months of training, he was mentally exhausted and working with microwave technology for a government
could not think anymore. project. One day, he noticed that a chocolate bar in
d. Everyone was very emotional when they saw that the his pocket had completely melted. He realized that the
orphaned polar bear cubs had died. Some people were microwaves had done it. That made him think—wow—
crying. maybe microwaves could be useful, not just for his
e. The Arctic is one of the coldest regions on Earth. government project but for something else. He started
f. The beauty of the ice drew many tourists to the Arctic working on the idea and eventually, he developed the first
last year. microwave oven. Was this a case of serendipity? Partly,
but I think it was also Spencer.
g. After a few minutes in Arctic conditions, your hands and
feet become numb. You can’t feel anything. HOST Really? How so?
h. The sea is likely to rise more than 200 feet. Just to put CO-HOST Well, other people had noticed that microwaves
that in perspective, 200 feet is about the height of a could melt things, but Spencer was the one who
20-story building. understood its significance.
i. As the climate gets warmer, the glaciers begin to retreat. Why does this story end with the invention of the microwave
The Columbia Glacier in Alaska has shrunk by over nine oven instead of just a melted chocolate bar and a dirty shirt?
miles in the last 25 years. What was special about Spencer? This can’t be the only
example of this. I wondered how often this happens.
j. The balloon became larger and larger until finally, it burst.
HOST And what did you find out?
CO-HOST Some people call it serendipity, but it turns out that
it’s a bit more than just good luck. People like Spencer
think in two very specific ways. First, they notice things
that they were not looking for. A lot of us focus on our
52 AUDIO SCRIPTS
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goals so much that we tune out everything else. For other AUDIO TRACK 1.20 1:31 min
people, the melted chocolate would just be annoying, but Page 48, Exercise G, Listen for Details
for Spencer, it was the beginning of an idea. Second they
are capable of divergent thinking. Segment 2
HOST What kind of thinking? CO-HOST Some people call it serendipity, but it turns out that
CO-HOST Divergent. Divergent thinkers consider many it’s a bit more than just good luck. People like Spencer
potential solutions to a problem. think in two very specific ways. First, they notice things
HOST Hmm. I am not sure I follow. Can you give us an that they were not looking for. A lot of us focus on our
example? goals so much that we tune out everything else. For other
CO-HOST Sure. If I show you a paper clip and ask you how people, the melted chocolate would just be annoying, but
it can be used, you will probably say, “to clip papers for Spencer, it was the beginning of an idea. Second they
together.” But a divergent thinker might see lots of other are capable of divergent thinking.
possible functions; for example, to mark a place in a HOST What kind of thinking?
book, or you could unfold it and use it to punch a hole in CO-HOST Divergent. Divergent thinkers consider many
something. potential solutions to a problem.
HOST I see. Are you saying that some people have a special HOST Hmm. I am not sure I follow. Can you give us an
talent for this? It’s not serendipity at all? example?
CO-HOST Yes, some people are more likely to notice things CO-HOST Sure. If I show you a paper clip and ask you how
and make interesting and new connections between it can be used, you will probably say, “to clip papers
ideas. They recognize opportunities. In a way, they create together.” But a divergent thinker might see lots of other
serendipity. possible functions; for example, to mark a place in a
HOST So, why can’t I do this? Can we learn to be better at book, or you could unfold it and use it to punch a hole in
this kind of thinking? something.
CO-HOST Absolutely, there are lots of exercises you can do HOST I see. Are you saying that some people have a special
to help you notice things and to encourage divergent talent for this? It’s not serendipity at all?
thinking. The paperclip example is a good place to start. CO-HOST Yes, some people are more likely to notice things
Try to think of as many new uses as you can. and make interesting and new connections between
HOST I think I get the idea. We can actually increase the ideas. They recognize opportunities. In a way, they create
possibility of serendipity by changing the way we think? serendipity.
CO-HOST Exactly.
AUDIO TRACK 1.19 1:38 min Page 49, Exercise H, Infer Meaning
Page 48, Exercise F, Listen for Details 1. “He realized that the microwaves had done it. That made
him think—wow—maybe microwaves could be useful, not
Segment 1 just for his government project but for something else.”
HOST And welcome back to Conversations. Today’s theme— 2. “Some people call it serendipity, but it turns out that it’s a
chance. bit more than just good luck. […] First, they notice things
CO-HOST Actually, the show is really about serendipity. that they were not looking for. A lot of us focus on our
HOST Serendipity? goals so much that we tune out everything else.”
CO-HOST Right, serendipity. In other words, discovering 3. “Yes, some people are more likely to notice things and
something, or something happening by chance— make interesting and new connections between ideas.
something good, that is. They recognize opportunities. In a way, they create
HOST Like the guy who invented the microwave.
serendipity.”
CO-HOST Exactly! For the folks who don’t know this story: AUDIO TRACK 1.22 1:19 min
Back in 1939, a scientist named Percy Spencer was
Page 51, Exercise J
working with microwave technology for a government
project. One day, he noticed that a chocolate bar in HOST And welcome back to Conversations. Today’s theme—
his pocket had completely melted. He realized that the chance.
microwaves had done it. That made him think—wow— CO-HOST Actually, the show is really about serendipity.
maybe microwaves could be useful, not just for his HOST Serendipity?
government project but for something else. He started
CO-HOST Right, serendipity.
working on the idea and eventually, he developed the first
microwave oven. Was this a case of serendipity? Partly, ---
but I think it was also Spencer. COHOST Was this a case of serendipity? Partly, but I think it
HOST Really? How so? was also Spencer.
CO-HOST Well, other people had noticed that microwaves HOST Really? How so?
could melt things, but Spencer was the one who CO-HOST Well, other people had noticed that microwaves
understood its significance. could melt things, but Spencer was the one who
Why does this story end with the invention of the microwave understood its significance.
oven instead of just a melted chocolate bar and a dirty shirt? ---
What was special about Spencer? This can’t be the only
HOST What kind of thinking?
example of this. I wondered how often this happens.
CO-HOST Divergent. Divergent thinkers consider many
HOST And what did you find out? potential solutions to a problem.
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HOST Hmm. I am not sure I follow. Can you give us an
example?
Unit 4
CO-HOST Sure.
--- AUDIO TRACK 1.26 1:52 min
Part 1, page 65, Exercise C, Vocabulary
CO-HOST But a divergent thinker might see lots of other
possible functions; for example, to mark a place in a a. The market for sportswear, such as sneakers and
book, or you could unfold it and use it to punch a hole in exercise clothing, is very strong this year. More people
something. are buying sportswear than last year.
HOST I see. Are you saying that some people have a special b. There is a limited supply of these sneakers. Because of
talent for this? It’s not serendipity at all? this, most people will have to wait months before they
CO-HOST Yes, some people are more likely to notice things
can buy them.
and make interesting and new connections between c. As more people keep fit, there is greater demand for
ideas. sports clothing.
d. A white T-shirt is a classic example of clothing that
AUDIO TRACK 1.23 0:27 min always seems to be in style.
Page 52, Pronunciation Skill: Can and Can’t e. The dominant view among experts is that the business
Pronounce can with a reduced vowel ( ). It sounds as if
e will be successful. However, a few experts believe that it
there is almost no vowel at all: will fail.
f. The strong sales of sneakers this year demonstrate their
I [kn] speak English pretty well. continuing popularity.
Always pronounce can’t with a full vowel sound: g. The company releases new styles every year, but the
exact dates are always a surprise.
I [kænt] speak Arabic at all.
h. The primary customers for sportswear are people who
play sports. However, other people buy these clothes as
AUDIO TRACK 1.24 0:54 min fashion accessories.
Page 52, Exercise K i. There was a profile of the company president in the
1. “What was special about Spencer? This can’t be the only newspaper. It had information about her background and
example of this. I wondered how often this happens.” her business philosophy.
2. “Hmm. I am not sure I follow. Can you give us an j. The high quality and low price of these sneakers explains
example?” their widespread popularity. Everyone seems to be
3. “So, why can’t I do this? Can we learn to be better at this wearing them.
kind of thinking?”
4. “Absolutely, there are lots of exercises you can do to
help you notice things and think more creatively. The Page 67, Exercise F, Listen for Main Ideas
paperclip example is a good place to start. Try to think of DEL Ok, guys, we really ought to get started on our
as many new uses as you can.” presentation. I’ve started our first slide. I’ll bet a lot of
5. “We can actually increase the possibility of serendipity by people don’t realize that sneakers are a 42-billion-dollar
changing the way we think?” a year business. That’s bigger than the economy of some
countries!
AUDIO TRACK 1.25 1:26 min HIRO Yeah, you’re right. Ok, so, I think we should present
Part 2, page 55, Exercise B, Vocabulary the sneaker market as a great example of supply and
demand.
a. People often feel a sense of shame after they have done
something stupid or wrong. DEL Yes, exactly. It is also a classic example of market control
by a single company. Nike controls more than 60 percent
b. My commute to work usually takes an hour—even longer
of the U.S. sneaker market. They are completely dominant.
if there is a lot of traffic.
But the interesting part of the market is at the high end—
c. The road is closed for repair so we have to take a detour. the most expensive shoes. I think that should be our focus.
d. An effective team listens to everyone’s idea and then tries Nike releases just a small number of these high-end shoe
to come to a consensus. styles every week or so. Sneakerheads—yeah that’s what
e. Map apps on smart phones were real game changers. they call serious sneaker collectors—are willing to stand in
Not many people use paper maps anymore. line for hours, even days, to buy them. Since the company
limits supply, demand is really strong.
f. There is not enough data to make a definitive
conclusion, but we can make a very good guess. RACHEL It would be a good idea to point out that this is only
part of the picture. There are really two separate markets
g. I could not recall the location of the office, so I used my
for sneakers. This is the primary market, that is, the
map app.
first time the shoes are sold—from the company to an
h. Following a big snowstorm, some motorists were individual.
trapped in their cars for hours. DEL Let’s talk about the secondary market, too. Nike is even
i. We interviewed a lot of people about the traffic problems more dominant there—more like 95 percent of these
and, slowly, a solution began to emerge. high-end shoes on the secondary market are Nikes.
j. Always taking the quickest route may rob you of the RACHEL Right, but I suggest we first explain what the
chance to see the beautiful countryside. secondary market is. We could say something like: The
primary market is when a customer buys a pair of shoes
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in a store, but some sneakerheads don’t like standing in high-end shoes on the secondary market are Nikes.
line; so they buy their shoes in the secondary market— RACHEL Right, but I suggest we first explain what the
mainly from the hundreds of internet sneaker sites. The secondary market is. We could say something like: The
secondary market is mostly sneakerheads selling to other primary market is when a customer buys a pair of shoes
sneakerheads. But they have to pay more, sometimes in a store, but some sneakerheads don’t like standing in
three to four times more than the store price. People line; so they buy their shoes in the secondary market—
can make a lot of money on the secondary market. It’s a mainly from the hundreds of internet sneaker sites. The
1.2-billion-dollar business and average profit margins are secondary market is mostly sneakerheads selling to other
about 30 percent. sneakerheads. But they have to pay more, sometimes
HIRO I saw a pair of Air Jordans for sale online for almost three to four times more than the store price. People
$1,100. Most of the really expensive ones are connected can make a lot of money on the secondary market. It’s a
to celebrities, like hip hop artists or athletes. 1.2-billion-dollar business and average profit margins are
RACHEL That’s nothing. Some others cost a lot more. Let’s about 30 percent.
show a picture of an expensive pair. And what about a
profile of a famous sneakerhead? One guy has more than AUDIO TRACK 1.29 1:42 min
3,000 pairs and his collection is worth $750,000! Page 68, Exercise H, Listen for Details
HIRO Wow. I read that some sneakerheads have portfolios of
their shoes. We should mention that.
Segment 2
HIRO I saw a pair of Air Jordans for sale online for almost
DEL They have what?
$1,100. Most of the really expensive ones are connected
HIRO You know, if you buy stocks, or even have a bank to celebrities, like hip hop artists or athletes.
account, you get a statement that tells you the value of
RACHEL That’s nothing. Some others cost a lot more. Let’s
what you own—the value of your portfolio. It’s the same
show a picture of an expensive pair. And what about a
thing—just sneakers instead of stocks.
profile of a famous sneakerhead? One guy has more than
RACHEL That’s a great detail. This information demonstrates 3,000 pairs and his collection is worth $750,000!
that sneakers are a serious business, even if not many
HIRO Wow. I read that some sneakerheads have portfolios of
people know about it.
their shoes. We should mention that.
DEL But let’s not forget this isn’t just about buying and
DEL They have what?
selling sneakers. I found this quote from a movie called
Sneakerheadz: “There are a handful of things that can HIRO You know, if you buy stocks, or even have a bank
define who you are without saying a word. And your account, you get a statement that tells you the value of
shoes are one of them.” what you own—the value of your portfolio. It’s the same
thing—just sneakers instead of stocks.
RACHEL Excellent. That movie also shows that knowledge of
sneakerheads is becoming more widespread. OK, I think RACHEL That’s a great detail. This information demonstrates
we have a good plan. We should put the quote at the end. that sneakers are a serious business, even if not many
How about meeting around 9:15 or 9:30 at my place to people know about it.
finish up? DEL But let’s not forget this isn’t just about buying and
DEL HIRO Sounds good. selling sneakers. I found this quote from a movie called
Sneakerheadz: “There are a handful of things that can
AUDIO TRACK 1.28 2:29 min define who you are without saying a word. And your
Page 68, Exercise G, Listen for Details shoes are one of them.”
Segment 1 sneakerheads is becoming more widespread. OK I think we
DEL Ok, guys, we really ought to get started on our have a good plan. We should put the quote at the end. How
presentation. I’ve started our first slide. I’ll bet a lot of about meeting around 9:15 or 9:30 at my place to finish up?
people don’t realize that sneakers are a 42-billion-dollar DEL HIRO Sounds good.
a year business. That’s bigger than the economy of some
countries! AUDIO TRACK 1.30 0:45 min
HIRO Yeah, you’re right. Ok, so, I think we should present the Page 70, Exercise L
sneaker market as a great example of supply and demand. 1. HIRO We should present the sneaker markey as a great
DEL Yes, exactly. It is also a classic example of market control example of supply and demand.
by a single company. Nike controls more than 60 percent 2. RACHEL What about a profile of a famous sneakerhead?
of the U.S. sneaker market. They are completely dominant.
3. RACHEL It would be a good idea to point out that this only
But the interesting part of the market is at the high end—
part of the picture.
the most expensive shoes. I think that should be our focus.
Nike releases just a small number of these high-end shoe 4. DEL Let’s talk about the secondary market, too.
styles every week or so. Sneakerheads—yeah that’s what 5. RACHEL I suggest we first explain what the secondary
they call serious sneaker collectors—are willing to stand in market is.
line for hours, even days, to buy them. Since the company 6. RACHEL How about meeting around 9:15 or 9:30?
limits supply, demand is really strong.
RACHEL It would be a good idea to point out that this is only AUDIO TRACK 1.31 0:51 min
part of the picture. There are really two separate markets for Page 71, Pronunciation Skill: Numbers
sneakers. This is the primary market, that is, the first time 1. Pronounce numbers ending in -teen with a clear t sound
the shoes are sold—from the company to an individual. and stress on the teen syllable. 14: fourteen
DEL Let’s talk about the secondary market, too. Nike is even 2. Pronounce numbers ending in -ty with a d sound in the ty
more dominant there—more like 95 percent of these syllable and stress on the first syllable. 40: forty
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3. Say numbers between 1,100 and 10,000* in two different 4. There are thousands of organisms in the world, from tiny
ways: bacteria to animals as large as whales.
1,100 5. Mathematics has many practical applications in
one thousand, one hundred (more formal) everyday life, for example, in managing your money.
eleven hundred (less formal; more common) 6. There is ice on the ground so it is very slippery. Be
careful and walk slowly.
AUDIO TRACK 1.32 0:41 min 7. The author adapted the story so that young children
Page 71, Exercise N could understand it.
1. DEL A lot of people don’t realize that sneakers are a 8. The screen of the cell phone was protected by a clear
42-billion-dollar a year business. plastic film.
2. DEL Nike controls more than 60 percent of the U.S. 9. The scientists needed a powerful microscope to see the
sneaker market. complex structure inside the tiny bacteria.
3. RACHEL Profit margins are about 30 percent. 10. When there is no wind, the surface of the water is
4. HIRO I saw a pair of Air Jordans for sale online for almost smooth.
$1,100.
5. RACHEL How about meeting around 9:15 or 9:30 at my
place to finish up? Page 86, Exercise E, Listen for Main Ideas
Sharks! Most people are scared of sharks because of their
AUDIO TRACK 1.33 2:03 min large, sharp teeth. However, it is their skin that may be the
Part 2, page 74, Exercise C, Vocabulary most interesting to scientists. Scientists and engineers can
1. The 3D printer printed a shirt in separate pieces. She then learn a lot from nature. They can use designs and structures
assembled the pieces. from nature to create something new. This week on Science
Today, we are going to look at biomimicry: how scientists
2. My printer is making a really weird sound. I’ve never and engineers are adapting the surfaces of plants and
heard it make this noise before. animals for new purposes.
3. 3D printing is a real breakthrough in the field. It will
make a huge difference because it will allow custom Right, so what do I mean by surfaces? Well, your skin is a
work, that is, clothes designed especially for one person. natural surface—a layer that covers your whole body. Each
plant and animal has a unique surface that performs some
4. This plastic is very flexible so you can change its shape function that is important for the organism. Scientists and
and it will not break. engineers have studied these functions and have been able
5. In the past, only professionals designed new styles, but to adapt some of them for human use.
this new software has empowered ordinary people to
design their own clothes. So, let’s start with the shark. The shark’s skin has a unique
structure. It is covered with a layer of tiny scales in the shape
6. We modified the design because the original one was of a diamond. This layer has a very important purpose.
too difficult to print. Scientists noticed that nothing seemed to grow on sharks’
7. I only have the older version of this software. The new skin. In contrast, all sorts of organisms grow on the skin of
one will not be released until next month. other fish and of whales, including harmful bacteria. However,
8. The price of 3D printers has decreased significantly in the unique arrangement of scales on the sharks’ skin prevents
the last couple of years. the growth of any organisms. Scientists quickly realized this
9. The pace of change has accelerated in recent years. It is could have very useful applications, for example, in hospitals.
difficult to keep up with everything that is happening. Because there are many sick people in hospitals, dangerous
10. This technology will evolve and will continue to improve bacteria can spread and begin to grow on walls, doors, and
in the coming years. other surfaces. Engineers adapted the structure of shark skin
and created a thin film that can be used on walls, floors and
other surfaces. The film helps prevent the growth of bacteria.
Unit 5 Now, let’s move to the world of plants. Most plants use air,
water and sunlight to make their own food. But some plants,
like the pitcher plant, eat insects. How can a plant catch an
AUDIO TRACK 2.2 0:23 min insect? The pitcher plant has a secret weapon—the surface
Part 1, page 84, Exercise B, Think Critically, Predict at the top of its “pitcher”. When it is dry, the surface is a little
bit rough so insects can walk on it safely. However, when it
Sharks! Most people are scared of sharks because of their is wet, it becomes very slippery so the insects slip down the
large, sharp teeth. However, it is their skin that may be the sides and fall into the pitcher. The liquid at the bottom quickly
most interesting to scientists. kills them. This activity caught the attention of scientists.
They studied the pitcher plant’s surface and discovered that,
AUDIO TRACK 2.3 1:33 min like the shark’s skin, it was unique. They adapted its structure
Page 85, Exercise C, Vocabulary for a product with a similar purpose. They created a thin film
1. There is a layer of thin ice on the top of the lake. It is that can make any surface very slippery. Nothing will stick
dangerous to walk on it. to this film. Water, ice, oil, paint—everything—slips right off.
Just think of all the uses this could have!
2. This animal catches its food in a unique way. I’ve never
seen anything like it. So, these are just two examples of biomimicry and how
3. A bird’s feathers have several functions. They keep the scientists and engineers can adapt designs from nature to
bird warm and they help it to fly. improve our lives. We will be back after a short break to talk
about some more examples of applications like these.
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AUDIO TRACK 2.5 2:13 min be used on walls, floors and other surfaces. The film helps
Page 87, Exercise G, Listen for Key Terms prevent the growth of bacteria.
Segment 1 Segment 2
Sharks! Most people are scared of sharks because of their Now, let’s move to the world of plants. Most plants use air,
large, sharp teeth. However, it is their skin that may be the water and sunlight to make their own food. But some plants,
most interesting to scientists. Scientists and engineers can like the pitcher plant, eat insects. How can a plant catch an
learn a lot from nature. They can use designs and structures insect? The pitcher plant has a secret weapon—the surface
from nature to create something new. This week on Science at the top of its “pitcher”. When it is dry, the surface is a
Today, we are going to look at biomimicry: how scientists little bit rough so insects can walk on it safely. However,
and engineers are adapting the surfaces of plants and when it is wet, it becomes very slippery so the insects slip
animals for new purposes. down the sides and fall into the pitcher. The liquid at the
bottom quickly kills them. This activity caught the attention
Right, so what do I mean by surfaces? Well, your skin is a of scientists. They studied the pitcher plant’s surface and
natural surface—a layer that covers your whole body. Each discovered that, like the shark’s skin, it was unique. They
plant and animal has a unique surface that performs some adapted its structure for a product with a similar purpose.
function that is important for the organism. Scientists and They created a thin film that can make any surface very
engineers have studied these functions and have been able slippery. Nothing will stick to this film. Water, ice, oil, paint—
to adapt some of them for human use. everything—slips right off. Just think of all the uses this
So, let’s start with the shark. The shark’s skin has a unique could have!
structure. It is covered with a layer of tiny scales in the shape So, these are just two examples of biomimicry and how
of a diamond. This layer has a very important purpose. scientists and engineers can adapt designs from nature to
Scientists noticed that nothing seemed to grow on sharks’ improve our lives. We will be back after a short break to talk
skin. In contrast, all sorts of organisms grow on the skin about some more examples of applications like these.
of other fish and of whales, including harmful bacteria.
However, the unique arrangement of scales on the sharks’ AUDIO TRACK 2.7 0:22 min
skin prevents the growth of any organisms. Scientists
Page 91, Pronunciation Skill: Linking Sounds
quickly realized this could have very useful applications, for
example, in hospitals. Because there are many sick people people are peope l-are
in hospitals, dangerous bacteria can spread and begin to scared of scare d-of
grow on walls, doors, and other surfaces. Engineers adapted
the structure of shark skin and created a thin film that can because of becau z-of
be used on walls, floors and other surfaces. The film helps shark’s skin shark s-kin
prevent the growth of bacteria.
Most people are scared of sharks because of their large,
sharp teeth.
Page 88, Exercise H, Listen for Details AUDIO TRACK 2.8 0:14 min
Segment 1 Page 91, Exercise L
Sharks! Most people are scared of sharks because of their The shark’s skin has a unique structure. It is covered with a
large, sharp teeth. However, it is their skin that may be the layer of tiny scales in the shape of a diamond.
most interesting to scientists. Scientists and engineers can
learn a lot from nature. They can use designs and structures AUDIO TRACK 2.9 1:22 min
from nature to create something new. This week on Science Part 2, page 94, Exercise C, Vocabulary
Today, we are going to look at biomimicry: how scientists
k. The robots used electricity that is stored in small
and engineers are adapting the surfaces of plants and
batteries.
animals for new purposes.
l. You need to use rigid building material. If you use
Right, so what do I mean by surfaces? Well, your skin is a something soft, the structure cannot stand.
natural surface—a layer that covers your whole body. Each
m. We need to inspect every part of the machine to make
sure it is safe to operate.
function that is important for the organism. Scientists and
engineers have studied these functions and have been able n. Adding more legs improved the robot’s mobility. It can
to adapt some of them for human use. now move faster and more easily.
So, let’s start with the shark. The shark’s skin has a unique o. We made a model of the robot on a small scale before
structure. It is covered with a layer of tiny scales in the shape we started building the full size version.
of a diamond. This layer has a very important purpose. p. The robot has a mechanism that makes it jump really
Scientists noticed that nothing seemed to grow on sharks’ high.
skin. In contrast, all sorts of organisms grow on the skin q. When the robot’s main light switched on, it gave off a
of other fish and of whales, including harmful bacteria. flash of light.
However, the unique arrangement of scales on the sharks’ r. Ants have the capability of carrying something that
skin prevents the growth of any organisms. Scientists weighs more than they do.
quickly realized this could have very useful applications, for s. If you put too many heavy things on one side of the cart,
example, in hospitals. Because there are many sick people it will tip over.
in hospitals, dangerous bacteria can spread and begin to
grow on walls, doors, and other surfaces. Engineers adapted t. This machine is very robust. It works even in difficult
the structure of shark skin and created a thin film that can conditions.
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Unit 6 30 percent. Before they got the loans, the women in Gulu
barely made enough to feed their families. They were in a
cycle of poverty. After the microloans, they were able to
AUDIO TRACK 2.10 1:41 min invest in their farms, and sell their products for a profit. With
Part 1, page 105, Exercise B, Vocabulary part of the profit, they paid back the loan.
a. This medicine is not making the patient better. We need Segment 2
to find one that is more effective.
Do any of you know anything about microloans? Elena?
b. People do not earn a lot of money in Uganda. The
average income is less than $500 dollars a year. ELENA Yes. I have given money to organizations that make
microloans. I think they are the most effective way to help
c. This test is a measure of how well the students have
poor people.
learned the material.
PROFESSOR OK, but what is the evidence? Do microloans
d. We bought the building for $30,000 and sold it for
really work? That depends on what your measure is.
$45,000, so we made a 50 percent profit.
There is some evidence of success. First, records show
e. Many people lost their homes in the earthquake. Several that borrowers almost always pay back the loans—
organizations are providing aid to these families. about 95 percent. In addition, studies by researchers at
f. World Bank records show that almost 13 percent of the the Massachusetts Institute of Technology show that
world’s population earned less than two dollars a day in microloans help one group the most: people who already
2012. own a small business.
g. He is trying to become financially independent. He does What do you think? Would you donate to a microloan?
not want to rely on his family for money. Fuad?
h. When you borrow money from the bank, you have to pay FUAD No I wouldn’t, because I don’t believe such small
it back with interest—an added fee for borrowing the amounts of money can make much of a difference for
money. most people.
i. Many young adults depend on their parents until they PROFESSOR Well, you are right. These studies showed that
can find a job. the loans resulted in no change in the usual measures
j. He asked his friends to invest money in his new of poverty, such as income, health, and education level.
business. Now that the business is successful, he has There is another way to look at the situation, though.
paid them back. Although economic experts do say that people in poverty
often remain poor after they take out a microloan, the
AUDIO TRACK 2.11 5:10 min same experts also argue that loans allow these families to
Page 106, Exercise D, Listen for Main Ideas become more financially stable. This is also a measure of
success. So, you can see that the record is not so clear.
Segment 1 However, the women of Gulu have been successful, so
PROFESSOR Today I want to introduce you to some people what can explain this success?
who live in Gulu in Uganda. Uganda is in East Africa. The answer is that a loan may not be enough. These women
We’ll learn how they have worked their way out of got more than just a microloan from CAFWA. The organization
poverty. taught them about good farming practices. It offered classes
So, this girl’s family was able to buy this goat. The goat’s in math and reading. And it taught them how to keep good
milk helps feed her family. Any extra milk brings in money for business records and save money for the future.
the family. Research on aid suggests that this kind of support increases
And this woman owns a farm. She was able to expand her the chance that microloans will help people break the cycle
farm and grow vegetables to sell at the local market. With of poverty. Not just the borrower, but the borrower’s family,
that money, she can send her children to school. and perhaps a whole community.
Both of these families got help from an organization called
the Community Action Fund for Women in Africa (CAFWA), AUDIO TRACK 2.12 2:45 min
which helps women work toward a better future. Page 107, Exercise E, Listen for Details
CAFWA is based in the Gulu district in Northern Uganda. Segment 1
Gulu is one of the poorest regions in the world. More
PROFESSOR Today I want to introduce you to some people
than 50 percent of the population of Gulu lives below the
who live in Gulu in Uganda. Uganda is in East Africa.
international poverty line. More than half of them depend on
We’ll learn how they have worked their way out of
farming.
poverty.
So what kind of help did these families get? They got So, this girl’s family was able to buy this goat. The goat’s
microloans from CAFWA. milk helps feed her family. Any extra milk brings in money for
A microloan is different from a regular bank loan. First of all, the the family.
amounts are very low—usually between 50 and 100 dollars. And this woman owns a farm. She was able to expand her
Second, the borrowers don’t need any collateral. What’s farm and grow vegetables to sell at the local market. With
collateral? Well when you borrow money to buy a house, for that money, she can send her children to school.
example, if you don’t pay back the loan, the bank will take Both of these families got help from an organization called the
your house. The house is your collateral. The people in Gulu Community Action Fund for Women in Africa (CAFWA), which
are unable to provide collateral. helps women work toward a better future.
Finally, the interest on a microloan is low enough that most CAFWA is based in the Gulu district in Northern Uganda. Gulu
borrowers can pay back the loan—usually between 10 and is one of the poorest regions in the world. More than 50 percent
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of the population of Gulu lives below the international poverty regular bank loan. First of all, the amounts are very low—
line. More than half of them depend on farming. usually between 50 and 100 dollars.”
So what kind of help did these families get? They got
microloans from CAFWA. AUDIO TRACK 2.15 0:49 min
Page 112, Exercise M
A microloan is different from a regular bank loan. First of all, the
amounts are very low—usually between 50 and 100 dollars. “Second, the borrowers don’t need any collateral. When you
borrow money to buy a house, for example, if you don’t pay
Second, the borrowers don’t need any collateral. What’s
back the loan, the bank will take your house. The house is your
collateral? Well when you borrow money to buy a house, for
collateral. The people in Gulu are too poor to provide collateral.
example, if you don’t pay back the loan, the bank will take
Finally, the interest on a microloan is low enough that most
your house. The house is your collateral. The people in Gulu
borrowers can pay back the loan—usually between 10 and
are unable to provide collateral.
30 percent. Before they got the loans, the women in Gulu
Finally, the interest on a microloan is low enough that most barely made enough to feed their families. They were in a
borrowers can pay back the loan—usually between 10 and cycle of poverty.”
barely made enough to feed their families. They were in a AUDIO TRACK 2.16 1:32 min
cycle of poverty. After the microloans, they were able to Part 2, page 114, Exercise B, Vocabulary
invest in their farms, and sell their products for a profit. With
part of the profit, they paid back the loan. 1. I believe that aid agencies are very effective, but many
people believe otherwise.
AUDIO TRACK 2.13 2:34 min 2. The family does not own their home, their farm, or a car.
Page 108, Exercise F Their only asset is a bicycle.
3. I am not sure, but I suspect that this problem will take a
Segment 2 long time to solve.
Do any of you know anything about microloans? Elena? 4. The two politicians did not want to meet in public so they
ELENA Yes. I have given money to organizations that make passed a message through an intermediary.
microloans. I think they are the most effective way to help 5. There are a range of solutions to this problem, from
poor people. cheap ones to very expensive ones.
PROFESSOR OK, but what is the evidence? Do microloans 6. The transfer of money from her bank to the aid agency
really work? That depends on what your measure is. took almost a week.
There is some evidence of success. First, records show 7. There is an assumption that donating to aid agencies is
that borrowers almost always pay back the loans— the best way to help people in poverty.
about 95 percent. In addition, studies by researchers at 8. I think that we should reconsider our original idea now
the Massachusetts Institute of Technology show that that we know more about the situation.
microloans help one group the most: people who already
9. Phone companies usually add taxes and other fees for
own a small business.
using a cell phone.
What do you think? Would you donate to a microloan? Fuad?
10. Many organizations are trying to figure out the most
FUAD No I wouldn’t, because I don’t believe such small amounts effective way to fight poverty.
of money can make much of a difference for most people.
PROFESSOR Well, you are right. These studies showed that
the loans resulted in no change in the usual measures Unit 7
of poverty, such as income, health, and education level.
There is another way to look at the situation, though.
Although economic experts do say that people in poverty
often remain poor after they take out a microloan, the Part 1, page 124, Exercise B, Collaborate
same experts also argue that loans allow these families to PROFESSOR Today we’re going to discuss the idea that the
become more financially stable. This is also a measure of number of choices people have—for example, when
success. So, you can see that the record is not so clear. shopping in a store or online—impacts their happiness.
However, the women of Gulu have been successful, so Are people happier with more choices? Are they happier
what can explain this success? with fewer choices?
The answer is that a loan may not be enough. These women PROFESSOR Luz, do you have a question?
got more than just a microloan from CAFWA. The organization LUZ Yes. Aren’t more choices always better? Everyone likes
taught them about good farming practices. It offered classes options.
in math and reading. And it taught them how to keep good
PROFESSOR Do they? Would you prefer this menu or this one?
business records and save money for the future.
Yuichi, do you think more choices are better?
Research on aid suggests that this kind of support increases YUICHI Not really, I was going to buy an electric toothbrush
the chance that microloans will help people break the cycle online last night, and there were hundreds of different
of poverty. Not just the borrower, but the borrower’s family, options to choose from. . .
and perhaps a whole community.
PROFESSOR Wow! So did you buy one?
YUICHI No, all those choices were too overwhelming!
PROFESSOR Well, that is a great example related to the
Page 112, Exercise L
research we’re going to look at today… In 2004, a
“So, what kind of help did these families get? They got psychologist named Barry Schwartz wrote a book called
microloans from CAFWA. A microloan is different from a The Paradox of Choice about these ideas.
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Schwartz provides evidence that in many societies that have a look at two types of personalities that Schwartz talks about
lot of money and freedom to choose where to live, how to live, in his book. Maximizers and Satisficers.
what to buy, people say they are less happy and less satisfied These terms are probably unfamiliar to you. So, what do
with their lives. they mean? Well, let’s start with maximizers.
LUZ So are you saying that people are less happy overall Does anyone here have trouble making a decision when,
because they have more choices? say, you are at a restaurant or in a store? I’ll bet some of
PROFESSOR Yes, that’s the paradox! More choices mean less you do! Some people worry a lot about which meal to order
happiness. or which shoes to wear with an outfit. They want to be
absolutely sure to have the best. They are perfectionists or
AUDIO TRACK 2.18 1:27 min what Schwartz calls “maximizers.”
Page 125, Exercise C, Vocabulary
The second personality we could call Mr. or Ms. “Good
a. Social media can impact the success of a business. If Enough.” People like this don’t need perfection. They are
many people give positive reviews to a product, others satisfied with things that are pretty good. Sure, they want
are likely to want to buy it. to look nice or have a good meal, but they feel that the
b. Scientific research suggests that people become difference among many of their choices is not that great.
unhappy if they have too many choices. They usually make decisions more quickly than maximizers.
c. If you are aware of your behavior, you may be able to Schwartz calls these people “satisficers.” They appreciate
change it. good quality, but they are not too worried about every detail.
d. There are just three options at this restaurant: fried They are not perfectionists. Sound familiar? Maybe some of
chicken, grilled fish, or a veggie burger. you are satisficers.
e. Psychologists are studying how people react to different So, do you think that “maximizers” or “satisficers” might
kinds of advertisements. have more difficulty when faced with lots of choices?
f. Thank you so much! I really appreciate all of the help you
CARLO Well, the perfectionist, right? The “maximizer?”
have given us on this project.
g. Our sales figures have been increasing every month. PROFESSOR Yes, that’s right. Schwartz believes that
They are strong evidence of the product’s popularity. maximizers are likely to have trouble getting things done,
have increased levels of stress, and, therefore, are likely
h. Are you satisfied with your new apartment? Is it big
to be less happy. They have a greater risk for becoming
enough?
depressed. Satisficers, in contrast, are more likely to
i. An accountant must be a perfectionist. Mistakes are not be—well—satisfied with their lives.
allowed.
So, what can you do if you are a maximizer? First, just be
j. There are so many choices on the menu! It’s so
aware of it. Sometimes, just being aware of your personality
overwhelming that I cannot decide.
type can make life easier. Perhaps you can think differently
in certain situations.
Page 126, Exercise E, Listen For Main Ideas Second, understand that this quality can also be very useful.
There are many professions that require perfection. Do you
PROFESSOR Today we’re going to discuss the idea that the want your doctor or surgeon to be “Mr. or Ms. Good Enough?”
number of choices people have—for example, when Or how about designers of space shuttles or airplanes?
shopping in a store or online—impacts their happiness.
Are people happier with more choices? Are they happier Last, do something to reduce your stress level: exercise,
with fewer choices? meditate or just do something you enjoy.
PROFESSOR Luz, do you have a question? Any questions?
LUZ Yes. Aren’t more choices always better? Everyone likes
options. AUDIO TRACK 2.20 3:31 min
PROFESSOR Do they? Would you prefer this menu or this one? Page 127, Exercise F, Listen for Details
Yuichi, do you think more choices are better?
Segment 1
YUICHI Not really, I was going to buy an electric toothbrush
online last night, and there were hundreds of different PROFESSOR Today we’re going to discuss the idea that the
options to choose from . . . number of choices people have—for example, when
shopping in a store or online—impacts their happiness.
Are people happier with more choices? Are they happier
YUICHI No, all those choices were too overwhelming! with fewer choices?
PROFESSOR Well, that is a great example related to the
PROFESSOR Luz, do you have a question?
research we’re going to look at today. In 2004, a
psychologist named Barry Schwartz wrote a book called LUZ Yes. Aren’t more choices always better? Everyone likes
The Paradox of Choice about these ideas. options.
Schwartz provides evidence that in many societies that have PROFESSOR Do they? Would you prefer this menu or this one?
a lot of money and freedom to choose where to live, how to Yuichi, do you think more choices are better?
live, what to buy, people say they are less happy and less YUICHI Not really, I was going to buy an electric toothbrush
satisfied with their lives. online last night, and there were hundreds of different
LUZ So are you saying that people are less happy overall
options to choose from . . .
because they have more choices? PROFESSOR Wow! So did you buy one?
PROFESSOR Yes, that’s the paradox! More choices mean less YUICHI No, all those choices were too overwhelming!
happiness. PROFESSOR Well, that is a great example related to the
We’re going to look at how choice impacts individuals. We’ll research we’re going to look at today… In 2004, a
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psychologist named Barry Schwartz wrote a book called want your doctor or surgeon to be “Mr. or Ms. Good Enough?”
The Paradox of Choice about these ideas. Or how about designers of space shuttles or airplanes?
Schwartz provides evidence that in many societies that have Last, do something to reduce your stress level: exercise,
a lot of money and freedom to choose where to live, how to meditate or just do something you enjoy.
live, what to buy, people say they are less happy and less
satisfied with their lives. Any questions?
LUZ So are you saying that people are less happy overall AUDIO TRACK 2.23 0:18 min
because they have more choices?
Page 131, Pronunciation Skill: Intonation in Yes/No and
PROFESSOR Yes, that’s the paradox! More choices mean less Choice Questions
happiness.
Would you like coffee?
Segment 2 Are you happier with more choices?
We’re going to look at how choice impacts individuals. We’ll
look at two types of personalities that Schwartz talks about
in his book. Maximizers and Satisficers. AUDIO TRACK 2.24 0:15 min
These terms are probably unfamiliar to you. So, what do Page 131, Pronunciation Skill: Intonation in Yes/No and
they mean? Well, let’s start with maximizers. Choice Questions
Does anyone here have trouble making a decision when, Would you like coffee or tea?
say, you are at a restaurant or in a store? I’ll bet some of
you do! Some people worry a lot about which meal to order
or which shoes to wear with an outfit. They want to be AUDIO TRACK 2.25 0:34 min
absolutely sure to have the best. They are perfectionists or Page 131, Exercise M
what Schwartz calls “maximizers.” 1. PROFESSOR Luz, do you have a question?
The second personality we could call Mr. or Ms. “Good 2. LUZ Aren’t more choices always better?
Enough.” People like this don’t need perfection. They are 3. PROFESSOR Would you prefer this menu or this one?
satisfied with things that are pretty good. Sure, they want
4. PROFESSOR Yuichi, do you think more choices are better?
to look nice or have a good meal, but they feel that the
difference among many of their choices is not that great. 5. PROFESSOR So did you buy one?
They usually make decisions more quickly than maximizers.
Schwartz calls these people “satisficers.” They appreciate
good quality, but they are not too worried about every detail.
They are not perfectionists. Sound familiar? Maybe some of Part 2, page 134, Exercise C, Vocabulary
you are satisficers. a. This appliance saves space because it combines the
So, do you think that “maximizers” or “satisficers” might functions of a microwave and traditional oven.
have more difficulty when faced with lots of choices? b. Only pack what you will need during the trip. Don’t
include any extraneous items.
CARLO Well, the perfectionist, right? The “maximizer?”
c. To make more space in my room, I’m going to digitize
PROFESSOR Yes, that’s right. Schwartz believes that
my CDs and photos.
maximizers are likely to have trouble getting things done,
have increased levels of stress, and, therefore, are likely d. I got a loan for my large and expensive house. I lost my
to be less happy. They have a greater risk for becoming job, so now I’m worried about repaying this debt.
depressed. Satisficers, in contrast, are more likely to e. My closet is so full. I have too much stuff.
be—well—satisfied with their lives. f. This space is multifunctional. I use it as a garage and a
music studio.
g. The majority of Americans—about 60 percent—own their
Page 128, Exercise G own homes.
1. LUZ So are you saying that people are less happy overall h. Coincidentally, I got a job offer on the same day that I
because they have more choices? found my apartment.
PROFESSOR Yes, that’s the paradox! More choices mean i. If you live in a small apartment, you have to think about
less happiness. space efficiency.
2. PROFESSOR These terms are probably unfamiliar to you. j. My new apartment does not have a lot of storage space
So, what do they mean? Well, let’s start with maximizers. so I left a lot of my books at my parents’ house
3. PROFESSOR Does anyone here have trouble making a
decision when, say, you are at a restaurant or in a store?
I’ll bet some of you do!
Unit 8
Page 130, Exercise K
So, what can you do if you are a maximizer? First, just be Part 1, page 145, Exercise C, Vocabulary
type can make life easier. Perhaps you can think differently a. Protecting wildlife is crucial. If we do not, some animals
in certain situations. will disappear forever.
Second, understand that this quality can also be very useful. b. The effect of trafficking on some tropical birds has been
There are many professions that require perfection. Do you devastating. There are only a few of these birds left today.
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c. Some species of birds look very similar, so it is difficult to JMF Brazil is a huge country. One species may exist in many
detect differences between them. different areas with a wide range of climate conditions,
d. This new technology has the potential to find traffickers; such as temperature and rainfall. Each population has
however, it has not been fully tested yet. adapted to these specific conditions. There are also
genetic differences across the populations. If animals
e. The police seized a truck that was carrying hundreds of
from one region are released in a different environment,
wild birds. They arrested the driver and took the birds
they may not be able to cope with these different
away.
conditions. This process is very complicated—and
f. Buying and selling most wild animals is illegal. If the expensive.
police catch you, you may go to jail.
How do you hope your work will help with this problem?
g. Scientists and government officials are working together
to maintain biodiversity—the number and variety of JMF My work is aimed at developing scientific techniques
species that live in the country. to combat traffickers more effectively. Using genetic
markers, we have the potential to identify the origins of
h. Governments should work together to combat climate the birds seized by police, but the research is still in an
change before it’s too late. early stage. We need to collect enough data to detect
i. Many species of animals, such as orangutans, are differences among the bird populations. If we can do
disappearing because humans have destroyed their that, we may be able to use these techniques to return
habitat. Now they have nowhere to live. healthy birds to a spot in the wild where they have the
j. Wildlife trafficking continues because consumers want best chance of survival.
these animals for pets. What message do you want to get out to the public about
this issue?
AUDIO TRACK 2.28 4:01 min JMF Most people have no idea that buying a parrot can
Page 147, Exercise F, Listen for Main Ideas have a devastating impact on nature, and support a
whole system of illegal activities. That’s why educating
NARRATOR Conservation biologist Juliana Machado Ferreira is
consumers is crucial. Often, just giving them facts
on the front lines in the fight against wildlife trafficking in
changes minds and behavior. The message is that these
her home country of Brazil. The South American country
wild species are not pets for your amusement. They
has seen a rise in the illegal sale of various species of
belong in the wild.
wildlife.
National Geographic Learning talked with Ferreira about her AUDIO TRACK 2.29 1:55 min
work protecting Brazil’s wild animals.
Page 147, Exercise G, Listen For Details
What is wildlife trafficking?
Segment 1
JULIANA MACHADO FERREIRA There are several different kinds
of trafficking: There is trade in animal parts and products. Conservation biologist Juliana Machado Ferreira is on the
These are used for souvenirs or fashion accessories, front lines in the fight against wildlife trafficking in her home
cosmetics, and drugs. There is also the trade in animals country of Brazil. The South American country has seen a
for zoos and private collectors and finally there is rise in the illegal sale of various species of wildlife.
trafficking of live, wild animals for pets. National Geographic Learning talked with Ferreira about her
Can you describe the market for wild animals as pets in work protecting Brazil’s wild animals.
Brazil? How big is it? Which animals are the most popular? What is wildlife trafficking?
JMF The government does not have a figure for the entire JULIANA MACHADO FERREIRA There are several different kinds
illegal wildlife trade. But just to give you an idea, the of trafficking: There is trade in animal parts and products.
government seized more than 30,000 live animals just These are used for souvenirs or fashion accessories,
in the state of São Paulo in 2006. Birds are by far the cosmetics, and drugs. There is also the trade in animals
most popular wild animals for pets in Brazil. Hundreds for zoos and private collectors and finally there is
of thousands of wild birds are sold annually in street trafficking of live, wild animals for pets.
markets in Brazil.
Can you describe the market for wild animals as pets in
What are the consequences of this type of wildlife Brazil? How big is it? Which animals are the most popular?
trafficking?
JMF The government does not have a figure for the entire
JMF If the current level of wildlife trafficking continues, illegal wildlife trade. But just to give you an idea, the
some of these species may soon become extinct. The government seized more than 30,000 live animals just
disappearance of these species has consequences not in the state of São Paulo in 2006. Birds are by far the
only for entire ecosystems, but also to human quality of most popular wild animals for pets in Brazil. Hundreds
life. It’s important to protect and maintain biodiversity. of thousands of wild birds are sold annually in street
What happens to the animals when the police find them? markets in Brazil.
JMF Many people think that when police find these animals What are the consequences of this type of wildlife
that the problem’s solved. But that’s just the beginning. trafficking?
Then the real problems begin. If the police see the JMF If the current level of wildlife trafficking continues,
animals being collected, then the animals can be some of these species may soon become extinct. The
released immediately. But if the animals are already far disappearance of these species has consequences not
away from their original habitat, they cannot be released only for entire ecosystems, but also to human quality of
so easily. life. It’s important to protect and maintain biodiversity.
Why not? Why is it important to release animals in their
original habitat?
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AUDIO TRACK 2.30 2:21 min AUDIO TRACK 2.33 0:28 min
Page 148, Exercise H, Listen For Details Page 152, Exercise N
1. Can you describe the market for wild animals as pets in
Segment 2
Brazil? How big is it?
What happens to the animals when the police find them?
2. Which animals are the most popular?
JMF Many people think that when police find these animals 3. Why not? Why is it important to release animals in their
that the problem’s solved. But that’s just the beginning. original habitat?
Then the real problems begin. If the police see the
animals being collected, then the animals can be AUDIO TRACK 2.34 0:39 min
released immediately. But if the animals are already far
Page 152, Exercise O
away from their original habitat, they cannot be released
so easily. 1. What is wildlife trafficking?
Why not? Why is it important to release animals in their 2. What are the consequences of this type of wildlife
original habitat? trafficking?
JMF Brazil is a huge country. One species may exist in many 3. What happens to the animals when the police find them?
different areas with a wide range of climate conditions, 4. Why not? Why is it important to release animals in their
such as temperature and rainfall. Each population has original habitat?
adapted to these specific conditions. There are also 5. What message do you want to get out to the public about
genetic differences across the populations. If animals this issue?
from one region are released in a different environment,
they may not be able to cope with these different AUDIO TRACK 2.35 2:05 min
conditions. This process is very complicated—and Part 2, page 154, Exercise B, Vocabulary
expensive.
a. Hidden cameras can capture images of the animals in
How do you hope your work will help with this problem? their natural habitat.
JMF My work is aimed at developing scientific techniques b. The habitats of many wild animals are contracting
to combat traffickers more effectively. Using genetic because humans need more living space.
markers, we have the potential to identify the origins of c. The objective of the new law is to reduce wildlife
the birds seized by police, but the research is still in an trafficking.
early stage. We need to collect enough data to detect
d. Conservationists in Nepal have acquired a drone. It is a
differences among the bird populations. If we can do
new model, so they will test it before they fly it over the
that, we may be able to use these techniques to return
jungle.
healthy birds to a spot in the wild where they have the
best chance of survival. e. New technology has made it easier to monitor wildlife
populations from far away.
What message do you want to get out to the public about
this issue? f. Some of rarest species live in remote areas of the jungle
where it is hard to reach them.
JMF Most people have no idea that buying a parrot can
g. Poaching—the illegal hunting of wild animals—is one of
have a devastating impact on nature, and support a
the biggest threats to larger animals such as rhinos.
consumers is crucial. Often, just giving them facts h. Scientists plan to survey the elephant population of the
changes minds and behavior. The message is that these entire continent. They will publish the results next year.
wild species are not pets for your amusement. They i. It is easier to find money for the protection of animals
belong in the wild. that are considered attractive, such as panda bears
and chimpanzees, than for animals that may be less
AUDIO TRACK 2.31 0:15 min appealing, such as fish and frogs.
Page 152, Pronunciation Skill: Intonation in Wh- Questions j. The camera on the drone focuses automatically. The
How can we stop wildlife trafficking? scientists do not need to control it.

Page 152, Pronunciation Skill: Intonation in Wh- Questions
Why not? Why?
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Video Scripts today The candles are lighted
And we’re all invited
on somebody’s cake
for somebody’s sake You’re
21 years old today. Have a real happy birthday, and I love
you. I’ll say bye for now.
Unit 1 FW: Thank you.
VIDEO TRACK 1.1 1:22 min
Part 2, page 16, Exercise E, Watch for Details Page 18, Exercise J, Expand Your Vocabulary
“And I handed out these postcards randomly on the streets
Segment 1 of Washington, D.C., not knowing what to expect.”
Hi, my name is Frank, and I collect secrets. It all started with
a crazy idea in November of 2004. I printed up 3,000 self- 1. What does hand out mean?
addressed postcards, just like this. They were blank on one a. send off
side, and on the other side I listed some simple instructions. b. handle
I asked people to anonymously share an artful secret they’d c. give out
never told anyone before. And I handed out these postcards “But soon the idea began spreading virally. People began to
randomly on the streets of Washington, D.C., not knowing buy their own postcards and make their own postcards.”
what to expect.
2. What does spreading virally mean?
But soon the idea began spreading virally. People began a. creating a misunderstanding
to buy their own postcards and make their own postcards.
b. moving quickly over the Internet
I started receiving secrets in my home mailbox, not just
with postmarks from Washington, D.C., but from Texas, c. getting people very excited
California, Vancouver, New Zealand, Iraq. Soon my crazy “What I’d like to do now is share with you a very special
idea didn’t seem so crazy. handful of secrets from that collection, starting with this one.”
3. What does a handful of mean?
VIDEO TRACK 1.2 3:51 min a. a few
Page 16, Exercise F, Watch for Main Ideas and page 17, b. close
Exercise H, Recognize Examples c. personal
Segment 2 “This one does a great job of demonstrating the creativity
What I’d like to do now is share with you a very special that people have when they make and mail me a postcard.”
handful of secrets from that collection, starting with this 4. What does does a great job of mean?
one. “I found these stamps as a child, and I have been a. continues with
waiting all my life to have someone to send them to. I never b. does the work of
did have someone.” Secrets can take many forms. They
c. is successful in
can be shocking or silly or soulful. They can connect us
to our deepest humanity or with people we’ll never meet. “I always save them in case they die tomorrow and I have no
(Laughter) Maybe one of you sent this one in. I don’t know. other way of hearing their voice ever again.”
This one does a great job of demonstrating the creativity that 5. What does in case mean?
people have when they make and mail me a postcard. This a. if
one obviously was made out of half a Starbucks cup with a
b. because
stamp and my home address written on the other side.
c. although
“Dear Birthmother, I have great parents. I’ve found love.
I’m happy.” Secrets can remind us of the countless human VIDEO TRACK 1.4 0:32 min
dramas, of frailty and heroism, playing out silently in the lives Page 19, Presentation Skill: Start Strong
of people all around us even now.
Hi, my name is Frank, and I collect secrets. It all started with
“Inside this envelope is the ripped up remains of a suicide note a crazy idea in November of 2004. I printed up 3,000 self-
I didn’t use. I feel like the happiest person on Earth (now.)” addressed postcards, just like this. They were blank on one
This is the last postcard I have to share with you today. side, and on the other side I listed some simple instructions.
“When people I love leave voicemails on my phone I always
save them in case they die tomorrow and I have no other
way of hearing their voice ever again.” When I posted this
secret, dozens of people sent voicemail messages from their Unit 2
phones, sometimes ones they’d been keeping for years,
messages from family or friends who had died. They said that VIDEO TRACK 1.5 4:06 min
by preserving those voices and sharing them, it helped them
Part 1, page 26, Exercise D, Listen For Main Ideas
keep the spirit of their loved ones alive. One young girl posted
the last message she ever heard from her grandmother. Take a look at this photo. It shows the Maldives Islands—
the lowest, flattest country on Earth. The Maldives are in
Secrets can take many forms. They can be shocking or silly
the warm waters of the Indian Ocean. More than a million
or soulful. They can connect us with our deepest humanity
tourists visit the Maldives every year.
or with people we’ll never meet again.
In our class we’ve talked a lot about climate change. But
Voicemail recording: First saved voice message. Grandma:
many people are getting kind of tired of the topic. Why aren’t
It’s somebody’s birthday today Somebody’s birthday
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we taking it seriously? Maybe because most of the impact And I have also, every year, seen less and less sea ice. And I
of climate change is in the future, it’s easy not to think about wanted the world to know what was happening up there.
the effects. But to the people of the Maldives, the effects are In the two years before my swim, 23 percent of the arctic
already very real. sea ice cover just melted away. And I wanted to really shake
Most of the Maldives are barely above sea level—just about the lapels of world leaders to get them to understand what is
seven feet. Any increase in the sea level could lead to happening. So I decided to do this symbolic swim at the top
dangerous floods. So the government took three steps to of the world, in a place which should be frozen over, but which
protect the country and its population. now is rapidly unfreezing. And the message was very clear:
First, the government built an 11.5-foot high wall around Climate change is for real, and we need to do something
Malé, the country’s capital. The wall gave the city some about it. And we need to do something about it right now.
protection from a tsunami in 2004, but there was still a lot of Well, swimming across the North Pole, it’s not an ordinary
flooding. 88 people died, and more than 10,000 people lost thing to do. I mean, just to put it in perspective, 27 degrees
their homes as a result of the floods. But without the wall, it is the temperature of a normal indoor swimming pool.
would have been much worse. Scientists predict that global This morning, the temperature of the English Channel was
warming will cause the sea level to rise between three and 18 degrees. The passengers who fell off the Titanic fell into
five feet by the end of this century. Next time, the people of water of just five degrees centigrade. Fresh water freezes at
Malé may not be so lucky. zero. And the water at the North Pole is minus 1.7.
But the Maldivian government is not waiting for the next [A]fter a year of training, I felt ready. I felt confident that I
tsunami. It has built an artificial island about ten feet above could actually do this swim. So myself and the five members
sea level. The island has a hospital, schools, shops, and of the team, we hitched a ride on an icebreaker which was
homes. The government hopes that one day in the future, going to the North Pole. And on day four, we decided to just
more than 100,000 people will live there. do a quick five minute test swim. I had never swum in water
Maldivian President Mohamed Nasheed knows that he of minus 1.7 degrees before, because it’s just impossible to
cannot protect his country by himself. Because he wanted train in those types of conditions. So we stopped the ship,
to get the world’s attention, Nasheed held the world’s first as you do. We all got down onto the ice, and I then got into
underwater governmental meeting. In the meeting, Maldivian my swimming costume and I dived into the sea.
leaders signed a document pleading with world leaders I have never in my life felt anything like that moment. I could
to work together against climate change. However, it was barely breathe. I was gasping for air. I was hyperventilating
mostly a symbolic action and may not result in much change. so much, and within seconds my hands were numb. And it
The Maldives will be the first to feel the impact of climate was—the paradox is that you’re in freezing cold water, but
change. For these islands, even a small change in sea actually you’re on fire. I swam as hard as I could for five
level may have serious consequences. But what if all minutes. I remember just trying to get out of the water. I
the ice melted? This was a question the folks at National climbed out of the ice. And I remember taking the goggles
Geographic recently asked. Naturally, the sea level would off my face and looking down at my hands in sheer shock,
go up—and by a lot. Scientists predict that it would rise by because my fingers had swollen so much that they were like
about 216 feet—about the height of a 20-story building. sausages. And they were swollen so much, I couldn’t even
close them.
What would our world look like with all that extra sea water?
This map shows that it would be very, very different. For one What had happened is that we are made partially of water,
thing, the Maldives would be gone forever. This map shows and when water freezes it expands. And so what had
what part of Asia might look like if all the ice melted. In actually happened is that the cells in my fingers had frozen
China, cities on the coast, home to 600 million people today, and expanded. And they had burst. And I was in so much
would disappear. agony. I immediately got rushed onto the ship and into a hot
shower.
These predictions may seem dramatic. All of our ice is
probably not going to melt, at least not soon. At its current And I remember standing underneath the hot shower and
rate, scientists think that would take about 5,000 years. trying to defrost my fingers. And I thought, in two days’
However, we are already seeing the effects of higher sea time, I was going to do this swim across the North Pole. I
levels. These changes have real consequences for ordinary was going to try and do a 20-minute swim, for one kilometer
people—like us. across the North Pole.
And so I now want to show you a short video of what
VIDEO TRACK 1.6 10:11 min happened there on the ice.
Part 2, page 35, Exercise E, Watch for Main Ideas and LP (VIDEO) We’re just sailing out of harbor now, and it’s at
Exercise F, Watch for Details this stage when one can have a bit of a wobble mentally.
LEWIS PUGH [E]ver since I think I was just six years old, I Everything just looks so gray around here, and looks
dreamed of going to the polar regions. I really, really so cold. We’ve just seen our first polar bears. It was
wanted to go to the Arctic. There was something about absolutely magical. A mother and a cub, such a beautiful
that place which drew me to it. And, well, sometimes it sight. And to think that in 30, 40 years they could become
takes a long time for a dream to come true. But seven extinct. It’s a very frightening, very, very frightening
years ago, I went to the Arctic for the first time. And it thought. We’re finally at the North Pole. This is months
was so beautiful that I’ve been back there ever since, for and months and months of dreaming to get here, years of
the last seven years. I love the place. training and planning and preparation. Ooh. In a couple
of hours’ time I’m going to get in here and do my swim.
But I have seen that place change beyond all description,
It’s all a little bit frightening, and emotional. Amundson,
just in that short period of time. I have seen polar bears
you ready?
walking across very, very thin ice in search of food. I have
swum in front of glaciers which have retreated so much. AMUNDSON (VIDEO) Ready.
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LEWIS PUGH (VIDEO) Ten seconds to swim. Ten seconds to VIDEO TRACK 1.8 2:44 min
swim. Take the goggles off. Take the goggles off! Page 38, Exercise I, Expand Your Vocabulary
MAN (VIDEO) Take the shoes. Take the shoes. Well done lad!
You did it! You did it Lewis! You did it! You did it man! “And, well, sometimes it takes a long time for a dream to
come true. But seven years ago, I went to the Arctic for the
first time.”
Page 36, Exercise G 1. What does come true mean?
a. become a wish
Segment 1 b. happen as you hoped
LEWIS PUGH [E]ver since I think I was just six years old, I c. be correct
dreamed of going to the polar regions. I really, really “But I have seen that place change beyond all description,
wanted to go to the Arctic. There was something about just in that short period of time.”
that place which drew me to it. And, well, sometimes it
2. What does beyond all description mean?
takes a long time for a dream to come true. But seven
a. very dramatically
years ago, I went to the Arctic for the first time. And it
was so beautiful that I’ve been back there ever since, for b. in strange ways
the last seven years. I love the place. c. in a new way
But I have seen that place change beyond all description, “I felt confident that I could actually do this swim. So myself
just in that short period of time. I have seen polar bears and the five members of the team, we hitched a ride on an
walking across very, very thin ice in search of food. I have icebreaker which was going to the North Pole.”
swum in front of glaciers which have retreated so much. 3. What does hitched a ride mean?
And I have also, every year, seen less and less sea ice. And I a. hired
wanted the world to know what was happening up there. b. traveled behind
In the two years before my swim, 23 percent of the arctic c. traveled for free
sea ice cover just melted away. And I wanted to really shake “And I remember taking the goggles off my face and looking
the lapels of world leaders to get them to understand what is down at my hands in sheer shock, because my fingers had
happening. So I decided to do this symbolic swim at the top swollen so much that they were like sausages.”
of the world, in a place which should be frozen over, but which
now is rapidly unfreezing. And the message was very clear: 4. What does in shock mean?
Climate change is for real, and we need to do something a. in complete surprise
about it. And we need to do something about it right now. b. in terrible pain
c. without understanding
Segment 2 “And so what had actually happened is that the cells in my
[A]fter a year of training, I felt ready. I felt confident that I fingers had frozen and expanded. And they had burst. And
could actually do this swim. So myself and the five members I was in so much agony. I immediately got rushed onto the
of the team, we hitched a ride on an icebreaker which was ship and into a hot shower.”
going to the North Pole. And on day four, we decided to just
5. What does in agony mean?
do a quick five minute test swim. I had never swum in water
of minus 1.7 degrees before, because it’s just impossible to a. very confused
train in those types of conditions. So we stopped the ship, b. in terrible pain
as you do. We all got down onto the ice, and I then got into c. in terrible danger
my swimming costume and I dived into the sea.
I have never in my life felt anything like that moment. I could
barely breathe. I was gasping for air. I was hyperventilating Unit 3
so much, and within seconds my hands were numb. And it
was—the paradox is that you’re in freezing cold water, but
actually you’re on fire. I swam as hard as I could for five VIDEO TRACK 1.9 5:47 min
minutes. I remember just trying to get out of the water. I Part 2, page 56, Exercise D, Watch for Main Ideas
climbed out of the ice. And I remember taking the goggles A few years ago, after finishing my Ph.D. in London, I moved
off my face and looking down at my hands in sheer shock, to Boston. I lived in Boston and worked in Cambridge. I
because my fingers had swollen so much that they were like bought a racing bicycle that summer, and I bicycled every day
sausages. And they were swollen so much, I couldn’t even to work. To find my way, I used my phone. It sent me over
close them. Mass. Ave., Massachusetts Avenue, the shortest route from
What had happened is that we are made partially of water, Boston to Cambridge. But after a month that I was cycling
and when water freezes it expands. And so what had actually every day on the car-packed Mass. Ave., I took a different
happened is that the cells in my fingers had frozen and route one day. I’m not entirely sure why I took a different route
expanded. And they had burst. And I was in so much agony. that day, a detour.
I immediately got rushed onto the ship and into a hot shower. I just remember a feeling of surprise; surprise at finding a
And I remember standing underneath the hot shower and street with no cars, as opposed to the nearby Mass. Ave.
trying to defrost my fingers. And I thought, in two days’ full of cars; surprise at finding a street draped by leaves
time, I was going to do this swim across the North Pole. I and surrounded by trees. But after the feeling of surprise, I
was going to try and do a 20-minute swim, for one kilometer felt shame. How could I have been so blind? For an entire
across the North Pole. month, I was so trapped in my mobile app that a journey
to work became one thing only: the shortest path. In this
single journey, there was no thought of enjoying the road,
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no pleasure in connecting with nature, no possibility of I just remember a feeling of surprise; surprise at finding a
looking people in the eyes. And why? Because I was saving street with no cars, as opposed to the nearby Mass. Ave.
a minute out of my commute. full of cars; surprise at finding a street draped by leaves
Now let me ask you: Am I alone here? How many of you and surrounded by trees. But after the feeling of surprise, I
have never used a mapping app for finding directions? Most felt shame. How could I have been so blind? For an entire
of you, if not all, have. And don’t get me wrong—mapping month, I was so trapped in my mobile app that a journey
apps are the greatest game-changer for encouraging people to work became one thing only: the shortest path. In this
to explore the city. You take your phone out and you know single journey, there was no thought of enjoying the road,
immediately where to go. However, the app also assumes no pleasure in connecting with nature, no possibility of
there are only a handful of directions to the destination. looking people in the eyes. And why? Because I was saving
It has the power to make those handful of directions the a minute out of my commute.
definitive direction to that destination. Now let me ask you: Am I alone here? How many of you
After that experience, I changed. I changed my research have never used a mapping app for finding directions? Most
from traditional data-mining to understanding how people of you, if not all, have. And don’t get me wrong—mapping
experience the city. apps are the greatest game-changer for encouraging people
to explore the city. You take your phone out and you know
Einstein once said, “Logic will get you from A to B. immediately where to go. However, the app also assumes
Imagination will take you everywhere.” So with a bit of there are only a handful of directions to the destination.
imagination, we needed to understand which parts of the It has the power to make those handful of directions the
city people find beautiful. At the University of Cambridge, definitive direction to that destination.
with colleagues, we thought about this simple experiment.
If I were to show you these two urban scenes, and I were After that experience, I changed. I changed my research
to ask you which one is more beautiful, which one would from traditional data-mining to understanding how people
you say? Don’t be shy. Who says A? Who says B? Brilliant. experience the city.
Based on that idea, we built a crowdsourcing platform, a
web game. Players are shown pairs of urban scenes, and VIDEO TRACK 1.11 2:19 min
they’re asked to choose which one is more beautiful, quiet Page 58, Exercise F, Watch for Details
and happy. Based on thousands of user votes, then we are
able to see where consensus emerges. We are able to see Segment 2
which are the urban scenes that make people happy. Einstein once said, “Logic will get you from A to B.
Imagination will take you everywhere.” So with a bit of
After that work, I joined Yahoo Labs, and I teamed up with
imagination, we needed to understand which parts of the
Luca and Rossano, and together, we aggregated those
city people find beautiful. At the University of Cambridge,
winning locations in London to build a new map of the
with colleagues, we thought about this simple experiment.
city, a cartography weighted for human emotions. On this
If I were to show you these two urban scenes, and I were
cartography, you’re not only able to see and connect from
to ask you which one is more beautiful, which one would
point A to point B the shortest segments, but you’re also able
you say? Don’t be shy. Who says A? Who says B? Brilliant.
to see the happy segment, the beautiful path, the quiet path.
Based on that idea, we built a crowdsourcing platform,
In tests, participants found the happy, the beautiful, the quiet
a web game. Players are shown pairs of urban scenes,
path far more enjoyable than the shortest one, and just by
and they’re asked to choose which one is more beautiful,
adding a few minutes to travel time. Participants also love to
quiet and happy. Based on thousands of user votes, then
attach memories to places. Shared memories—that’s where
we are able to see where consensus emerges. We are
the old BBC building was; and personal memories—that’s
able to see which are the urban scenes that make people
where I gave my first kiss. They also recalled how some paths
happy.
smelled and sounded. So what if we had a mapping tool that
would return the most enjoyable routes based not only on After that work, I joined Yahoo Labs, and I teamed up with
aesthetics but also based on smell, sound, and memories? Luca and Rossano, and together, we aggregated those
That’s where our research is going right now. More generally, winning locations in London to build a new map of the
my research, what it tries to do is avoid the danger of the city, a cartography weighted for human emotions. On this
single path, to avoid robbing people of fully experiencing the cartography, you’re not only able to see and connect from
city in which they live. Walk the path through the park, not point A to point B the shortest segments, but you’re also able
through the car park, and you have an entirely different path. to see the happy segment, the beautiful path, the quiet path.
Walk the path full of people you love and not full of cars, and In tests, participants found the happy, the beautiful, the quiet
you have an entirely different path. It’s that simple. path far more enjoyable than the shortest one, and just by
adding a few minutes to travel time.
Page 57, Exercise E, Watch for Details VIDEO TRACK 1.12 2:15 min
Page 58, Exercise G, Expand Your Vocabulary
Segment 1
“I just remember a feeling of surprise; surprise at finding a
A few years ago, after finishing my Ph.D. in London, I moved street with no cars, as opposed to the nearby Mass. Ave.
to Boston. I lived in Boston and worked in Cambridge. I full of cars; surprise at finding a street draped by leaves and
bought a racing bicycle that summer, and I bicycled every day surrounded by trees.”
to work. To find my way, I used my phone. It sent me over
Mass. Ave., Massachusetts Avenue, the shortest route from 1. What does as opposed to mean?
Boston to Cambridge. But after a month that I was cycling a. against
every day on the car-packed Mass. Ave., I took a different b. very much like
route one day. I’m not entirely sure why I took a different route c. different from
that day, a detour.
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“In this single journey, there was no thought of enjoying the for sneakers. This is the primary market, that is, the
road, no pleasure in connecting with nature, no possibility of first time the shoes are sold—from the company to an
looking people in the eyes.” individual.
2. What does looking people in the eyes mean? DEL Let’s talk about the secondary market, too. Nike is even
a. being honest and direct with them more dominant there—more like 95 percent of these
b. seeing them clearly high-end shoes on the secondary market are Nikes.
c. understanding them RACHEL Right, but I suggest we first explain what the
“And don’t get me wrong—mapping apps are the greatest secondary market is. We could say something like: The
game-changer for encouraging people to explore the city.” primary market is when a customer buys a pair of shoes
in a store, but some sneakerheads don’t like standing in
3. What does don’t get me wrong mean? line; so they buy their shoes in the secondary market—
a. don’t disagree with me mainly from the hundreds of internet sneaker sites. The
b. don’t misunderstand me secondary market is mostly sneakerheads selling to other
c. don’t wait too long sneakerheads. But they have to pay more, sometimes
“After that work, I joined Yahoo Labs, and I teamed up with three to four times more than the store price. People
Luca and Rossano, and together, we aggregated those can make a lot of money on the secondary market. It’s a
winning locations in London to build a new map of the city.” 1.2-billion-dollar business and average profit margins are
about 30 percent.
4. What does team up with mean?
HIRO I saw a pair of Air Jordans for sale online for almost
a. join to work with
$1,100. Most of the really expensive ones are connected
b. play on the same side as to celebrities, like hip hop artists or athletes.
c. compete with
RACHEL That’s nothing. Some others cost a lot more. Let’s
VIDEO TRACK 1.13 0:22 min show a picture of an expensive pair. And what about a
profile of a famous sneakerhead? One guy has more than
Page 60, Presentation Skill: Pause
3,000 pairs and his collection is worth $750,000!
Imagination will take you everywhere. So with a bit of HIRO Wow. I read that some sneakerheads have portfolios of
imagination, we needed to understand which parts of the their shoes. We should mention that.
city people find beautiful.
DEL They have what?
VIDEO TRACK 1.14 0:38 min HIRO You know, if you buy stocks, or even have a bank
account, you get a statement that tells you the value of
Page 60, Exercise B
what you own—the value of your portfolio. It’s the same
In tests, participants found the happy, the beautiful, the thing—just sneakers instead of stocks.
quiet path far more enjoyable than the shortest one, and RACHEL That’s a great detail. This information demonstrates
just by adding a few minutes to travel time. Participants also that sneakers are a serious business, even if not many
love to attach memories to places. Shared memories—that’s people know about it.
where the old BBC building was; and personal memories—
that’s where I gave my first kiss. DEL But let’s not forget this isn’t just about buying and
selling sneakers. I found this quote from a movie called
Sneakerheadz: “There are a handful of things that can
define who you are without saying a word. And your
Unit 4 shoes are one of them.”
sneakerheads is becoming more widespread. OK I think
we have a good plan. We should put the quote at the
Part 1, page 67, Exercise F, Listen for Main Ideas end. How about meeting around 9:15 or 9:30 at my place
DEL Ok, guys, we really ought to get started on our to finish up?
presentation. I’ve started our first slide. I’ll bet a lot of DEL HIRO Sounds good.
people don’t realize that sneakers are a 42-billion-dollar
a year business. That’s bigger than the economy of some VIDEO TRACK 1.16 1:03 min
countries! Part 2, page 76, Exercise F, Watch for Details
HIRO Yeah, you’re right. Ok, so, I think we should present
the sneaker market as a great example of supply and Segment 1
demand. In the past few months, I’ve been traveling for weeks
DEL Yes, exactly. It is also a classic example of market at a time with only one suitcase of clothes. One day, I
control by a single company. Nike controls more than 60 was invited to an important event, and I wanted to wear
percent of the U.S. sneaker market. They are completely something special and new for it. So I looked through my
dominant. But the interesting part of the market is at the suitcase and I couldn’t find anything to wear. I was lucky
high end—the most expensive shoes. I think that should to be at the technology conference on that day, and I had
be our focus. Nike releases just a small number of these access to 3D printers. So I quickly designed a skirt on my
high-end shoe styles every week or so. Sneakerheads— computer, and I loaded the file on the printer. It just printed
yeah that’s what they call serious sneaker collectors—are the pieces overnight. The next morning, I just took all the
willing to stand in line for hours, even days, to buy them. pieces, assembled them together in my hotel room, and this
Since the company limits supply, demand is really strong. is actually the skirt that I’m wearing right now.
RACHEL It would be a good idea to point out that this is only (Applause)
part of the picture. There are really two separate markets
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VIDEO TRACK 1.17 4:11 min Fashion is also a very physical thing. And I wonder what our
Page 77, Exercise G, Watch for Details world will look like when our clothes will be digital, just like
this skirt is.
Segment 2 Thank you so much.
So it wasn’t the first time that I printed clothes. For my
senior collection at fashion design school, I decided to try VIDEO TRACK 1.18 2:09 min
and 3D print an entire fashion collection from my home. The Page 78, Exercise J, Expand Your Vocabulary
problem was that I barely knew anything about 3D printing,
and I had only nine months to figure out how to print five “I decided to move on to working with big machines, ones
fashionable looks. that didn’t fit in my living room.”
I always felt most creative when I worked from home. I loved 1. What does move on mean?
experimenting with new materials, and I always tried to a. change places
develop new techniques to make the most unique textiles b. start a new activity
for my fashion projects. I loved going to old factories and c. continue
weird stores in search of leftovers of strange powders and “And actually, you can easily download this jacket, and
weird materials, and then bring them home to experiment easily change the word to something else.”
on. As you can probably imagine, my roommates didn’t like
that at all. 2. What does actually mean?
a. certainly
(Laughter)
b. now
So I decided to move on to working with big machines, c. in reality
ones that didn’t fit in my living room. I love the exact and the
“So I brought six printers to my home and just printed 24-7.”
custom work I can do with all kinds of fashion technologies,
like knitting machines and laser cutting and silk printing. 3. What does 24-7 mean?
One summer break, I came here to New York for an a. continuously
internship at a fashion house in Chinatown. We worked on b. on time
two incredible dresses that were 3D printed. They were c. on schedule
amazing—like you can see here. “And this is actually a really slow process, but let’s remember
The breakthrough came when I was introduced to Filaflex, the Internet was significantly slower 20 years ago, so 3D
which is a new kind of filament. It’s strong, yet very flexible. printing will also accelerate and in no time you’ll be able to
And with it, I was able to print the first garment, the red print a T-Shirt in your home in just a couple of hours, or even
jacket that had the word “Liberté”—”freedom” in French— minutes.”
embedded into it. I chose this word because I felt so 4. What does in no time mean?
empowered and free when I could just design a garment a. quickly
from my home and then print it by myself. And actually, you b. never
can easily download this jacket, and easily change the word c. always
to something else.
So the printer plates are small, so I had to piece the garment
together, just like a puzzle.
Unit 5
And I wanted to solve another challenge. I wanted to print
textiles that I would use just like regular fabrics. That’s when
I found an open-source file from an architect who designed VIDEO TRACK 1.19 3:50 min
a pattern that I love. And with it, I was able to print a Part 1, page 86, Exercise E, Listen for Main Ideas
beautiful textile that I would use just like a regular fabric. And Sharks! Most people are scared of sharks because of their
it actually even looks a little bit like lace. large, sharp teeth. However, it is their skin that may be the
So I took his file and I modified it, and changed it, played most interesting to scientists. Scientists and engineers can
with it—many kinds of versions out of it. And I needed to learn a lot from nature. They can use designs and structures
print another 1,500 more hours to complete printing my from nature to create something new. This week on Science
collection. So I brought six printers to my home and just Today, we are going to look at biomimicry: how scientists
printed 24-7. And this is actually a really slow process, but and engineers are adapting the surfaces of plants and
let’s remember the Internet was significantly slower 20 years animals for new purposes.
ago, so 3D printing will also accelerate and in no time you’ll
Right, so what do I mean by surfaces? Well, your skin is a
be able to print a T-Shirt in your home in just a couple of
natural surface—a layer that covers your whole body. Each
hours, or even minutes.
Rebecca is wearing one of my five outfits. Almost everything function that is important for the organism. Scientists and
here she’s wearing, I printed from my home. Even her shoes engineers have studied these functions and have been able
are printed. to adapt some of them for human use.
So I think in the future, materials will evolve, and they will So, let’s start with the shark. The shark’s skin has a unique
look and feel like fabrics we know today, like cotton or structure. It is covered with a layer of tiny scales in the shape
silk. Imagine personalized clothes that fit exactly to your of a diamond. This layer has a very important purpose.
measurements. Scientists noticed that nothing seemed to grow on sharks’
Music was once a very physical thing. You would have to skin. In contrast, all sorts of organisms grow on the skin
go to the record shop and buy CDs, but now you can just of other fish and of whales, including harmful bacteria.
download the music—digital music—directly to your phone. However, the unique arrangement of scales on the sharks’
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skin prevents the growth of any organisms. Scientists with a method that we call in my lab “graduate student with
quickly realized this could have very useful applications, for tweezers.” (Laughter) So what you’ll see in the next video
example, in hospitals. Because there are many sick people is this guy doing amazingly well for its jumps. So this is
in hospitals, dangerous bacteria can spread and begin to Aaron, the graduate student in question, with the tweezers,
grow on walls, doors, and other surfaces. Engineers adapted and what you see is this four-millimeter-sized mechanism
the structure of shark skin and created a thin film that can jumping almost 40 centimeters high. That’s almost 100
be used on walls, floors and other surfaces. The film helps times its own length. And it survives, bounces on the table,
prevent the growth of bacteria. it’s incredibly robust, and of course survives quite well until
Now, let’s move to the world of plants. Most plants use air, we lose it because it’s very tiny.
water and sunlight to make their own food. But some plants, So the next video is one of my favorites. So you have this
like the pitcher plant, eat insects. How can a plant catch an 300-milligram robot jumping about eight centimeters in the
insect? The pitcher plant has a secret weapon—the surface air. It’s only four by four by seven millimeters in size. And
at the top of its “pitcher”. When it is dry, the surface is a little you’ll see a big flash at the beginning when the energetic is
bit rough so insects can walk on it safely. However, when it set off, and the robot tumbling through the air. So there was
is wet, it becomes very slippery so the insects slip down the that big flash, and you can see the robot jumping up through
sides and fall into the pitcher. The liquid at the bottom quickly the air. So there’s no tethers on this, no wires connecting to
kills them. This activity caught the attention of scientists. this. Everything is onboard, and it jumped in response to the
They studied the pitcher plant’s surface and discovered that, student just flicking on a desk lamp next to it.
like the shark’s skin, it was unique. They adapted its structure So I think you can imagine all the cool things that we could
for a product with a similar purpose. They created a thin film do with robots that can run and crawl and jump and roll at
that can make any surface very slippery. Nothing will stick this size scale. Imagine the rubble that you get after a natural
to this film. Water, ice, oil, paint—everything—slips right off. disaster like an earthquake. Imagine these small robots
Just think of all the uses this could have! running through that rubble to look for survivors. Or imagine
So, these are just two examples of biomimicry and how a lot of small robots running around a bridge in order to
scientists and engineers can adapt designs from nature to inspect it and make sure it’s safe so you don’t get collapses
improve our lives. We will be back after a short break to talk like this, which happened outside of Minneapolis in 2007. Or
about some more examples of applications like these. just imagine what you could do if you had robots that could
swim through your blood. Right? “Fantastic Voyage,” Isaac
Asimov. Or they could operate without having to cut you
open in the first place.
Part 2, page 95, Exercise E, Watch for Main Ideas
So I think I’ve given you some of the possibilities of what we
My students and I work on very tiny robots. Now, you can can do with these small robots. And hopefully we’ve made
think of these as robotic versions of something that you’re some advances so far, but there’s still a long way to go, and
all very familiar with: an ant. We all know that ants and other hopefully some of you can contribute to that destination.
insects at this size scale can do some pretty incredible
things. We’ve all seen a group of ants, or some version of VIDEO TRACK 1.21 2:48 min
that, carting off your potato chip at a picnic, for example.
Page 96, Exercise F, Recognize Key Terms
But what are the real challenges of engineering these ants?
Well, first of all, how do we get the capabilities of an ant in Segment 1
a robot at the same size scale? Well, first we need to figure My students and I work on very tiny robots. Now, you can think
out how to make them move when they’re so small. We of these as robotic versions of something that you’re all very
need mechanisms like legs and efficient motors in order to familiar with: an ant. We all know that ants and other insects at
support that locomotion, and we need the sensors, power this size scale can do some pretty incredible things. We’ve all
and control in order to pull everything together in a semi- seen a group of ants, or some version of that, carting off your
intelligent ant robot. And finally, to make these things really potato chip at a picnic, for example.
functional, we want a lot of them working together in order
to do bigger things. But what are the real challenges of engineering these ants?
Well, first of all, how do we get the capabilities of an ant in
So I’ll start with mobility. Insects move around amazingly a robot at the same size scale? Well, first we need to figure
well. This video is from UC Berkeley. It shows a cockroach out how to make them move when they’re so small. We
moving over incredibly rough terrain without tipping over, need mechanisms like legs and efficient motors in order to
and it’s able to do this because its legs are a combination support that locomotion, and we need the sensors, power
of rigid materials, which is what we traditionally use to and control in order to pull everything together in a semi-
make robots, and soft materials. Jumping is another really intelligent ant robot. And finally, to make these things really
interesting way to get around when you’re very small. So functional, we want a lot of them working together in order
these insects store energy in a spring and release that really to do bigger things.
quickly to get the high power they need to jump out of
water, for example. So I’ll start with mobility. Insects move around amazingly
well. This video is from UC Berkeley. It shows a cockroach
So one of the big contributions from my lab has been moving over incredibly rough terrain without tipping over,
to combine rigid and soft materials in very, very small and it’s able to do this because its legs are a combination
mechanisms. So this jumping mechanism is about four of rigid materials, which is what we traditionally use to
millimeters on a side, so really tiny. The hard material here make robots, and soft materials. Jumping is another really
is silicon, and the soft material is silicone rubber. And the interesting way to get around when you’re very small. So
basic idea is that we’re going to compress this, store energy these insects store energy in a spring and release that really
in the springs, and then release it to jump. So there’s no quickly to get the high power they need to jump out of
motors on board this right now, no power. This is actuated water, for example.
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Segment 2 “We need mechanisms like legs and efficient motors in order
So the next video is one of my favorites. So you have this to support that locomotion, and we need the sensors, power
300-milligram robot jumping about eight centimeters in the and control in order to pull everything together in a semi-
air. It’s only four by four by seven millimeters in size. And intelligent ant robot.”
you’ll see a big flash at the beginning when the energetic is 2. What does semi-intelligent mean?
set off, and the robot tumbling through the air. So there was a. not smart
that big flash, and you can see the robot jumping up through b. partly intelligent
the air. So there’s no tethers on this, no wires connecting to
c. not very intelligent
this. Everything is onboard, and it jumped in response to the
student just flicking on a desk lamp next to it. “It shows a cockroach moving over incredibly rough terrain
without tipping over.”
So I think you can imagine all the cool things that we could
do with robots that can run and crawl and jump and roll at 3. What is rough terrain?
this size scale. a. bumpy land
b. narrow spaces
VIDEO TRACK 1.22 2:48 min c. high areas
page 97, Exercise H, Watch for Details “And you’ll see a big flash at the beginning when the energetic
is set off, and the robot tumbling through the air.”
Segment 3 4. What does set off mean?
My students and I work on very tiny robots. Now, you can think a. started
of these as robotic versions of something that you’re all very
b. separated
familiar with: an ant. We all know that ants and other insects at
this size scale can do some pretty incredible things. We’ve all c. burned
seen a group of ants, or some version of that, carting off your “And hopefully we’ve made some advances so far, but
potato chip at a picnic, for example. there’s still a long way to go, and hopefully some of you can
contribute to that destination.”
But what are the real challenges of engineering these ants?
Well, first of all, how do we get the capabilities of an ant in 5. What does destination mean?
a robot at the same size scale? Well, first we need to figure a. city
out how to make them move when they’re so small. We need b. tourist attraction
mechanisms like legs and efficient motors in order to support c. goal
that locomotion, and we need the sensors, power and control in
order to pull everything together in a semi-intelligent ant robot.
And finally, to make these things really functional, we want a lot
of them working together in order to do bigger things. Page 100, Presentation Skill: Have a Strong Ending
So I think I’ve given you some of the possibilities of what we
Segment 4 can do with these small robots. And hopefully we’ve made
So one of the big contributions from my lab has been some advances so far, but there’s still a long way to go, and
to combine rigid and soft materials in very, very small hopefully some of you can contribute to that destination.
mechanisms. So this jumping mechanism is about four
millimeters on a side, so really tiny. The hard material here is
silicon, and the soft material is silicone rubber. And the basic
idea is that we’re going to compress this, store energy in the Unit 6
springs, and then release it to jump. So there’s no motors on
board this right now, no power. This is actuated with a method
that we call in my lab “graduate student with tweezers.”
Part 1, page 106, Exercise D, Listen for Main Ideas
So I think you can imagine all the cool things that we could
do with robots that can run and crawl and jump and roll at Segment 1
this size scale. Imagine the rubble that you get after a natural
PROFESSOR Today I want to introduce you to some people
disaster like an earthquake. Imagine these small robots
who live in Gulu in Uganda. Uganda is in East Africa.
running through that rubble to look for survivors. Or imagine
We’ll learn how they have worked their way out of
a lot of small robots running around a bridge in order to
poverty.
inspect it and make sure it’s safe so you don’t get collapses
like this, which happened outside of Minneapolis in 2007. Or So, this girl’s family was able to buy this goat. The goat’s
just imagine what you could do if you had robots that could milk helps feed her family. Any extra milk brings in money for
swim through your blood. Right? “Fantastic Voyage,” Isaac the family.
Asimov. Or they could operate without having to cut you And this woman owns a farm. She was able to expand her
open in the first place. farm and grow vegetables to sell at the local market. With
that money, she can send her children to school.
Both of these families got help from an organization called
Page 98, Exercise I, Expand Your Vocabulary the Community Action Fund for Women in Africa (CAFWA),
“Well, first we need to figure out how to make them move which helps women work toward a better future.
when they’re so small.” CAFWA is based in the Gulu district in Northern Uganda.
1. What does figure out mean? Gulu is one of the poorest regions in the world. More
a. design than 50 percent of the population of Gulu lives below the
b. calculate international poverty line. More than half of them depend
on farming.
c. understand
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So what kind of help did these families get? They got in the country, and start throwing that money out the
microloans from CAFWA. window. Because to a veteran aid worker, the idea of putting
A microloan is different from a regular bank loan. First of cold, hard cash into the hands of the poorest people on
all, the amounts are very low—usually between 50 and Earth doesn’t sound crazy, it sounds really satisfying.
100 dollars. I had that moment right about the 10-year mark, and luckily,
Second, the borrowers don’t need any collateral. What’s that’s also when I learned that this idea actually exists, and it
collateral? Well when you borrow money to buy a house, for might be just what the aid system needs. Economists call it
example, if you don’t pay back the loan, the bank will take an unconditional cash transfer, and it’s exactly that: It’s cash
your house. The house is your collateral. The people in Gulu given with no strings attached. Governments in developing
are unable to provide collateral. countries have been doing this for decades, and it’s only
now, with more evidence and new technology that it’s
Finally, the interest on a microloan is low enough that most possible to make this a model for delivering aid. It’s a pretty
borrowers can pay back the loan—usually between 10 and simple idea, right?
Well, why did I spend a decade doing other stuff for the
barely made enough to feed their families. They were in a
poor? Honestly, I believed that I could do more good with
cycle of poverty. After the microloans, they were able to
money for the poor than the poor could do for themselves.
invest in their farms, and sell their products for a profit. With
I held two assumptions: One, that poor people are poor
part of the profit, they paid back the loan.
in part because they’re uneducated and don’t make good
Segment 2 choices; two is that we then need people like me to figure
out what they need and get it to them. It turns out, the
Do any of you know anything about microloans? Elena?
evidence says otherwise. In recent years, researchers have
ELENA Yes. I have given money to organizations that make been studying what happens when we give poor people
microloans. I think they are the most effective way to help cash. Dozens of studies show across the board that people
poor people. use cash transfers to improve their own lives. Pregnant
PROFESSOR OK, but what is the evidence? Do microloans women in Uruguay buy better food and give birth to
really work? That depends on what your measure is. healthier babies. Sri Lankan men invest in their businesses.
There is some evidence of success. First, records show Researchers who studied our work in Kenya found that
that borrowers almost always pay back the loans— people invested in a range of assets, from livestock to
about 95 percent. In addition, studies by researchers at equipment to home improvements, and they saw increases
the Massachusetts Institute of Technology show that in income from business and farming one year after the cash
microloans help one group the most: people who already was sent. None of these studies found that people spend
own a small business. more on drinking or smoking or that people work less. In
What do you think? Would you donate to a microloan? fact, they work more.
Fuad? We can look at empirical evidence on what happens when
FUAD No I wouldn’t, because I don’t believe such small we give people stuff of our choosing. One very telling study
amounts of money can make much of a difference for looked at a program in India that gives livestock to the so-
most people. called ultra-poor, and they found that 30 percent of recipients
had turned around and sold the livestock they had been
PROFESSOR Well, you are right. These studies showed that given for cash. The real irony is, for every 100 dollars worth
the loans resulted in no change in the usual measures of assets this program gave someone, they spent another
of poverty, such as income, health, and education level. 99 dollars to do it. What if, instead, we use technology
There is another way to look at the situation, though. to put cash, whether from aid agencies or from any one
Although economic experts do say that people in poverty of us directly into a poor person’s hands. Today, three in
often remain poor after they take out a microloan, the four Kenyans use mobile money, which is basically a bank
same experts also argue that loans allow these families to account that can run on any cell phone. A sender can pay
become more financially stable. This is also a measure of a 1.6 percent fee and with the click of a button send money
success. So, you can see that the record is not so clear. directly to a recipient’s account with no intermediaries.
However, the women of Gulu have been successful, so
what can explain this success? That’s what we’ve started to do at GiveDirectly. We’re the
The answer is that a loan may not be enough. These women first organization dedicated to providing cash transfers to
got more than just a microloan from CAFWA. The organization the poor. We’ve sent cash to 35,000 people across rural
taught them about good farming practices. It offered classes Kenya and Uganda in one-time payments of 1,000 dollars
in math and reading. And it taught them how to keep good per family. So far, we’ve looked for the poorest people in
business records and save money for the future. the poorest villages, and in this part of the world, they’re the
ones living in homes made of mud and thatch, not cement
Research on aid suggests that this kind of support increases and iron. So let’s say that’s your family. We show up at
the chance that microloans will help people break the cycle your door with an Android phone. We’ll get your name,
of poverty. Not just the borrower, but the borrower’s family, take your photo and a photo of your hut and grab the GPS
and perhaps a whole community. coordinates. That night, we send all the data to the cloud,
and each piece gets checked by an independent team
VIDEO TRACK 1.26 5:50 min using, for one example, satellite images. Then, we’ll come
Part 2, page 115, Exercise D, Watch for Main Ideas back, we’ll sell you a basic cell phone if you don’t have one
already, and a few weeks later, we send money to it.
I suspect that every aid worker in Africa comes to a time
in her career when she wants to take all the money for her The more cash we give to the poor, and the more evidence
project—maybe it’s a school or a training program—pack it we have that it works, the more we have to reconsider
in a suitcase, get on a plane flying over the poorest villages everything else we give. Today, the logic behind aid is too
often, well, we do at least some good. I believe in aid. I believe
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most aid is better than just throwing money out of a plane. I per family. So far, we’ve looked for the poorest people in
am also absolutely certain that a lot of aid today isn’t better the poorest villages, and in this part of the world, they’re the
than giving directly to the poor. I hope that one day, it will be. ones living in homes made of mud and thatch, not cement
and iron. So let’s say that’s your family. We show up at
VIDEO TRACK 1.27 6:00 min your door with an Android phone. We’ll get your name,
Page 116, Exercise E, Watch for Details take your photo and a photo of your hut and grab the GPS
coordinates. That night, we send all the data to the cloud,
Segment 1 and each piece gets checked by an independent team
I suspect that every aid worker in Africa comes to a time using, for one example, satellite images. Then, we’ll come
in her career when she wants to take all the money for her back, we’ll sell you a basic cell phone if you don’t have one
project—maybe it’s a school or a training program—pack it already, and a few weeks later, we send money to it.
in a suitcase, get on a plane flying over the poorest villages The more cash we give to the poor, and the more evidence
in the country, and start throwing that money out the we have that it works, the more we have to reconsider
window. Because to a veteran aid worker, the idea of putting everything else we give. Today, the logic behind aid is too
cold, hard cash into the hands of the poorest people on often, well, we do at least some good. I believe in aid. I
Earth doesn’t sound crazy, it sounds really satisfying. believe most aid is better than just throwing money out of a
I had that moment right about the 10-year mark, and luckily, plane. I am also absolutely certain that a lot of aid today isn’t
that’s also when I learned that this idea actually exists, and it better than giving directly to the poor. I hope that one day, it
might be just what the aid system needs. Economists call it will be.
an unconditional cash transfer, and it’s exactly that: It’s cash
given with no strings attached. Governments in developing VIDEO TRACK 1.28 2:24 min
countries have been doing this for decades, and it’s only Page 117, Exercise F, Expand Your Vocabulary
now, with more evidence and new technology that it’s “It’s cash given with no strings attached.”
possible to make this a model for delivering aid. It’s a pretty
simple idea, right? 1. What does no strings attached mean?
a. no profit
Well, why did I spend a decade doing other stuff for the
b. no extras
poor? Honestly, I believed that I could do more good with
money for the poor than the poor could do for themselves. c. no special conditions
I held two assumptions: One, that poor people are poor “It turns out the evidence says otherwise.”
in part because they’re uneducated and don’t make good 2. What does it turns out mean?
choices; two is that we then need people like me to figure a. it is true that
out what they need and get it to them. It turns out, the
b. it is the opposite of
evidence says otherwise. In recent years, researchers have
c. it means that
been studying what happens when we give poor people
cash. Dozens of studies show across the board that people “Dozens of studies show across the board that people use
use cash transfers to improve their own lives. Pregnant cash transfers to improve their own lives.”
women in Uruguay buy better food and give birth to 3. What does across the board mean?
healthier babies. Sri Lankan men invest in their businesses. a. often
Researchers who studied our work in Kenya found that b. in every case
people invested in a range of assets, from livestock to
c. seriously
equipment to home improvements, and they saw increases
in income from business and farming one year after the cash “One very telling study looked at a program in India that
was sent. None of these studies found that people spend gives livestock to the so-called ultra-poor.”
more on drinking or smoking or that people work less. In 4. What does so-called mean?
fact, they work more. a. usually known as
b. truly
Segment 2
c. wrongly named
We can look at empirical evidence on what happens when
“We show up at your door with an Android phone. We’ll
we give people stuff of our choosing. One very telling
get your name, take your photo and a photo of your hut and
study looked at a program in India that gives livestock to
grab the GPS coordinates.”
the so-called ultra-poor, and they found that 30 percent
of recipients had turned around and sold the livestock 5. What does show up mean?
they had been given for cash. The real irony is, for every a. knock
100 dollars worth of assets this program gave someone, b. deliver something
they spent another 99 dollars to do it. What if, instead, we c. appear
use technology to put cash, whether from aid agencies
or from any one of us directly into a poor person’s hands. VIDEO TRACK 1.29 0:34 min
Today, three in four Kenyans use mobile money, which is Page 119, Presentation Skill: Be Personable
basically a bank account that can run on any cell phone.
A sender can pay a 1.6 percent fee and with the click of a Because to a veteran aid worker, the idea of putting cold,
button send money directly to a recipient’s account with no hard cash into the hands of the poorest people on Earth
intermediaries. doesn’t sound crazy, it sounds really satisfying. I had that
moment right about the 10-year mark, and luckily, that’s also
That’s what we’ve started to do at GiveDirectly. We’re the when I learned that this idea actually exists. . .
first organization dedicated to providing cash transfers to
the poor. We’ve sent cash to 35,000 people across rural
Kenya and Uganda in one-time payments of 1,000 dollars
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Unit 7 So, what can you do if you are a maximizer? First, just be
type can make life easier. Perhaps you can think differently
VIDEO TRACK 1.30 4:06 min in certain situations.
Part 1, page 126, Exercise E, Listen For Main Ideas Second, understand that this quality can also be very useful.
PROFESSOR Today we’re going to discuss the idea that the There are many professions that require perfection. Do
number of choices people have—for example, when you want your doctor or surgeon to be “Mr. or Ms. Good
shopping in a store or online—impacts their happiness. Enough?” Or how about designers of space shuttles or
Are people happier with more choices? Are they happier airplanes?
with fewer choices? Last, do something to reduce your stress level: exercise,
PROFESSOR Luz, do you have a question? meditate or just do something you enjoy.
LUZ Yes. Aren’t more choices always better? Everyone likes Any questions?
options.
PROFESSOR Do they? Would you prefer this menu or this one? VIDEO TRACK 1.31 4:18 min
Yuichi, do you think more choices are better? Part 2, page 135, Exercise E, Watch for Main Ideas
YUICHI Not really, I was going to buy an electric toothbrush
What’s in the box? Whatever it is must be pretty important,
online last night, and there were hundreds of different
because I’ve traveled with it, moved it, from apartment to
options to choose from. . .
apartment to apartment.
(Laughter)
YUICHI No, all those choices were too overwhelming!
PROFESSOR Well, that is a great example related to the (Applause)
research we’re going to look at today. In 2004, a Sound familiar? Did you know that we Americans have
psychologist named Barry Schwartz wrote a book called about three times the amount of space we did 50 years ago?
The Paradox of Choice about these ideas. Three times. So you’d think, with all this extra space, we’d
Schwartz provides evidence that in many societies that have have plenty of room for all our stuff. Right? Nope. There’s
a lot of money and freedom to choose where to live, how to a new industry in town, a 22 billion-dollar, 2.2 billion sq. ft.
live, what to buy, people say they are less happy and less industry: that of personal storage. So we’ve got triple the
satisfied with their lives. space, but we’ve become such good shoppers that we need
even more space. So where does this lead? Lots of credit
LUZ So are you saying that people are less happy overall
card debt, huge environmental footprints, and perhaps not
because they have more choices?
coincidentally, our happiness levels flat-lined over the same
PROFESSOR Yes, that’s the paradox! More choices mean less 50 years.
happiness.
Well I’m here to suggest there’s a better way, that less might
We’re going to look at how choice impacts individuals. We’ll
actually equal more. I bet most of us have experienced at
look at two types of personalities that Schwartz talks about
some point the joys of less: college—in your dorm, traveling—
in his book. Maximizers and Satisficers.
in a hotel room, camping—where you got basically nothing,
These terms are probably unfamiliar to you. So, what do they maybe a boat. Whatever it was for you, I bet that, among other
mean? Well, let’s start with maximizers. things, this gave you a little more freedom, a little more time.
Does anyone here have trouble making a decision when, So I’m going to suggest that less stuff and less space are
say, you are at a restaurant or in a store? I’ll bet some of going to equal a smaller footprint. It’s actually a great way to
you do! Some people worry a lot about which meal to order save you some money. And it’s going to give you a little more
or which shoes to wear with an outfit. They want to be ease in your life.
absolutely sure to have the best. They are perfectionists or So how can you live little? Three main approaches. First of
what Schwartz calls “maximizers.” all, you have to edit ruthlessly. We’ve got to clear the arteries
The second personality we could call Mr. or Ms. “Good of our lives. And that shirt that I hadn’t worn in years? It’s
Enough.” People like this don’t need perfection. They are time for me to let it go. We’ve got to cut the extraneous out
satisfied with things that are pretty good. Sure, they want of our lives, and we’ve got to learn to stem the inflow. We
to look nice or have a good meal, but they feel that the need to think before we buy. Ask ourselves, “Is that really
difference among many of their choices is not that great. going to make me happier? Truly?” By all means, we should
They usually make decisions more quickly than maximizers. buy and own some great stuff. But we want stuff that we’re
Schwartz calls these people “satisficers.” They appreciate going to love for years, not just stuff.
good quality, but they are not too worried about every detail. Secondly, our new mantra: small is sexy. We want space
They are not perfectionists. Sound familiar? Maybe some of efficiency. We want things that are designed for how they’re
you are satisficers. used the vast majority of the time, not that rare event. Why
So, do you think that “maximizers” or “satisficers” might have a six burner stove when you rarely use three? So we
have more difficulty when faced with lots of choices? want things that nest, we want things that stack, and we
want it digitized. You can take paperwork, books, movies,
CARLO Well, the perfectionist, right? The “maximizer?” and you can make it disappear—it’s magic.
PROFESSOR Yes, that’s right. Schwartz believes that
Finally, we want multifunctional spaces and housewares—a
maximizers are likely to have trouble getting things done,
sink combined with a toilet, a dining table becomes a bed—
have increased levels of stress, and, therefore, are likely
same space, a little side table stretches out to seat 10.
to be less happy. They have a greater risk for becoming
depressed. Satisficers, in contrast, are more likely to Most of us, maybe all of us, are here pretty happily for a
be—well—satisfied with their lives. bunch of days with a couple of bags, maybe a small space,
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a hotel room. So when you go home and you walk through bunch of days with a couple of bags, maybe a small space,
your front door, take a second and ask yourselves, “Could I a hotel room. So when you go home and you walk through
do with a little life editing? Would that give me a little more your front door, take a second and ask yourselves, “Could I
freedom? Maybe a little more time?” do with a little life editing? Would that give me a little more
What’s in the box? It doesn’t really matter. I know I don’t freedom? Maybe a little more time?”
need it. What’s in yours? Maybe, just maybe, less might What’s in the box? It doesn’t really matter. I know I don’t
equal more. So let’s make room for the good stuff. need it. What’s in yours? Maybe, just maybe, less might
Thank you. equal more. So let’s make room for the good stuff.
(Applause) Thank you.

(Applause)
Page 136, Exercise G, Watch for Details VIDEO TRACK 1.33 3:11 min
Page 137, Exercise H, Expand Your Vocabulary
Segment 1
“And that shirt that I hadn’t worn in years? It’s time for me to
What’s in the box? Whatever it is must be pretty important, let it go.”
because I’ve traveled with it, moved it, from apartment to
apartment to apartment. 1. What does let it go mean?
a. relax
(Laughter)
b. allow to happen
(Applause) c. stop holding on to
Sound familiar? Did you know that we Americans have about “I bet (that) most of us have experienced at some point the
three times the amount of space we did 50 years ago? Three joys of less: college—in your dorm, traveling—in a hotel
times. So you’d think, with all this extra space, we’d have room, camping—rig up basically nothing, maybe a boat.
plenty of room for all our stuff. Right? Nope. There’s a new Whatever it was for you, I bet that, among other things, this
industry in town, a 22 billion-dollar, 2.2 billion sq. ft. industry: gave you a little more freedom, a little more time.”
that of personal storage. So we’ve got triple the space, but
2. What does I bet (that) mean?
we’ve become such good shoppers that we need even more
a. I believe strongly
space. So where does this lead? Lots of credit card debt,
huge environmental footprints, and perhaps not coincidentally, b. It’s a possibility
our happiness levels flat-lined over the same 50 years. c. I’ll give you money
“We want things that are designed for how they’re used the
Segment 2 vast majority of the time, not that rare event.”
Well I’m here to suggest there’s a better way, that less might 3. What does vast majority mean?
actually equal more. I bet most of us have experienced a. all of
at some point the joys of less: college—in your dorm,
b. most of
traveling—in a hotel room, camping—where you got
basically nothing, maybe a boat. Whatever it was for you, c. some of
I bet that, among other things, this gave you a little more “So when you go home and you walk through your front
freedom, a little more time. So I’m going to suggest that less door, take a second and ask yourselves, “Could I do with a
stuff and less space are going to equal a smaller footprint. little life editing? Would that give me a little more freedom?
It’s actually a great way to save you some money. And it’s Maybe a little more time?”
going to give you a little more ease in your life. 4. What does take a second mean?
a. think twice
Segment 3
b. stop for a short time
So how can you live little? Three main approaches. First of
c. wait until later
all, you have to edit ruthlessly. We’ve got to clear the arteries
of our lives. And that shirt that I hadn’t worn in years? It’s “By all means, we should buy and own some great stuff.”
time for me to let it go. We’ve got to cut the extraneous out 5. What does by all means mean?
of our lives, and we’ve got to learn to stem the inflow. We a. in any way possible
need to think before we buy. Ask ourselves, “Is that really b. definitely
going to make me happier? Truly?” By all means, we should c. in the end
buy and own some great stuff. But we want stuff that we’re
“Maybe, just maybe, less might equal more. So let’s make
going to love for years, not just stuff.
room for the good stuff.”
Secondly, our new mantra: small is sexy. We want space
6. What does make room for mean?
efficiency. We want things that are designed for how they’re
used the vast majority of the time, not that rare event. Why a. buy
have a six burner stove when you rarely use three? So we b. build a structure for
want things that nest, we want things that stack, and we c. create space for
want it digitized. You can take paperwork, books, movies,
and you can make it disappear—it’s magic. VIDEO TRACK 1.34 0:23 min
Page 139, Presentation Skill: Connect the Ending to the
Finally, we want multifunctional spaces and housewares—a
Beginning
sink combined with a toilet, a dining table becomes a bed—
same space, a little side table stretches out to seat 10 What’s in the box? It doesn’t really matter. I know I don’t
need it. What’s in yours?
Most of us, maybe all of us, are here pretty happily for a
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Unit 8 JMF Most people have no idea that buying a parrot can
have a devastating impact on nature, and support a
VIDEO TRACK 1.35 4:10 min consumers is crucial. Often, just giving them facts
Part 1, page 147, Exercise F, Listen for Main Ideas changes minds and behavior. The message is that these
wild species are not pets for your amusement. They
Conservation biologist Juliana Machado Ferreira is on the belong in the wild.
front lines in the fight against wildlife trafficking in her home
country of Brazil. The South American country has seen a VIDEO TRACK 1.36 2:25 min
rise in the illegal sale of various species of wildlife.
Part 2, page 155, Exercise D, Listen for Signals
National Geographic Learning talked with Ferreira about her
work protecting Brazil’s wild animals. Segment 1
What is wildlife trafficking? When we think of Nepal, we tend to think of the snow-
capped mountains of the Himalayas, the crystal-clear
JULIANA MACHADO FERREIRA There are several different kinds still waters of its alpine lakes, or the huge expanse of its
of trafficking: There is trade in animal parts and products. grasslands. What some of us may not realize is that in the
These are used for souvenirs or fashion accessories, Himalayan foothills, where the climate is much warmer and
cosmetics, and drugs. There is also the trade in animals the landscape much greener, there lives a great diversity
for zoos and private collectors and finally there is of wildlife, including the one-horned rhinoceros, the Asian
trafficking of live, wild animals for pets. elephant and the Bengal tiger. But unfortunately, these
Can you describe the market for wild animals as pets in animals are under constant threat from poachers who hunt
Brazil? How big is it? Which animals are the most popular? and kill them for their body parts.
JMF The government does not have a figure for the entire To stop the killing of these animals, battalions of soldiers and
illegal wildlife trade. But just to give you an idea, the rangers are sent to protect Nepal’s national parks, but that
government seized more than 30,000 live animals just is not an easy task, because these soldiers have to patrol
in the state of São Paulo in 2006. Birds are by far the thousands of hectares of forests on foot or elephant backs.
most popular wild animals for pets in Brazil. Hundreds It is also risky for these soldiers when they get into gunfights
of thousands of wild birds are sold annually in street with poachers, and therefore Nepal is always looking for new
markets in Brazil. ways to help with protecting the forests and wildlife.
What are the consequences of this type of wildlife Well recently, Nepal acquired a new tool in the fight against
trafficking? wildlife crime, and these are drones, or more specifically,
JMF If the current level of wildlife trafficking continues, conservation drones. For about a year now, my colleagues
some of these species may soon become extinct. The and I have been building drones for Nepal and training
disappearance of these species has consequences not the park protection personnel on the use of these drones.
only for entire ecosystems, but also to human quality of Not only does a drone give you a bird’s-eye view of the
life. It’s important to protect and maintain biodiversity. landscape, but it also allows you to capture detailed,
What happens to the animals when the police find them? high-resolution images of objects on the ground. This,
for example, is a pair of rhinoceros taking a cooling bath
JMF Many people think that when police find these animals on a hot summer day in the lowlands of Nepal. Now we
that the problem’s solved. But that’s just the beginning. believe that drones have tremendous potential, not only for
Then the real problems begin. If the police see the combating wildlife crime, but also for monitoring the health
animals being collected, then the animals can be released of these wildlife populations.
immediately. But if the animals are already far away from
their original habitat, they cannot be released so easily.
Why not? Why is it important to release animals in their
Page 156, Exercise E, Watch for Main Ideas
original habitat?
When we think of Nepal, we tend to think of the snow-
JMF Brazil is a huge country. One species may exist in many
capped mountains of the Himalayas, the crystal-clear
different areas with a wide range of climate conditions,
still waters of its alpine lakes, or the huge expanse of its
such as temperature and rainfall. Each population has
grasslands. What some of us may not realize is that in the
adapted to these specific conditions. There are also
Himalayan foothills, where the climate is much warmer and
genetic differences across the populations. If animals from
the landscape much greener, there lives a great diversity
one region are released in a different environment, they
of wildlife, including the one-horned rhinoceros, the Asian
may not be able to cope with these different conditions.
elephant and the Bengal tiger. But unfortunately, these
This process is very complicated—and expensive.
animals are under constant threat from poachers who hunt
How do you hope your work will help with this problem? and kill them for their body parts.
JMF My work is aimed at developing scientific techniques To stop the killing of these animals, battalions of soldiers and
to combat traffickers more effectively. Using genetic rangers are sent to protect Nepal’s national parks, but that
markers, we have the potential to identify the origins of is not an easy task, because these soldiers have to patrol
the birds seized by police, but the research is still in an thousands of hectares of forests on foot or elephant backs.
early stage. We need to collect enough data to detect It is also risky for these soldiers when they get into gunfights
differences among the bird populations. If we can do with poachers, and therefore Nepal is always looking for new
that, we may be able to use these techniques to return ways to help with protecting the forests and wildlife.
healthy birds to a spot in the wild where they have the
best chance of survival. Well recently, Nepal acquired a new tool in the fight against
wildlife crime, and these are drones, or more specifically,
What message do you want to get out to the public about
conservation drones. For about a year now, my colleagues
this issue?
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and I have been building drones for Nepal and training VIDEO TRACK 1.38 3:12 min
the park protection personnel on the use of these drones. Page 157, Exercise F, Watch for Details
Not only does a drone give you a bird’s-eye view of the
landscape, but it also allows you to capture detailed, Segment 2
high-resolution images of objects on the ground. This,
So what can we do with a conservation drone? Well, when
for example, is a pair of rhinoceros taking a cooling bath
we built our first prototype drone, our main objective was to
on a hot summer day in the lowlands of Nepal. Now we
fly it over a remote rainforest in North Sumatra, Indonesia,
believe that drones have tremendous potential, not only for
to look for the nest of a species of great ape known as the
combating wildlife crime, but also for monitoring the health
orangutan. The reason we wanted to do that was because
of these wildlife populations.
we needed to know how many individuals of this species
So what can we do with a conservation drone? Well, when are still left in that forest. Now the traditional method of
we built our first prototype drone, our main objective was to surveying for orangutans is to walk the forest on foot
fly it over a remote rainforest in North Sumatra, Indonesia, carrying heavy equipment and to use a pair of binoculars to
to look for the nest of a species of great ape known as the look up in the treetops where you might find an orangutan
orangutan. The reason we wanted to do that was because or its nest. Now as you can imagine, that is a very time-
we needed to know how many individuals of this species consuming, labor-intensive, and costly process, so we
are still left in that forest. Now the traditional method of were hoping that drones could significantly reduce the cost
surveying for orangutans is to walk the forest on foot of surveying for orangutan populations in Indonesia and
carrying heavy equipment and to use a pair of binoculars to elsewhere in Southeast Asia. So we were very excited when
look up in the treetops where you might find an orangutan we captured our first pair of orangutan nests on camera. And
or its nest. Now as you can imagine, that is a very time- this is it; this is the first ever picture of orangutan nests taken
consuming, labor-intensive, and costly process, so we with a drone. Since then we have taken pictures of dozens
were hoping that drones could significantly reduce the cost of these nests from around various parts of Southeast Asia,
of surveying for orangutan populations in Indonesia and and we’re now working with computer scientists to develop
elsewhere in Southeast Asia. So we were very excited when algorithms that can automatically count the number of nests
we captured our first pair of orangutan nests on camera. from the thousands of photos we’ve collected so far.
And this is it; this is the first ever picture of orangutan nests
But besides taking pictures of just the animals themselves,
taken with a drone. Since then we have taken pictures
we also take pictures of the habitats these animals live
of dozens of these nests from around various parts of
in, because we want to keep track of the health of these
Southeast Asia, and we’re now working with computer
habitats. Sometimes, we zoom out a little and look at other
scientists to develop algorithms that can automatically
things that might be happening in the landscape. This is an
count the number of nests from the thousands of photos
oil palm plantation in Sumatra. Now oil palm is a major driver
we’ve collected so far.
of deforestation in that part of the world, so we wanted to
But nests are not the only objects these drones can detect. use this new drone technology to keep track of the spread of
This is a wild orangutan happily feeding on top of a palm these plantations in Southeast Asia. But drones could also
tree, seemingly oblivious to our drone that was flying be used to keep track of illegal logging activities. This is a
overhead, not once but several times. We’ve also taken recently logged forest, again in Sumatra. You could even still
pictures of other animals including forest buffalos in Gabon, see the processed wooden planks left on the ground.
elephants, and even turtle nests.
But perhaps the most exciting part about taking pictures
But besides taking pictures of just the animals themselves, from the air is we could later stitch these pictures together
we also take pictures of the habitats these animals live using special software to create a map of the entire
in, because we want to keep track of the health of these landscape, and this map gives us crucial information for
habitats. Sometimes, we zoom out a little and look at other monitoring land use change, to let us know where and when
things that might be happening in the landscape. This is an plantations might be expanding, where forests might be
oil palm plantation in Sumatra. Now oil palm is a major driver contracting, or where fires might be breaking out.
of deforestation in that part of the world, so we wanted to
use this new drone technology to keep track of the spread of VIDEO TRACK 1.39 2:54 min
these plantations in Southeast Asia. But drones could also Page 158, Exercise H, Expand Your Vocabulary
be used to keep track of illegal logging activities. This is a
recently logged forest, again in Sumatra. You could even still “But unfortunately, these animals are under constant threat
see the processed wooden planks left on the ground. from poachers who hunt and kill them for their body parts.”
But perhaps the most exciting part about taking pictures from 1. What does under threat mean?
the air is we could later stitch these pictures together using a. in the way
special software to create a map of the entire landscape, and b. in danger
this map gives us crucial information for monitoring land use c. decreasing
change, to let us know where and when plantations might be “Not only does a drone give you a bird’s-eye view of the
expanding, where forests might be contracting, or where fires landscape, but it also allows you to capture detailed, high-
might be breaking out. Aerial images could also be processed resolution images of objects on the ground.”
to produce three-dimensional computer models of forests.
Now these models are not just visually appealing, but they 2. What does a bird’s-eye view mean?
are also geometrically accurate, which means researchers a. a detailed picture
can now measure the distance between trees, calculate b. how something looks from a high place
surface area, the volume of vegetation, and so on, all of which c. a smaller picture
are important information for monitoring the health of these “But drones could also be used to keep track of illegal
forests logging activities.”
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3. What does keep track of mean? “But perhaps the most exciting part about taking pictures
a. record from the air is we could later stitch these pictures together
b. fight against using special software to create a map of the entire
c. monitor landscape, and this map gives us crucial information for
monitoring land use change, to let us know where and when
“Now as you can imagine, that is a very time-consuming,
plantations might be expanding, where forests might be
labor-intensive, and costly process, so we were hoping
contracting, or where fires might be breaking out.”
that drones could significantly reduce the cost of surveying
for orangutan populations in Indonesia and elsewhere in 5. What does breaking out mean?
Southeast Asia.” a. falling apart
4. What does labor-intensive mean? b. starting
a. requiring a lot of work c. escaping
b. requiring a lot of time
c. requiring careful attention
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21st Century Communication 2 TG

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21st Century Communication 2 TG

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CENTURY

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

National Geographic Learning

National Geographic Learning, a Cengage Learning Company, has a mission

Locate your local office at international.cengage.com/region

Visit National Geographic Learning online at NGL.cengage.com

Printed in the United States of America

Teaching a Unit of 21st Century Communication iv

Using the Classroom Presentation Tool xiv

Unit-by-Unit Teaching Tips and Answer Keys 1

UNIT OPENER • Ask students to explain how a visual helps

• What is the first thing that gets your attention,

• What does the caption say?

The PREPARE section generally starts with the

UNIT OPENER Time: 5–10 min

EXPANSION Have students list ten experiences

For more practice, go to MyELT.

EXPANSION In small groups, have students play

VOCABULARY J 1.3 EXPAND YOUR VOCABULARY

K WATCH MORE (page 18) PREPARE

For more practice, go to MyELT.

L COMMUNICATE (page 18) C — E (pages 20–21)

M THINK CRITICALLY Reflect. (page 18) F (page 21)

F LISTEN FOR EXAMPLES (page 7) J (page 11)

A COMMUNICATE (page 13)

H RECOGNIZE EXAMPLES (page 17) B THINK CRITICALLY Apply. (page 19)

UNIT OPENER Time: 5–10 min

ACADEMIC TRACK A COMMUNICATE (page 24)

B 1.10 (page 25) Audio: 1:44 min

C COMMUNICATE (page 26)

E 1.6 WATCH FOR MAIN IDEAS J WATCH MORE (page 38)

K THINK CRITICALLY Reflect. (page 38) PRESENTATION SKILL Make an Emotional

ASSIGNMENT Give an Individual PRESENT

ALTERNATE ASSIGNMENT Have students work

For more practice, go to MyELT.

D COMMUNICATE (page 34) PUT IT TOGETHER

1. Since 6 – wanted go to Arctic B—REFLECT (pages 40–41)

I EXPAND YOUR VOCABULARY (page 38)

K THINK CRITICALLY Reflect. (page 38)

UNIT OPENER Time: 5–10 min

1. The woman discovered the house on a trip to

PUT IT TOGETHER PART 1

LISTEN Time: 30–40 min For practice with adjectives, go to MyELT.

F 1.19 LISTEN FOR DETAILS (page 48)

LISTENING SKILL Infer Meaning (page 49)

F 1.11 WATCH FOR DETAILS (page 58)

WATCH Time: 30–40 min

AFTER YOU WATCH Time: 15–20 min

COMMUNICATE Time: 40–50 min + presentations

ASSIGNMENT Give an Individual F (page 61)

2. Answers will vary. (E.g., People discover fossils, 2. A

Answers will vary.

Answers will vary.

Answers will vary.

F LISTEN FOR DETAILS (page 48) PART 2

A THINK CRITICALLY Synthesize. (page 60)

UNIT OPENER Time: 5–10 min

LISTENING SKILL Make Predictions (page 65)

Design & Innovation

C 1.26 (pages 65–66) Audio: 1:52 min

G 1.28 LISTEN FOR DETAILS (page 68)

For more practice, go to MyELT.

PART 2 I (page 78)