real skills book 2 skills book TE

17 TOPIC FILES Topics • Make the Connection • Top Words .... 41 TOPIC FILES Topics • Make the Connection • Top Words .... 63 TOPIC FILES Topics • Make the Connection • Top Words .... 89

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Development and authoring of

online workshops and supplementary web material

Sandra Cole

TEACHER’S EDITION

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REAL, Real English Authentic Learning

REAL Skills Book 2, Second Edition

Sandra Cole

Managing Editor: Melissa Repas

Editor: Jennifer McMorran

Project Manager: Valérie Côté

Researchers: Rachel Irwin, Tara Smith

Copy Editor: Jeanine Floyd

Proofreader: Nancy Perreault

Cover and Book Designer: Micheline Roy

Web Material Editor: Jennifer McMorran

Web Material Project Manager: Solange Lemaitre-Provost

ISBN 978-2-7650-4508-3

Legal deposit: 2nd trimester 2014

Bibliothèque et Archives nationales du Québec

National Library of Canada

Printed in Canada

1 2 3 4 5 ITIB 18 17 16 15 14

We acknowledge the financial support of the Government of Canada through

the Canada Book Fund (CBF) for our publishing activities.

Acknowledgements

I wish to express deep gratitude to my dedicated editor, Melissa Repas, who encouraged, supported, and over- saw every detail of this project.

I would also like to thank the editorial team at Chenelière Education for their dedication, creativity, and attention to detail.

I am grateful to the helpful feedback of my colleagues across the province.

I would like to dedicate this book to my loving husband whose support and encouragement contributed greatly

to the success of this project, as well as to my two sons, Joel and Lucas, who got me away from the computer for fun and family time, and to my wonderful mother whose advice, insight, and unconditional love help guide me through life.

– Sandra Cole Thank you to the many teachers who gave invaluable feedback and suggestions, including the team of reviewers:

Rachel Benjamin, Cégep de St-Laurent Jason Brunwald, Cégep de Lévis Susan Frame, Cégep Marie-Victorin Lucie Riopel, Cégep de Ste-Foy And to those who participated in the developmental research for this second edition:

Vanessa Beal, Cégep Edouard-Montpetit Jany Couture, Cégep Marie-Victorin Charles Lapointe, Cégep de Ste-Foy Jacinthe Paillé Landry, Collège André-Grasset Carol Riera, Cégep de La Pocatière

Trademarks are mentioned or illustrated in this work Please note that the publisher has not received any income or advantages in return for having presented these brands.

The brands are reproduced upon request by the authors

to support the academic or scientific content of the work.

All characters and scenarios presented in this work are fictitious Any resemblance to real persons, existing or dead, is purely coincidental.

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Library and Archives Canada cataloguing in publication

1 English language – Textbooks for second language learners 2 English

language – Problems, exercises, etc 3 English language – Spoken English –

Problems, exercises, etc i Title.

PE1128.C57 2014 428.3’4 C2014-940541-3

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Those pages bearing the note “Reproduction permitted © TC

Media Books Inc.” may be reproduced solely by the teacher

whose students personally use the workbook that is an integral

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for those students referred to in this paragraph.

Any use not expressly authorized shall constitute an

infringe-ment, which could result in legal action against the individual or

institution reproducing any part of this book without permission.

Chenelière Education and the authors shall not be held responsible or liable for any claims, whether past, present, or future, relating to loss or damage of any nature — special, punitive, or exemplary — including but not limited to economic loss or physical or material damage resulting from negligence, or any violation or usurpation of any right, title, or intellectual property interest resulting or that may result from the content, text, photographs, or products or services mentioned in this work.

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Teacher’s Edition

ISBN 978-2-7650-4506-9

1 English language – Study and teaching (Higher) – Foreign speakers.

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PE1128.C57 2014 Suppl 428.3’4 C2014-940539-1

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Reproduction prohibited © TC Media Books Inc Table of Contents iii

UNIT 1 TECHNOLOGY Are You a Digital Slave?

How communication is changing in a technological world 1

WARM-UP How Do You Spend Your Time? 2

READING FOR STRATEGY “Video Games: An Hour a Day Is Key to Success in Life” 3

WATCHING “Texting: Can We Pull the Plug?” 7

SPEAKING Time-Consuming Technologies 8

READING FOR INTERACTION “Ten Big Ways the Internet Is Changing Our Brains” 9

WATCHING “Facebook Follies” 11

PRONUNCIATION Third-Person Singular -s 14

IDIOMS Communication 15

SPEAKING Say What? 16

READING FOR CHALLENGE “The Flight from Conversation” 17

TOPIC FILES Topics • Make the Connection • Top Words 20

WRITING FILES 1 The Paragraph Model Paragraph 21 • Generating Ideas 21 • Topic Sentences 23 • Supporting Ideas 24 • Revising and Editing 26 UNIT 2 PERSONALITY Who Do You Think You Are? Societal and family factors that affect your personality, life, and relationships 27

WARM-UP Who is Generation Net? 28

READING FOR INTERACTION “Who Am I?” 29

SPEAKING Tracing Your Roots 30

WATCHING “8th Fire: It’s Time!” 31

PRONUNCIATION The -ed Ending of Regular Verbs in the Simple Past 33

READING FOR STRATEGY The Perks of Being a Wallower (Excerpt) 34

IDIOMS Family 38

SPEAKING Birth Order 39

LISTENING “The Sibling Effect” 39

READING FOR CHALLENGE “A Thing or Two About Twins” 41

UNIT 3 TRAVEL How Far Will You Go and Why? How travel and adventure can change us and transform communities 45

WARM-UP What’s Your Travel Style? 46

WATCHING Skyward Journey 48

PRONUNCIATION The /th/ Sound 50

READING FOR STRATEGY “I Want to Row Across the Atlantic” 51

Table of Contents

1

27 45

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iv

IDIOMS Travel 54

READING FOR INTERACTION “Travellers for Change” 55

SPEAKING Travel Quotes 60

WATCHING One Couch at a Time 61

SPEAKING The Transforming Power of Travel 63

WRITING FILES 2 The Essay Model Essay 65 • The Thesis Statement 66 • The Difference Between a Thesis Statement and a Topic Sentence 67 • The Essay Outline 68 • Revising and Editing 69 UNIT 4 RELATIONSHIPS Does Love Make the World Go Around? The science and culture of relationships 71

WARM-UP Relationship Quiz 72

READING FOR STRATEGY “The Mysteries of Love” 74

SPEAKING Opinion Poll 77

WATCHING When Strangers Click 78

READING FOR INTERACTION “Love Types” 80

PRONUNCIATION Word Stress 83

WATCHING That Thing Called Love 84

READING FOR CHALLENGE “The Chaser” 85

IDIOMS Relationships 89

UNIT 5 STEREOTYPES What’s Your Impression? The effects of first impressions and stereotypes 91

WARM-UP Do You Judge a Book by Its Cover? 92

READING FOR STRATEGY “The Once-Over” 93

IDIOMS First Impressions 97

PRONUNCIATION The /h/ Sound 98

SPEAKING In the Blink of an Eye 99

WATCHING “Borrow a Stereotype” 99

READING FOR INTERACTION “Women and Math” 101

“Beauty Bias” 103

LISTENING “The Gender Trap” 105

SPEAKING The Gender Debate 107

The Introduction 109 • Transition Words 110 • The Conclusion 110

• Revising for Unity and Cohesion 111

71

91

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UNIT 6 HAPPINESS What Is the Price of Happiness?

The relationship between your life, money, and happiness 113

WARM-UP Are You a Spender or a Saver? 114

SPEAKING Can Money Buy Happiness? 115

PRONUNCIATION Can Versus Can’t 116

READING FOR INTERACTION “Money Can Buy You Happiness—If You Spend It on Others: Study” 117

“Study: Experiences Make Us Happier Than Possessions” 118

IDIOMS Money 120

WATCHING AND READING One-Week Job / “My Generation” 123

READING FOR STRATEGY “The Way to Happiness” 124

SPEAKING Laughter Quiz 127

WATCHING “Laughter Is the Best Medicine” 128

UNIT 7 MARKETING Are You Under the Influence? The impact advertisement and marketing campaigns have on you 131

WARM-UP Famous Slogans 132

READING FOR INTERACTION “Marketing to Millennials” 133

IDIOMS Marketing 136

SPEAKING Talk About Advertising 137

PRONUNCIATION Numbers 138

WATCHING “Hunting for Cool” 139

SPEAKING Think Before You Pink 141

READING FOR CHALLENGE “Pink Ribbon Green” 142

LISTENING “How Colour Makes Us Buy” 144

READING FOR STRATEGY “Hyper-Targeting: How Brands Track You Online” 146

WRITING FILES 4 Vocabulary and Word Choice Informal Versus Standard English 151 • Commonly Confused Words 152 • False Cognates 152 • The Academic Word List 153 • Use a Thesaurus 154 APPENDIX 1 How to Plan and Deliver an Oral Presentation 155

APPENDIX 2 How to Incorporate Research into Your College Assignments 155

CREDITS Photo, Text, Audio, and Video Sources 158

113

131

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Reproduction prohibited © TC Media Books Inc Scope and Sequence

vi

Scope and Sequence

• Watch a news report for main ideas and details

• Watch a documentary and take notes

• Listen for vocabulary

• Write a short paragraph

• Write a short dialogue using idiomatic expressions

• Ask questions in simple present

• Make introductions

• Describe your time-consuming technological habits to a small group

• Role-play a dialogue using idioms

• Talk about how you communicateWRITING FILES 1 The Paragraph• Model paragraph • Generating ideas • Topic sentences • Supporting ideas • Revising and editingUNIT 2

• Watch a documentary for main ideas and details

• Listen to a radio interview for main ideas and details

• Use listening strategies to improve comprehension

• Write two paragraphs about your family history

• Write a journal entry

• Agree and disagree with an opinion poll

• Use the simple past to talk about your family origins

• Discuss birth order

UNIT 3

Travel

• Read a piece of creative non-ction to get meaning from context

• Read a magazine article to exchange information

• Watch a short lm for main ideas and details

• Focus on descriptive writing

• Write an adventure story

• Interview a classmate about his

or her travel style

• Discuss adventure travel, important life lessons and the culture of sharing

• Role-play a dialogue using idioms

• Paraphrase travel quotesWRITING FILES 2 The Essay• Model essay • The thesis statement • The difference between a thesis statement and a topic sentence

UNIT 4

Relationships

• Activate prior knowledge

• Read a magazine article

• Team read and retell

• Predict

• Take notes on main ideas

• Read and analyze a short story

• Watch a photo-documentary and take notes

• Summarize data gathered during a survey interview

• Write an essay

• Interview classmates

• Conduct an opinion poll

• Give your opinion using should

• Discuss relationship types

• Discuss a quote and the portrayal of love in other cultures

• Scan for specic vocabulary

• Pair read and retell

• Watch a television news report for main ideas and details

• Listen to a radio documentary for main ideas and details

• Write an opinion essay • Discuss and explain reasons for

rst impressions

• Describe a memory

• Use expressions to formulate assumptions

• Debate gender assumptions

• Use debating languageWRITING FILES 3 Improving Your Essay• The introduction • Transition words • The conclusion • Revising for unity and cohesionUNIT 6

Happiness

• Pair read and retell

• Read for main ideas and details

• Read a blog entry

• Annotate a text

• Watch an informal documentary for main ideas and details

• Watch a television news report for main ideas and details

• Write an argumentative essay

• Survey classmates to learn about money habits

• Debate whether money can or can’t buy happiness

• Express yourself politely using modals

• Listen for vocabulary

• Listen to a radio show and take notes

• Write an argumentative essay

• Write a summary

• Role-play a dialogue

• Present a commercial at a focus group meeting

• Think critically with a partner

WRITING FILES 4 Vocabulary and Word Choice• Informal versus standard English • False cognates • Commonly confused words

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Reproduction prohibited © TC Media Books Inc Scope and Sequence vii

• Third-person singular -s • Words, expressions, and

idioms related to technology, communication, and time-consuming technological habits

• Dene words in a text using context clues

• Simple present

• Frequency adverbs

• Phrasal verbs

• Present progressive

• Write a text or give an oral presentation on

a topic related to technology (cellphones, video gaming, my generation, Facebook)

• Conduct a survey

• The -ed ending of regular

verbs in the simple past

• Words, expressions, and idioms related to family

• Dene words in a text using context

• Simple past

• Past progressive

• Write a text or give an oral presentation on a topic related to personality (generation net, aboriginal culture, birth order, family history, nature vs nurture)

• Prepare a round-table presentation on a coming-of-age book or movie

• The /th/ sound • Words, expressions, and

idioms related to travel

• Dene words in a text using context

• Future • Write a text or give an oral presentation on a

topic related to travel (travel on the edge, volunteer travel, couchsurng, the culture of sharing, travel lessons)

• Create a travel show

• The essay outline • Revising and editing

• Word stress • Words, expressions, and

idioms related to relationships

• Mixed verb tenses

• Write a text or give an oral presentation on a topic related to relationships (the science of attraction, virtual love, relationship personality, arranged marriages, relationship mistakes)

• Love across the generations survey

• The /h/ sound • Words, expressions, and

idioms related to impressions and biases

• Use synonyms to dene words

• Debating language

• Comparatives and superlatives

• Phrasal verbs

• Write a text or give an oral presentation on a topic related to stereotypes (rst impressions, unconscious bias, the Human Library, beauty bias, gender differences)

• Present and analyze stereotypes in music

• Can versus can’t • Words, expressions, and

idioms related to money and happiness

• Dene or nd synonyms

of words in a text using context

• Modals • Write a text or give an oral presentation on a

topic related to happiness (money and happiness, one-week jobs, happy countries, laughology, party animals)

• Test a happiness theory

• Cardinal and ordinal

numbers

• Words, expressions, and idioms related to marketing

• Conditionals • Write a text or give an oral presentation on a

topic related to marketing (marketing to millennials, coolhunting, cause marketing, colours in marketing, hyper-target marketing)

• Raise awareness about manipulative marketing campaigns

• The Academic Word List • Use a thesaurus

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Reproduction prohibited © TC Media Books Inc Features

viii

Level-appropriate texts, videos, and audio

material have been updated and come from a

variety of authentic sources

You will read a large selection of text types,

including an excerpt from a short story and a

novel, listen to interviews and reports, and watch

high-interest documentaries and short lms

Reading for Strategyallowsyou to practise a specicreading strategy to improveyour reading skills

Reading for Interactionencourages pair reading

or structured discussion

in class

FYI(For YourInformation)provides interestingfacts or tips

related to the theme

In this second edition of REAL Skills Book 2 you’ll nd the many features that made the rst

edition such a success along with valuable improvements and additions The magazine-style

integrated approach has been updated to suit the language needs of today’s intermediate

student New and updated themes offering student-centred activities explore relevant issues

and topics

Seven theme-based units are designed to pique your interest while building your language

skills There are also four step-by-step Writing Files to help you write effective paragraphs

and essays They have been regrouped to offer one period of class time The book

concludes with useful appendices to help you with your written and oral assignments

Overall Structure

Skills

reading practice

Focus on Languageis a new section

that gives you the opportunity

to focus on specic aspects

of grammar that you see or

hear in context

New targeted grammar focus

Reading forChallengeoffers you

a morechallenging orlonger text

Features

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Reproduction prohibited © TC Media Books Inc Features ix

Engaging warm-up activities,

such as surveys, quizzes, and

interview scenarios, open each

unit to get you thinking about

and discussing the new theme

Speaking activitiesoffer realcontextsand range from guideddiscussions and topical debates

to creative role plays to formalpresentations

Numerous writing and discussionboxes throughout the unit give youopportunities to react to varioustopics

The new Topic Files section

concludes each unit It offers

accessible writing and oral

presentation topics to encourage

you to explore the theme further

These activities reinforce the

unit’s featured language

elements, which are listed in

Make the Connection

Top Wordslists high-frequency

vocabulary featured in the unit to

help you to focus on these words

and integrate them in your own

speaking and writing

Newly expanded, each of the four Writing Files takes youstep-by-stepthrough the writing process, and providesmodels, examples, and hands-on practice of the writingtheory, including revising and editing exercises

The grey pages of these sections are easy to nd

so they can be referenced at any time

Topic Files

Writing Files

Speaking and Writing

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Reproduction prohibited © TC Media Books Inc Features

x

Grammar Linkgives you

language and grammar tools to

help you do the required tasks

A variety of exercises helps you

acquire new vocabulary carefully

selected according to frequency

and usefulness

Clear and integrated web links

indicate when to consult the

interactive activities online

How Tofocuses on useful reading,listening, speaking, and writingstrategies and now offers moreexplanations, examples, andconcrete practice

A section on Idioms helps you learncommon theme-related expressionsand put them into practice

Pronunciation targets commondifcultiesand helps you become

a more uent speaker throughguided practice

The online pronunciation exercisesprovide automatic feedback

Cross-referencesindicate where

to nd more detailed information

or practice

Language Elements

THE POWER OF AN EXCEPTIONAL DIGITAL TOOL

• An interactive eBook for teachers and students

• Additional questions on material in the book and on new material found only online

• Immediate feedback to help better assess understanding and to monitor progress

• Creation and customization of interactive online activities by teachers

• Vocabulary exercises and quizzes to improve vocabulary use and retention

• Pronunciation workshops for online practice

• Access to the CD and DVD content that can be played directly from the platform

• Teacher tools such as projects, transcripts, answer keys, evaluation material, and grids

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1 Are You a Digital Slave?

UNIT

ARE YOU HOOKED?

How are texting, social

networking, and video games

changing the way we relate to

others?

Are smartphones and surfing

the Internet making us more

intelligent?

How can video gamers save the

world?

In this unit, you will learn more

about the impact of your

Are You a Digital Slave?

Technology Are You a Digital Slave?

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Reproduction prohibited © TC Media Books Inc.

UNIT 1 Technology

2

Are your harmless habits—gaming, surng, and texting—taking up a lot of your time?

Be careful! These activities can become soft addictions when you do them too often

Interviewa classmate to nd out how often he or she uses technology Write aquestion in the simple present to ask your partner Make sure to use the question wordshow often Answer the question with one of the frequency adverbs in the following box

Answer

1.Answer cellphone

in class

2 Send textmessages

3 Download music

or movies

4 Watch TV

5 Use social media

6 Play video games

7 Downloadnew apps

8 Other:

How often do you answer yourcellphone in class?

Judith Wright, author of

The Soft Addiction Solution,

describes soft addictions as

“seemingly harmless habits

like over-shopping, overeating,

watching too much TV,

endlessly surng the Internet,

and procrastinating that

actually keep us from the life

we want.”

SIMPLE PRESENT

Use the simple present to talk

about permanent situations in

the present, such as habitual

actions, habits, and facts

Pay attention to the position of

adverbs of frequency They

usually go before the verb

Ioften answer my phone in

class Inever send text

messages in class

To form questions, use the auxiliary

do or does and follow this formula:

QASVO (Question word +

Auxiliary [do or does] +

Subject + Verb + Object)

How oftendo you watch TV?

How many hoursdoes he spend

Use the following expressions:

I’d like you to meet Julie

Let me introduce you to David

I would like to introduce you to

Marie

How To Introducea partner to another pair of students Describe your partner’s favourite

time-consuming activity Remember to add -s to the third-person singular verbs thatdescribe your partner’s activities

Let me introduce you to Maxime He often plays video games and he checks Facebook

at least ve times a day

Writing

Writea short paragraph about your partner’s favourite time-consuming activity

Underline all the present tense verbs that end with -s

Always Frequently Often Sometimes Occasionally Rarely Never

Answers will vary

97%

94%

10 000Reality is Broken

Guitar Hero / World of Warcraft

Super Mario Sunshine / Rock Band /

cgfhabde

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Reproduction prohibited © TC Media Books Inc Are You a Digital Slave? 3

SKIM AND SCAN

Skimming is a useful way toget a general idea of a textbefore you read it

• Move your eyes quicklythrough the whole text,reading the title and the rstline of every paragraph

• Look briey at theillustrations or photos

• Don’t stop for details or tolook up unfamiliar words in adictionary

Scanning is a useful way toread for specic facts anddetails We all practise thetechnique of scanning when welook up a word in a dictionary

• Move your eyes quickly overthe text until you nd thespecic piece of informationyou are looking for

How To

READING FOR STRATEGY • SKIMMING AND SCANNING

Can video games teach us valuable life lessons? Jane McGonigal, game developer andauthor of Reality is Broken: Why Games Make Us Better and How They Can Change theWorld, says yes!

Vocabulary

Matcheach word or expression with its denition before you read The line number is inparentheses

1 a misconception (n., 1) a to accomplish

2 escapist (adj., 2) b a reality

3 a waste of time (exp., 2) c helping to avoid reality

4 to spend time (exp., 6) d a recompense

5 pride (n., 31) e a wrong idea

6 to achieve (v., 32) f to use time

7 a truth (n., 41) g an unproductive use of time

8 a reward (n., 46) h self-esteem

Skimming and Scanning

Skimthe article on page 4 and highlight the rst line of every paragraph Rememberthat skimming is done quickly

1 Put a check mark next to the themes discussed in the article

a Playing video games is a productive way to spend time

b Video games teach us real-world skills

c Gamers should spend more time in the real world

d Video games are bad for our health

e Video gamers are more creative and optimistic

f Video games make us more intelligent

Scanthe text and nd this information:

2 Percentage of boys under 18 who game:

3 Percentage of girls under 18 who game:

4 The number of hours gamers accumulate before the age of 21:

5 The title of the book mentioned in the article:

6 The names of two video games mentioned:

Answers will vary

97%

94%

10 000Reality is BrokenSuper Mario Sunshine / Rock Band /Guitar Hero / World of Warcraft

cgfhabde

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we can spend time Games help us producesomething more important than the

economic bottom line: powerful emotionsand social relationships that can change ourlives They can also help us change the world

Currently there are more than half abillion people worldwide playing onlinegames for at least an hour a day The youngeryou are, the more likely you are to be a gamer:

97% of boys under 18 and 94% of girls under

18 report playing video games regularly Theaverage young person racks up 10 000 hours

of gaming by the age of 21 That’s almostexactly as much time as they spend in aclassroom during all ofmiddle schoolandhigh school if they have perfectattendance.Most astonishingly, ve million gamers inthe United States are spending more than

40 hours a week playing games—the same as

a full-time job!

Why are we increasingly turning togames? According to my research, it’sbecause games do a better job than ordinarylife of provoking our most powerful positiveemotions, like curiosity, optimism, pride, and

a desire to join forces with others to achievesomething extraordinary Games also,increasingly, are a particularly effective way to

bondwith our friends and family That’s what

I mean when I say—in the title of my newbook—that “Reality is Broken.” The fact that

so many people of all ages, all over the world,are choosing to spend so much time in gameworlds is a sign of something important, atruth that we urgently need to recognize

The truth is this: In today’s society,computer and video games are fulllinggenuine human needs that the real world

is currently unable to satisfy Games areproviding rewards that reality is not Theyare teaching and inspiring and engaging us

in ways that reality is not They are bringing

us together in ways that reality is not Andunless something dramatic happens toreverse the resulting exodus, we’re fast onour way to becoming a society in which asubstantial portion of our population devotesits greatest efforts to playing games, createsits best memories in game environments,and experiences its biggest successes in gameworlds Fortunately, however, this temporaryexodus is not a complete waste of time!

When we play a good game, we becomemore optimistic, more creative, more focused,more likely to set ambitious goals, and moreresilient in the face of failure When weplay multiplayer games, we become morecollaborative and more likely to help others

More importantly, playing a game withsomeone is an incredibly effective way to get

to know theirstrengthsandweaknesses—

as well as what motivates them This is exactlythe kind of social knowledge we need to beable to cooperate and collaborate with people

totacklereal-world challenges

The good news about games is that recentscientic research shows that all of thesefeelings and activities can trickle into ourreal lives For example, kids who spend just

30 minutes playing a “pro-social” game likeSuper Mario Sunshine (in which players clean

up pollution and grafti around an island) aremore likely to help others in real life for a fullweek after playing the game People of all ageswho play musical games like Rock Band andGuitar Hero report spending more timelearning and playing real musical instrumentsthan before they started playing the videogame Just 90 seconds of playing a game likeWorld of Warcraft—where you have a powerfulavatar—can boost the condence of collegestudents so much that for up to 24 hours later,they’re more likely to be successful taking atest at school and to be moreoutgoinginreal-world social situations

This “spill-over” effect of games meansthat young people who identify strongly as

T5

economic bottom line (exp.)

net income or loss

middle school (n.) a school

between elementary and high

school, usually for grades six to

failure (n.) lack of success

strengths (n.) best qualities

weaknesses (n.) worst qualities

tackle (v.) attempt to solve

trickle (v.) move slowly

outgoing (adj.) extroverted

Read “Video Game Addiction:

Does It Exist?” online for a

Players are more likely to help others for up to a week after

30 minutes

90 seconds

Players spend more time learning and playing real musical instruments

Playing can increase the condence of college students: for 24 hours after playing,they are more successful in school tests and more extroverted in real life

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gamers have real-world talents and strengths

that will undoubtedly serve them well in

the future, if they understand that these

are real skills and abilities, not just virtual

ones That’s why I wanted to write Reality

is Broken: to show gamers (and parents of

gamers) exactly how playing games can

prepare us to tackle challenges like curing

cancer, ending world hunger, and stopping

climate change (Yes, it’s true! There are

games to help players do all of these things.)

Of course, there can always be too

much of a good thing Studies show that

playing games for up to 21 hours a week

can have a positive impact on your health

and happiness, especially if you’re playing

games face to face with friends and family,

or playing cooperative games (rather

than competitive games) That’s why I

recommend that parents of gamers spend

as much time as possible playing, too In

fact, a new study revealed that daughters

who play video games with their parents

report feeling much closer to their parentsand demonstrate signicantly lower levels

of aggression, behaviour problems, anddepression

However, when you hit 28 hours aweek of gaming or more, it starts to distractyou from real-life goals and other kinds

of social interaction that are essential toleading a good life Multiple studies haveshown that with more than three hours aday, you’re not going to get those positiveimpacts Instead, you’ll be at risk fornegative impacts like depression and socialanxiety

So what’s the optimal level of gaming?

For most people, an hour a day playing ourfavourite games will power up our ability

to engage wholeheartedly with difcultchallenges, strengthen our relationshipswith the people we care about most (whilestill letting us notice when it’s time to stopplaying in virtual worlds), and bring ourgamer strengths back to real life

Readthe entire article and answer the following questions

1 Why are people spending more and more time playing video games?

2 What kind of social knowledge about others do video games help us develop?

3 How can playing certain games have positive effects in the real world? Complete the chart

a Super Mario Sunshine

b Rock Band / Guitar Hero —

c World of Warcraft

According to the writer’s research, games are better than real life at provoking

powerful positive emotions like curiosity, optimism, pride, and collaboration

When we play a game with someone, we are able to learn about the person’s

strengths and weaknesses and what motivates them This helps us to cooperate and

collaborate in the real world

Players are more likely to help others for up to a week after

30 minutes

90 seconds

Players spend more time learning and playing real musical instruments

Playing can increase the condence of college students: for 24 hours after playing,they are more successful in school tests and more extroverted in real life

Trang 18

UNIT 1 Technology

6

4 How many hours of video gaming a week are too many?

5 What are two negative effects of too much gaming?

Focus on Language: Phrasal Verbs and the Present Tenses

1 Find a phrasal verb in the paragraph indicated that means the following:

Phrasal verbs are very common

in English They consist of a verb

followed by a preposition or an

adverb, or both The preposition

or adverb adds a new meaning to

Look up the meanings of phrasal

verbs in a general English

1 What video games do you play?

2 Do you ever feel that you are wasting your time when you play video games?

Explain your answer

3 Do you learn anything useful by playing these games? Explain your answer

Writing

Writea paragraph on whether you agree with the author that gaming prepares us toface real-life challenges like nding a cure for cancer or ending world hunger Explainyour opinion in one paragraph

Refer to Writing Files 1,

page 21, for more information

on the paragraph

depression

are fulllingare teaching

to rack up

to turn to

to power up

are providing

It is the present progressive

It is formed with the verb be in the present plus the verb with -ing

It is used to describe temporary situations and actions in progress

are bringing

social anxiety

28

playmotivates

It is the simple present

It is the base form of the verb (third-person singular takes a -s or -es)

It is used to describe the permanent nature of habits and facts

needbecome

Possible answers include:

It is easy to communicate with people

sending a written message by phone

alone

disconnected

without otherspick up

She nds them at the family breakfast table, at a funeral, and at the beach

It gives you a feeling of security

You can call in an emergency

It is easy to stay in touch

You are always available

You have no downtime

They can be addictive

They diminish face-to-face communication

Trang 19

Vocabulary

Watch the introduction to the video and then ll in the blanks with the missing words

Then, write a synonym or short denition in parentheses for each missing word

Once upon a time, in what seems a far-off land, if you saw someone walking down the street talking to himself,you’d think he was, well, ( ) Not anymore Ninety percent of American adults

1

( ) cellphones and, whether talking or 2( ), it seems that 90 percent of the time, they are using them These days, theminute that people are 3( ) at a stop sign, at the checkout line in a supermarket,they panic, they 4( ) a phone Psychologist Sherry Turkle says 5( ) connections have left us more 6( ) than ever

Fill inthe following chart with a partner before you watch the report

These days, it seems like everyone has a cellphone that they can’t live without CBSNews: Sunday Morning looks at the impact of this form of instant communication

Discussion

1 How many text messages and calls do you receive on average every day?

2 Are you able to spend a day without your cellphone? Why or why not?

3 Do you think that cellphones are bringing us closer together or driving us apart?

Positive Aspects of Cellphones Negative Aspects of Cellphones

crazy

It is easy for people to reach you They can be disruptive

insane

Comprehension

Watchthe rest of the video and answer the following questions

1 Where does Sherry Turkle nd people texting? Name three places

depression

are fulllingare teaching

to rack up

to turn to

to power up

are providing

It is the present progressive

It is formed with the verb be in the present plus the verb with -ing

It is used to describe temporary situations and actions in progress

are bringing

social anxiety

28

playmotivates

It is the simple present

It is the base form of the verb (third-person singular takes a -s or -es)

It is used to describe the permanent nature of habits and facts

needbecome

Possible answers include:

It is easy to communicate with people

sending a written message by phone

alone

disconnected

without otherspick up

She nds them at the family breakfast table, at a funeral, and at the beach

It gives you a feeling of security

You can call in an emergency

It is easy to stay in touch

You are always available

You have no downtime

They can be addictive

They diminish face-to-face communication

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UNIT 1 Technology

8

Did you know that the

behaviour of cellphone users

is very similar to that of people

with pathological gambling

addictions? According to an

MSNBC survey, the majority

of students said they take their

cellphones everywhere they

go A third of them say they

use their phones to escape

from problems The most

surprising result is that some

people said they lost a job or

a relationship because of their

cellphones

2 What conclusion does Sherry Turkle reach in her book Alone Together?

3 Are we addicted to our phones? What is Turkle’s opinion?

4 What two accidents were caused by texting while walking?

5 Researchers ask students around the world not to use their cellphones for 24 hours

a How many of them quit the experiment?

b.Why did they quit?

6 What scientic reason does Nicholas Carr give to explain our obsession withsmartphones?

7 Why was the young child confused when she was playing with a magazine?

8 According to the interview, are smartphones bad for our brains?

Referto the chart on page 7 Did you learn anything about smartphones that you want

to add to the list?

Is it video games, surng, texting, Facebooking? We all have a time-wasting habit ortwo What is yours?

Describeyour most time-consuming digital habit to a small group of classmates

Use the simple present where possible Use the following questions to guide yourdiscussion

• How many hours a day or week do you spend on this activity? Why?

• How do you feel when you are doing this activity?

• How do you react when someone suggests that you spend less time on this activity?

• Do you think you spend too much time doing this activity? Explain your answer

• Do you plan to change your habits? Explain your answer

Listen to “This Is Your Brain

Online” online to learn more

about how the Internet is

rewiring our brains.

We have lost the art of conversation

She does not like the word addicted, but she thinks that we are vulnerable

A women walked into a fountain A man walked off a train platform

70%

They were bored and felt detached from the world

We have a primitive instinct to gather as much information as possible and to knoweverything that is going on around us

She was so used to interacting with the touch screen of a tablet that she did notunderstand why the magazine was not responding

No Smartphones can sharpen our brains

Answers will vary The Internet is our external hard drive We do not have to

remember phone numbers or addresses anymore Instead, wejust Google them

With online libraries, memorization is no longer a necessarypart of education We no longer have to ll up our brain spacewith memorized facts and details We can Google them

We don’t give tasks our full attention We continually multitask.For example, most of us update Facebook, listen to music, andtext at the same time

Although we cannot remember it all, we are getting better at

nding the information we need The brainpower previouslyused to retain facts and information is now being used toremember how to look them up

We are becoming addicted to the Internet After spending timeonline, your brain wants to get back on for more, making itdifcult to concentrate on other tasks and “unplug.”

Deep reading that used to come naturally has become difcult.Our time online is often spent scanning headlines and posts andquickly surng links, never spending much time on any one thing.When it comes to reading more than a few minutes your mindwill often be distracted

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READING FOR INTERACTION

How is the Internet affecting our creativity, our intelligence, and our memories? Somescientists think that the Internet may be rewiring our brains What do you think?

Discussion and Comprehension

Discuss with a partner how the Internet is affecting the way we accomplish certainactivities Write your thoughts in point form in the second column Use the presentprogressive in your answers Then read the article on page 10 and use informationfrom it to ll in the nal column

How is theInternet affectingthe way we

What You and YourPartner Think

What the Article Says

1 rememberinformation?

We have lost the art of conversation

She does not like the word addicted, but she thinks that we are vulnerable

A women walked into a fountain A man walked off a train platform

70%

They were bored and felt detached from the world

We have a primitive instinct to gather as much information as possible and to know

everything that is going on around us

She was so used to interacting with the touch screen of a tablet that she did not

understand why the magazine was not responding

No Smartphones can sharpen our brains

Answers will vary The Internet is our external hard drive We do not have to

remember phone numbers or addresses anymore Instead, wejust Google them

With online libraries, memorization is no longer a necessarypart of education We no longer have to ll up our brain spacewith memorized facts and details We can Google them

We don’t give tasks our full attention We continually multitask.For example, most of us update Facebook, listen to music, andtext at the same time

Although we cannot remember it all, we are getting better at

nding the information we need The brainpower previouslyused to retain facts and information is now being used toremember how to look them up

We are becoming addicted to the Internet After spending timeonline, your brain wants to get back on for more, making itdifcult to concentrate on other tasks and “unplug.”

Deep reading that used to come naturally has become difcult

Our time online is often spent scanning headlines and posts andquickly surng links, never spending much time on any one thing.When it comes to reading more than a few minutes your mindwill often be distracted

Trang 22

UNIT 1 Technology

e live in a world with the Internet, where nearly theentire wealth of human knowledge can live at our

ngertips Such an amazing feat, of course, doesn’t happen

without impacting our lives, and scientists have begun to

note that the Internet has not only served to fulll our brains’

curiosities, but has also rewired them So what exactly is the

Internet doing to our brains?

1 THE INTERNET IS OUR EXTERNAL HARD DRIVEWe

don’t have to remember phone numbers or addresses anymore

Instead, we can just hop on our email or Google to look them

up In a study by Science magazine, students were asked to

type in pieces of trivia, and depending on their group were

told that their information would be either erased or saved The

group that was told its data would be saved was less likely to

remember it This study indicates that people have lower rates

of recall when they can expect to be able to access information

in the future

2 CHILDREN ARE LEARNING DIFFERENTLYRemember

all of the history lessons that required you to remember dates,

names, and nite details? Kids don’t do that nearly as much as

they used to With online libraries, “rote memorization is no

longer a necessary part of education.” Educators are beginning to

understand that memorizing facts wastes valuable brain power

that could be used to keep up with more important information

that can’t be quickly Googled

3 WE HARDLY EVER GIVE TASKS OUR FULL ATTENTION

Have you ever updated your Facebook while listening to music

and texting a friend? If so, you’ve experienced the phenomenon

of continuous partial attention and its impact on your brain It

remains to be seen if partial attention is a distraction as most

believe, or an adaptation of the brain to the constant ow of

stimuli

4 WE’RE GETTING BETTER AT FINDING INFORMATION

Although we can’t remember it all, we’re getting better at

nding the information we need It seems that the brainpower

previously used to retain facts and information is now being used

to remember how to look it up Professor Betsy Sparrow reports,

“We remember less through knowing information itself than by

5 DIFFICULT QUESTIONS MAKE US THINK ABOUTCOMPUTERS When faced with a difcult question, peoplerarely consider an encyclopedia or history books but, rather,think about computers It’s a brand-new impulse that exists inour brains Because students in college often have to complete alot of research, using the Internet has become all too common

For many, this means we don’t have to trek to the library or, since

so many people have smartphones, even go much farther thanour own pockets

6 IQ IS INCREASING OVER TIMEIn the age of MTV andvideo games, parents and experts worried that the new and

ashy technologies would fry our poor brains into oblivion Butthe exact opposite has happened: after MTV, after video games,after Twitter, Facebook, and Google, we’re getting smarter Are

we smarter because of technology or in spite of it?

7 OUR CONCENTRATION IS SUFFERINGIn an article forthe Atlantic, Nicholas Carr relates his growing difculty in deepreading Like so many others, he nds that “deep reading thatused to come naturally has become a struggle.” It’s not hard to

gure out why Our time online is often spent scanning headlinesand posts and quickly surng links, never spending much time

on any one thing So of course, when it comes to reading formore than a few minutes, or even moments, your mind will oftenbegin to wander

8 WE’RE BECOMING PHYSICALLY ADDICTED TOTECHNOLOGYEven after unplugging, many Internet usersfeel a craving for the stimulation received from gadgets Theculprit is dopamine, which is delivered as a response to thestimulation—without it, you feel bored After spending timeonline, your brain wants to get back on for more, making itdifcult to concentrate on other tasks and “unplug.”

9 OUR BRAINS CONSTANTLY SEEK OUT INCOMINGINFORMATION Tests at Stanford University indicate thatmultitaskers, such as heavy Internet users, often tend to overlookolder, valuable information, instead choosing to seek out newinformation Instead of focusing on important tasks or puttinginformation to good use, we’re distracted by incoming email

10 ONLINE THINKING PERSISTS EVEN OFFLINEWhenyou’re online, you’re frequently attacked by bursts of information,which are highly stimulating and even overwhelming Too much,and you can become extremely distracted and unfocused Evenafter you log off (if you ever do), your brain remains rewired

A lack of focus and fractured thinking can persist, interruptingwork, family, and ofine time

10

Adapted by OnlineCollege.org

Ten Big Ways the Internet

Is Changing Our Brains

Ten Big Ways the Internet

Is Changing Our Brains

bceadhgf

Trang 23

Vocabulary

Matcheach word or expression with its denition before you watch

1 to bring us closer (exp.) a to be more important or signicant than

2 to share (v.) b to unite

3 racy (adj.) c to use together

4 to outweigh (v.) d old-fashioned

5 quaint (adj.) e slightly indecent, risqué

6 to show up (v.) f to resign from a position

7 to come to an end (exp.) g to stop or cease

8 to step down (exp.) h to attend

Watch the rst part of the documentary and ll in the blanks with the words you hear

9 This Doc Zone is all about Facebook

10 One of our basic needs is with others

11 All the innovations in communication served the same purpose: to bring people

together

12 We record our lives, we interact with other, and we

our personal experiences online

13 All this sharing comes with a personal

14 Social media are changing the way people

15 with down the road that are impossible to predict

Is Facebook fundamentally changing the way we communicate? In this documentary

from CBC Doc Zone, you will learn more about the unexpected consequences of sharing

our private lives so publicly

Discussion

1 How many Facebook friends do you have? Do you know all of them personally?

2 What kind of information do you post on Facebook?

3 Have you ever posted a comment or a photo that you regret? Explain your answer

bceadhgf

Trang 24

Consequences

Describe therepercussions

5 What does this documentary say about the future of Facebook?

16-year-old Thessa fromGermany

TAKE NOTES WHILE YOU LISTEN

Note-taking helps you understand and remember what you hear

• Listen carefully and write down the main ideas in your own words

• Don’t try to write down everything the speaker says, or try to write word-for-word notes

Did not make team to serve atwedding of Prince William andKate Middleton because of Face-book post he wrote insulting Kate

He is a freelance journalist His area of expertise is the Internet and how it is changing the way our lives are being

recorded Facebook makes social forgetting much more difcult

- In the distant future, Facebook will be “as quaint as the telegraph.”

- Mark Federman predicts that Facebook will contribute to creating a very different society in 150 years

Forgot to check her privacysettings and party invitation wentout to everyone on Facebook

Ray Lamb from BritishColumbia: new, young NDPcandidate

Posted racy high-school photos

on Facebook four years earlier

Other politicians thought photosshowed lack of judgment andRay quit political campaign andpolitical career

Thousands of partygoersshowed up at Thessa’s houseand she was subject to lifetime

of Facebook notoriety

She forgot to check her privacy settings, and her birthday invitation went out toeveryone on Facebook

He is from British Columbia and he ran for the NDP party

We publically record our lives on the Internet and our posts and photos neverdisappear

Cameron is a member of the Scots Guard His career has been negatively affected byhis insulting Facebook post about Kate Middleton

Facebook, like the telegraph, is part of our social evolution In 150 years Facebook willseem like an old-fashioned way of communication

Trang 25

Comprehension

Useyour notes and answer the following questions

1 Why did so many teenagers show up at Thessa’s house?

2 Where is Ray Lamb from? What political party did he run for?

3 How does Facebook make social forgetting more difcult?

4 What was the name of Cameron Reilly’s regiment? How would you describe hisfuture in the military?

5 Explain what this statement means: “Facebook will be as quaint as the telegraph.”

Discussion and Writing

1 How do you think Facebook will change us as a society?

2 How do you think Facebook itself will change and evolve?

18-year-old Cameron Reilly, inScots Guards

Removed from royal militaryduty, which will negatively affect

entire military career

Did not make team to serve atwedding of Prince William and

Kate Middleton because of book post he wrote insulting Kate

Face-He is a freelance journalist His area of expertise is the Internet and how it is changing the way our lives are being

recorded Facebook makes social forgetting much more difcult

- In the distant future, Facebook will be “as quaint as the telegraph.”

Forgot to check her privacysettings and party invitation went

out to everyone on Facebook

Ray Lamb from BritishColumbia: new, young NDP

candidate

Posted racy high-school photos

on Facebook four years earlier

Other politicians thought photosshowed lack of judgment and

Ray quit political campaign andpolitical career

Thousands of partygoersshowed up at Thessa’s house

and she was subject to lifetime

of Facebook notoriety

- Mark Federman predicts that Facebook will contribute to creating a very different society in 150 years

She forgot to check her privacy settings, and her birthday invitation went out toeveryone on Facebook

He is from British Columbia and he ran for the NDP party

We publically record our lives on the Internet and our posts and photos neverdisappear

Cameron is a member of the Scots Guard His career has been negatively affected byhis insulting Facebook post about Kate Middleton

Facebook, like the telegraph, is part of our social evolution In 150 years Facebook willseem like an old-fashioned way of communication

Trang 26

UNIT 1 Technology

14

Third-Person Singular -s

In English, the nal -s of the third-person singular can have three different sounds:

/s / as in surfs, /z / as in plays, /iz / as in watches

Listento the tongue twister Repeat it after the speaker

She sells seashells by the seashore

The shells she sells are surely seashells

So if she sells shells on the seashore,I’m sure she sells seashore shells

Listento each verb and repeat it after the speaker Then write the verb in theappropriate column according to the pronunciation of the nal -s

Listento the following sentences Fill in the blanks with the sound of the nal -sthat you hear Then repeat each verb after the speaker

/s / /z / /iz /Phillip sends 300 text messages every day

1 Joel plays hours of video games each day

2 Sabrina spends all of her money on clothes

3 My mother thinks I talk too long on my cellphone

4 The study shows that we are becoming isolated and lonely

5 My little sister walks and texts at the same time

6 My little brother seems more optimistic after playing his favouritevideo game

7 My father uses his laptop all the time

8 My friend works out at the gym ve times a week

9 Impulse shopping creates nancial problems for many people

10 Technology enables us to be alone together

buyslovesgoesknows

faxesteachespassespushesraces

f

ai

egh

db

j

Trang 27

Communication

No matter how you choose to communicate with your world—face to face or via avirtual interface—you will encounter and use many idiomatic expressions in English

Matcheach idiom with its meaning Write the correct letter in the second column

In the third column, write a sentence using the idiomatic expression

Idioms

1 to drop someone a line

2 to get it straight from thehorse’s mouth

3 to get our wires crossed

4 to get straight to the point

5 to hear it through thegrapevine

6 to see eye to eye

7 to speak of the devil

8 to stay in touch

9 to take what someonesays with a grain of salt

10 to talk someone’s ear off

Did you know there are over

25 000 idioms in the Englishlanguage? Idioms are words

or expressions that cannot betaken literally For example, ifsomeone tells you to “break aleg” before a job interview, theyare wishing you good luck

Meaning

a to have a misunderstanding

b to hear news from an unofcial source

c to communicate with someone in writing

d to talk for a very long time

e to agree with someone

f to hear news from an authoritativesource

g said when a person appears just afterbeing mentioned

h to maintain communication with someone

i to focus on the most important thingwithout delay

j to believe only part of what someonesays

Writing

Workwith a partner and write a short conversation between two friends Use atleast three of the idiomatic expressions Then act out your dialogue for another group

of students Can you understand the idioms they use?

I will drop you a line tonight so we can nalize our plans for theweekend

goesknows

faxesteaches

passespushesraces

f

ai

egh

db

j

Trang 28

UNIT 1 Technology

16

When you think of communicating with someone, do you automatically turn to yoursmartphone or does it depend on the person and the situation?

Fill inthe second column of the chart with your preferred method of communicationfor each situation Then discuss with a partner and write their answers in the thirdcolumn Choose from the following methods of communication

Communicate

How Your PartnerChooses to Communicate

1 To tell your parents you will

be late for supper

2 To break up with your

boyfriend or girlfriend

3 To wish your brother or

sister a happy birthday

4 To tell someone about

your bad day

5 To meet your friends

1 Based on your answers in the chart, what is the most popular method of communication? What is the

least popular method of communication? What do your answers say about you and your generation?

2 How is technology changing the way we communicate with others? Explain your answer

call cellphonecall home phoneface-to-face

place video callpost online publiclysend email

send instant messagesend text messageother: _

escapetechnologically or socially informedafraid of, scared of

to cheatbeing kind, helpful, sympathetic towards others

to make less difcultattractive, inviting

to run away, escape

Trang 29

Are You a Digital Slave? 17

READING FOR CHALLENGE

In an article from the New York Times, Sherry Turkle challenges us to take a hard look at

the changes texting and social media are making to our lives

Vocabulary

Writea short denition of each of the following words The line number is in

parentheses Use context clues or your dictionary to help you

e live in a technological universe

in which we are always

communicating And yet we have sacriced

conversation for mere connection

At home, families sit together, texting

and reading email At work, executives text

during board meetings We text (and shop

and go on Facebook) during classes and when

we’re on dates My students tell me about an

important new skill It involves maintaining

eye contact with someone while you text

someone else It’s hard, but it can be done

Over the past 15 years, I’ve studied

technologies of mobile connection and

talked to hundreds of people of all ages and

circumstances about their plugged-in lives

I’ve learned that the little devices most of us

carry around are so powerful that they change

not only what we do, but also who we are

We’ve become accustomed to a new way

of being “alone together.” Technology-enabled,

In today’s workplace, young people whohave grown up fearing conversation show

up on the job wearing earphones Walkingthrough a college library or the campus of ahigh-tech start-up, one sees the same thing:

we are together, but each of us is in our ownbubble, furiously connected to keyboardsand tiny touch screens

In the silence of connection, peopleare comforted by being in touch with a lot

of people—carefully kept at bay We can’tget enough of one another if we can usetechnology to keep one another at distances

we can control: not too close, not too far, justright

The Flight from

Conversation By Sherry Turkle

New York Times

escapetechnologically or socially informedafraid of, scared of

to cheatbeing kind, helpful, sympathetic towards others

to make less difcultattractive, inviting

to run away, escape

Trang 30

Human relationships are rich; they’recomplicated and demanding We havelearned the habit of cleaning them upwith technology And the move fromconversation to connection is part of this.

But it’s a process in which we shortchangeourselves Worse, it seems that over time

we stop caring, we forget that there is adifference

We are tempted to think that ourlittle “sips” of online connection add up

to a biggulpof real conversation But theydon’t Email, Twitter, Facebook, all of thesehave their places—in politics, commerce,romance, and friendship But no matterhow valuable, they are not a substitute forconversation

Connecting in sips may workfor gathering small separate bits ofinformation or for saying, “I am thinkingabout you.” Or even for saying, “I loveyou.” But connecting in sips doesn’t work

as well when it comes to understandingand knowing one another In conversation

wetendto one another We can attend totone and nuance In conversation, we arecalled upon to see things from another’spoint of view

Face-to-face conversation unfoldsslowly It teaches patience When wecommunicate on our digital devices, welearn different habits As weramp upthevolume and velocity of online connections,

we start to expect faster answers To getthese, we ask one another simpler questions;

we dumb down our communications

During the years I have spentresearching people and their relationshipswith technology, I have often heard thesentiment “No one is listening to me.” Ibelieve this feeling helps explain why it is

so appealing to have a Facebook page or

a Twitter feed—each provides so manyautomatic listeners And it helps explainwhy—against all reason—so many of usare willing to talk to machines that seem

to care about us

We expect more from technologyand less from one another and seemincreasingly drawn to technologies thatprovide the illusion of companionshipwithout the demands of relationship

Always-on/always-on-you devices provide

three powerful fantasies: that we willalways be heard; that we can put ourattention wherever we want it to be; andthat we never have to be alone Indeed ournew devices have turned being alone into aproblem that can be solved

Think of it as “I share, therefore I am.”

We use technology to dene ourselves bysharing our thoughts and feelings as we’rehaving them We used to think, “I have afeeling; I want to make a call.” Now ourimpulse is, “I want to have a feeling; I need

to send a text.”

So, in order to feel more, and to feel morelike ourselves, we connect But in our rush

to connect, we ee from solitude, our ability

to be separate and gather ourselves Lackingthe capacity for solitude, we turn to otherpeople but don’t experience them as theyare It is as though we use them, need them

as spare parts to support our increasinglyfragile selves We think constant connectionwill make us feel less lonely The opposite istrue If we are unable to be alone, we are farmore likely to be lonely

I am a partisan for conversation Tomake room for it, I see some rst, deliberatesteps At home, we can create sacred spaces:

the kitchen, the dining room We can makeour cars “device-free zones.” And we can

do the same thing at work There we are

so busy communicating that we often don’thave time to talk to one another aboutwhat really matters Most of all, we need

to remember—in between texts and emailsand Facebook posts—to listen to oneanother, even to the boring bits, because it

is often in unedited moments, moments inwhich we hesitate and stutter and go silent,that we reveal ourselves to one another

Not too long ago, people walked withtheir heads up, looking at the water, the sky,the sand and at one another, talking Nowthey often walk with their heads down,typing Even when they are with friends,partners, children, everyone is on theirown devices So I say, look up, look at one

an other and let’s start the conversation

Sherry Turkle is a psychologist andprofessor at M.I.T and the author ofAlone Together: Why We Expect Morefrom Technology and Less from EachOther

Connecting in ”sips” works to get small separate bits of information or for saying,

“I’m thinking about you.” It does not allow us to understand or know one another

Possible answer: We share our thoughts and feelings as we have them

Before, we would call someone when we had a feeling Now, we contact someone

to get a feeling

If we are unable to be alone, we are more likely to feel lonely

We can make sacred spaces for conversation at home We can make our carsdevice-free zones We can do the same thing at work

It is in the unedited moments that we reveal ourselves to one another We learnmore about one another in face-to-face conversations

We will always be heard

We can put our attention where we want it

We never have to be alone

It happens slowly

Trang 31

FIND THE MAIN IDEA

The main idea is the point awriter makes about a topic

To nd the main idea:

1 Dene the general topic ofthe text

2 Ask yourself what pointthe writer makes about thetopic

3 Write the topic of the textand the author’s opinion inone or two sentences

How To

Comprehension

1 Scan the article for the main idea Describe it in one sentence

2 What does it mean to be ”alone together”? Give an example from the text

3 When does connecting in “sips” work? When does it not work?

4 How does face-to-face conversation teach patience?

5 What three powerful fantasies do virtual communication devices offer us?

7 How does constant connection make us feel lonely?

8 How can we make room for more conversation in our lives?

9 Why should we make room for more conversation in our lives?

In this opinion text, the author tries to convince us that we are sacricing

conversation for connection in our technical universe

We are able to be alone on our mobile devices and connected to everyone at the

same time For example, young workers come to the ofce wearing headphones

Connecting in ”sips” works to get small separate bits of information or for saying,

“I’m thinking about you.” It does not allow us to understand or know one another

Possible answer: We share our thoughts and feelings as we have them

Before, we would call someone when we had a feeling Now, we contact someone

to get a feeling

If we are unable to be alone, we are more likely to feel lonely

We can make sacred spaces for conversation at home We can make our cars

device-free zones We can do the same thing at work

It is in the unedited moments that we reveal ourselves to one another We learn

more about one another in face-to-face conversations

We will always be heard

We can put our attention where we want it

We never have to be alone

It happens slowly

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UNIT 1 Technology

20

Write a text or give an oral presentation clearly explaining your opinion on one of thestatements below Try to incorporate the elements seen in the unit from the Make theConnection box and use as many of the Top Words as you can, where appropriate

Agree or disagree with one of these statements:

MY CELLPHONEuse has a negative impact on my personal relationships

VIDEO GAMINGis an escapist waste of time

SURFINGthe Internet is making me smarter

VIDEO GAMINGis preparing my generation to confront and nd solutions toreal-world problems

MY GENERATIONis losing the art of face-to-face communication

FACEBOOKis changing our society

topic of your choice linked to what you learned in this unit Make sure you have yourtopic approved by your teacher

1 2 3 4 5 6 7

Top WordsPut a check mark next to the words you know and refer to the page numbers

in the unit to learn the ones you don’t know Add to the list other words you want toremember from the unit

ADJECTIVES

alone(7)appealing(17)disconnected(7)escapist(2)plugged-in(17)

EXPRESSIONS

to bring uscloser(11)

to come to anend(11)

to dumbdown(17)

a waste oftime(2)

NOUNS

a misconception(2)

Vocabulary from the unit and

other theme-related vocabulary

can be practised online.

Topic Files Topic Files

Topic Files Topic Files Topic Files

Topic Files

Refer to Writing Files 1, page 21,

for more about paragraphs

Refer to appendix 1, page 155,

for more about oral presentations

Make the

Connection

Simple present andpresent progressivePhrasal verbsVocabulary and idiomsfrom the unit

Pronouncing thethird-person singular -sSkimming and

scanningFinding the main ideaMaking introductionsWriting coherentparagraphs and topicsentences

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WRITING FILES

Model Paragraph

A paragraph is a collection of related sentences dealing with a single topic To be

effective, a paragraph must contain the following elements

Generating Ideas

The rst step in the writing process is to choose a topic, narrow it down,

personalize it, and decide what you want to say about it At the prewriting stage,

there are three important questions that you have to answer:

1 What do I want to write about? (Choose a subject that you know about and are

interested in.)

2 Who do I want to write to or for? (Choose an audience.)

3 Why do I want to write about this? (Decide on your purpose.)

Now that you have your subject, audience, and purpose for writing, you need

to come up with your thoughts, feelings, and ideas about the topic The most

common techniques used to generate ideas are brainstorming, freewriting,

questioning, and cluster-mapping

When we play a good video game, we get topractise being the best version of ourselves

We become more optimistic, more creative,more focused, more likely to set ambitiousgoals, and more resilient in the face of failure

When we play multiplayer games,

we become more collaborative and more likely

to help others In fact, we like and trust eachother more after we play a game together,even if we lose More importantly, playing agame with someone is an incredibly effectiveway to get to know their strengths andweaknesses, as well as what motivates them

This is exactly the kind of social knowledge weneed to be able to cooperate and collaboratewith people to tackle real-world challenges

A clear topic sentence

that states the main idea

of the paragraph

A concluding sentencethat restates the mainidea, reinforces the mainpoint, and provides a link

to the next paragraph

Supporting sentencesthat prove, illustrate, orexplain the topicsentence

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BRAINSTORMINGis an effective

way to think of new ideas alone or

in small groups To brainstorm, say

or write in point form every idea

about a given subject that comes to

mind Do not worry about spelling or

structure at this stage

•

QUESTIONINGallows you to explore

your subject by asking questions

Each question is a probe that allows

you to see below the surface to nd

out what you already know about the

subject and what you would like to

nd out

FREEWRITINGallows you to write

freely, in sentences, all your ideas on a

given subject without worrying about

errors, organization, or word choice To

freewrite effectively, set a time limit

and write all of the ideas that come to

mind as quickly as you can

CLUSTER-MAPPINGallows you to

map your ideas visually and to create

associations between your thoughts

The word cluster means a group of

similar things To create a cluster

map, write the topic in the centre of

the map and then write general ideas

about the topic around it Continue

making associations between your

ideas

WhyHowHow oftenHow much

WhoWhatWhereWhen

22 WRITING FILES 1 The Paragraph

Choose one of the topics from the box and generate as many ideas as you can

Use two different techniques Write your ideas in the space provided Which

technique helps you generate the most ideas?

educationgeneration netsiblingssocial mediavideo gamesother:

There is no point of view or focus in this topic sentence Correction: My biggest time-consuminghabit is

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Topic Sentences

Once you have completed the prewriting step, you are ready to write a clear,

well-organized paragraph The rst step is to craft an effective topic sentence

The topic sentence tells the reader what the paragraph is about

• It introduces the topic of the paragraph

• It includes a controlling idea that makes a point about the topic

• It focuses the paragraph and makes a statement that is neither too broad nor

too narrow

• It is often the rst sentence of the paragraph

The rst step in writing a topic sentence is to choose a topic and a general point

of view or an idea about it

Topic +

Controlling Idea =

Topic +Controlling Idea =

TopicSentence

Video games +

waste of time

Video games +real-life skills

The next step is to narrow down the topic by nding a focus for the paragraph,

called the controlling idea The controlling idea answers these questions:

• What do I want to say about my topic?

• What specic point do I want to make about my topic?

1 I am going to explain my time-consuming habit

2 Spending too many hours on social-media sites can cause people to feel isolated

Practice 1

Do not write “This paragraph isabout” or “I’m going to write about.”

Put a check mark next to the correct topic sentences Explain what is

wrong with the incorrect topic sentences and revise them to make them

more effective

There is no point of view or focus in this topic sentence Correction: My biggest time-consuming

habit is

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3 This paragraph is about video games and online shopping.

4 Many people around the world own smartphones

5 In our search for constant connection, we have lost the art of conversation

1

2

3

Write It!

Write three effective topic sentences using the topics from the Write It!

exercise on page 22 Make sure to include a controlling idea that makes a point

about your topic

Supporting Ideas

When you have written a clear and effective topic sentence, you must think of ideas

that will prove, illustrate, or explain it This is called support To support your topic

sentence, you can use one or more of the following:

• Facts and statistics  Relevant facts and statistics give authority to your ideas

• Examples  A relevant example is one of the best ways to support your topic

• Anecdotes  Everyone loves to read a good story An anecdote can be an effective way to help your readers

understand and remember your idea

• Quotations  Sometimes you will nd that someone else, particularly an expert in the eld, said what you

want to say, but in a much better way You can quote this person, but remember to edge the source of your quotation

There are two ideas in this topic sentence, but no point of view or focus Correction: My online-shopping

addiction is causing me nancial problems

The subject is too broad for one paragraph, and there is no point of view or focus Correction: My smartphone

allows me to be connected to friends and family all the time

Answers will vary

*

It is called the topic sentence

She uses facts and statistics, and an example

The intended audience is anybody who texts and drives, and the general public

The purpose is to convince readers of the dangers of texting and driving and to persuadethem not to do it

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Practice 2

Read the following paragraph and answer the questions that follow

Texting while driving can have deadly consequences I should know: it killed my best friend last summer Inthe United States, texting and driving causes 1 600 000 accidents every year and 11 teen deaths every day It

is responsible for nearly 25% of all car accidents In fact, texting while driving is even more dangerous thandrinking and driving Studies show that we are six times more likely to cause an accident if we text and drivethan if we drink and drive If you do not want to become one of these statistics, keep both of your hands

on the wheel and do not text and drive

1 Circle the topic of this paragraph and underline the controlling idea

2 What is this sentence called?

3 What are the supporting sentences? Underline them twice

4 Which of the four methods mentioned on the previous page does the author use to support her point of view?

5 What is the conclusion? Put a star beside it

6 What is the author’s purpose in this paragraph?

7 Who is the intended audience?

Write It!

Write your own paragraph by chosing a topic sentence from the Write It!

exercise on page 22 Use the following outline to guide your paragraph structure

Topic sentence:

Support 1:

Support 2:

Concluding sentence:

There are two ideas in this topic sentence, but no point of view or focus Correction: My online-shopping

addiction is causing me nancial problems

The subject is too broad for one paragraph, and there is no point of view or focus Correction: My smartphone

allows me to be connected to friends and family all the time

Answers will vary

*

It is called the topic sentence

She uses facts and statistics, and an example

The intended audience is anybody who texts and drives, and the general public

The purpose is to convince readers of the dangers of texting and driving and to persuadethem not to do it

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Revise and Edit It!

Revise the student paragraph below for content and structure Use the paragraph

checklist at the back of the book

1 Rewrite the ineffective topic sentence

2 Find the supporting detail that does not belong in the paragraph Cross it out

3 Identify the concluding sentence Is it effective?

4 Edit the paragraph for grammar and spelling, using the checklist at the back of the book

Underline and correct the ten errors in the paragraph (six errors in present tense verbs, two

spelling errors, one punctuation error)

I love to play video games and I am not violent First, the violence seen in video gamesare very unrealistic and never happens in real life Most people who game are intelligentenough to know that they are play a video game and that it be not real life In fact,everyone knowing that gaming is a stress-reliever and most people feel calmer after agood game You can compare it to the endorphin release of going for a fast 5 km run?

Running keeps me in really great shape and maybe that’s why I am not violent Finally,research show that most teenagers who becomes aggressive or violent after playingvideo games are usually violet to begin with So please, stop blameing the video gameindustry for all the violence in our society

Write It!

Apply the revision and editing strategies to the paragraph you wrote for

the Write It! exercise on page 25

Revising and Editing

When you revise your paragraph, reread it to make sure all of your ideas are unied

and cohesive Then edit it by checking for mistakes and correcting them

So please, stop blaming the video-game industry for all the violence in our society Yes, it is

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Personality 2 Who Do You Think You Are?

Do you wonder what made

you the person you are today?

Who or what influenced you

and shaped your values and

personality?

What is the nature versus

nurture debate?

In this unit, you will learn more

about how your generation,

heritage, and family relationships

contributed to create the person

you are today.

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28 UNIT 2 Personality

What are the values that are important to you and your generation?

Discussthe survey questions with a partner and write your answers in the chartbelow Then read the article on page 29 to nd out how your answers compare with therest of your generation’s

1 Are you optimistic

about your future?

Explain your answer

2 Do you believe in a

god? Why or why not?

3 Are you stressed?

Why or why not?

4 Who are the most

important people in

your life? Explain your

answer

5 Do you think you have

similar values and

beliefs to your parents’?

Explain your answer

6 Do you think you will

get married and own a

home? Why or why not?

7 Do you work part-time?

Why or why not?

8 What are the most

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