21st century communication 4 listening speaking and critical thinking teachers guide

The Teacher’s Guide includes: • Practical guidance for delivering effective lessons • Unit-by-Unit teaching tips with answer key • Useful tips for using the Classroom Presentation Tool

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21st Century Communication is a four-level series that uses powerful ideas from

TED Talks to teach learners to think critically and communicate effectively Through

authentic models of effective communication, students build fluency in the listening

and speaking skills needed to achieve academic and personal success.

The Teacher’s Guide includes:

• Practical guidance for delivering effective lessons

• Unit-by-Unit teaching tips with answer key

• Useful tips for using the Classroom Presentation Tool

• Audioscripts and Videoscripts

For more information go to:

TEACHER’S GUIDE

SAMPLE COPY, NOT FOR DISTRIBUTION

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CENTURY COMMUNICATION LISTENING, SPEAKING,

AND CRITICAL THINKING

LEVEL 1

Student Book 978-1-305-94592-0 Student Book with Online Workbook Sticker Code 978-1-337-27580-4 Teacher’s Guide 978-1-305-95549-3 Audio CD/DVD Package 978-1-305-95548-6 Online Workbook 978-1-305-95580-6 Classroom Presentation Tool 978-1-305-95559-2 ExamView CD-ROM 978-1-305-95550-9 (Levels 1 & 2)

LEVEL 2

LEVEL 3

LEVEL 4

21CENTURYCOMM TEACHER RESOURCES

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21st Century Communication: Listening,

Speaking, and Critical Thinking

Teacher’s Guide 4

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Print Number: 01 Print Year: 2016

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Table of Contents

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.

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.

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.

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Teaching a Unit of 21st Century Communication

iv

UNIT OPENER

Each unit begins with an impactful and provoking photograph, THINK AND DISCUSS

thought-questions, and an overview of the unit content.

of the unit and aim to capture students’ attention and curiosity

• What else do you see?

• What interests you, and why?

• What questions do you have as you look at it?

• Do you like the image? Why, or why not?

• What does the caption say?

• What part of the image does it explain?

• Does it answer any of the questions you had about the image?

• Does it help you understand something else about the image? If so, what?

See the unit-by-unit tips and classroom presentation tool for specific teaching information.

• Ask students to explain how a visual helps them understand an exercise or the unit theme

• Have students cover the caption of an image and then try to guess what the caption is.

• Ask students to explain what they think the message of a visual is, and why

• Use photos to review and expand target vocabulary by having students describe an image using vocabulary from the current and/

or previous unit

21st Century Skill Visual Literacy

Tips for Using Visuals

In addition to the Unit Opener, there are several visuals per unit Many of them are photos, but they also include infographics and graphic organizers Using images taps into and builds students’ multiple literacies Being able to read images is an essential 21st century skill Here are some tips for using the visuals in a unit

• Have students respond to what they see in the visual; what does it make them think of and why?

students’ background knowledge of the topic and help them personalize and relate to the theme

students to preview the skills they will learn and practice throughout

• 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 input

• Read, or have a student read, the OVERVIEW

OF CONTENT.

• Have the students briefly skim the language skills boxes in the unit Ask them which of the skills they have studied before, what they already know about them, and what they think they will learn about them in the unit

• See the unit-by-unit tips and classroom presentation tool for specific teaching information.

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Teaching a Unit of 21st Century Communication

v

PART 1:

LISTENING & SPEAKING PART 1 introduces the listening of the unit The

listening may be one of several genres such as

a university lecture, a podcast, an interview, or

a student discussion Where appropriate (and

as indicated in unit-by-unit tips), the listening is accompanied by video slides to enhance and clarify the content The purpose of Part 1 is to prime students for the authentic and inspirational content they will meet in the TED Talk in Part 2.

further build schema about the content of the unit

It gets students thinking about and discussing the topic of the listening (top-down processing), and it also familiarizes them with essential vocabulary to understand the listening and do the speaking tasks (bottom-up processing).

having students share their work The ability

to communicate clearly and to collaborate are essential 21st century skills Here are some suggestions for arranging diverse pairs and groups, as well as for getting students to work effectively, efficiently, and respectfully during collaborative work throughout the unit.

Arranging Diverse Pairs and Groups

• Have students count off according to how many groups you use Assign one part of the room to each number, and have the groups convene in their assigned areas (Alternately, have students “count off” with a set of vocabulary words instead of numbers, and review the meanings of the words with their group members before starting the exercise.)

• Place students of similar levels together, especially when you need to devote more time to working with the lower-level students

in a multi-level class.

• Place higher-level students with lower-level students Tutoring peers reinforces learning for higher-level students, and lower-level students benefit from learning from their peers.

Working in Pairs and Groups

• Have students introduce themselves to anyone they don’t know in order to build a positive learning community This is especially helpful in large classes.

• Tell students what the end requirements are

of the pair or group work, so they know what 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 share their own ideas, but should also ask for their classmates’ opinions about the topic.

• Assign roles so that everyone participates

The group leader keeps the conversation

on track The time keeper keeps track of

the time The recorder takes notes on the discussion The reporter uses the recorder’s

notes to report back to the whole class

21st Century Skill Communicating and Collaborating

Tips for Working in Groups

Students have many opportunities to work in pairs or groups through the built-

in COMMUNICATE and COLLABORATE exercises Additionally, individual exercises can be extended into group exercises by

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VOCABULARY introduces the target vocabulary

Words are selected according to several

criteria: frequency, utility, Academic Word List,

and CEFR (Common European Framework

of Reference for Languages) level

Content-specific words or phrases that are important

for comprehension are glossed in Words in the

Lecture All of the vocabulary words are on the

audio program, so there is always an aural and

written model of pronunciation

TIPS

• Read, or have a student read, the directions

before having the students work individually

Then, share answers as a class Alternately, ask students to compare their work with a partner

or small group before sharing as a class

• Refer students to the online workbook activities

for more vocabulary practice

• See the unit-by-unit tips and classroom

presentation tool for specific teaching information.

The VOCABULARY presentation is always

followed by a COMMUNICATE activity This is an

opportunity for students to show they understand

the words and can use them in a familiar context.

TIPS

• Encourage the students to use the words

and phrases in bold, which are the targeted vocabulary words.

• Have students work in pairs or small groups

before coming back to share as a whole class.

• You may want to go over all of the questions

as a class to make sure students understand them, and also provide a model for them.

21st Century Skill Independent Learning

General Tips for Teaching Vocabulary

In 21st Century Communication, target

vocabulary is recycled throughout a unit and across the series giving students multiple opportunities to work with each word However,

in order to truly learn new words, students need

to develop vocabulary learning strategies on their own The ability to work independently and

to be self-directed learners are essential 21st century skills Here are some tips for helping students to build their word knowledge on their own.

• Have students keep a vocabulary log in which they record the unit vocabulary, including definitions, sample sentences, information about pronunciation, and any other important information (i.e., first-language translation, synonyms and antonyms, and collocations)

See example in Independent Student Handbook.

• 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 distribute the following information into the squares: definition, first-language translation, sample sentence, synonyms.

• Encourage students to study more than just the definitions of new words In order to have

a deep understanding of new vocabulary, students need to understand meaning, as well

as connotation, level of formality, word family, pronunciation pattern, and spelling.

The LISTEN section in Part 1 provides

level-appropriate content that encourages students to think critically and creatively about the theme of the unit This section includes two comprehension activities: LISTEN FOR MAIN IDEAS and LISTEN FOR DETAILS It also includes a LISTENING SKILL presentation and practice, and often a NOTE- TAKING SKILL presentation and practice.

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TIPS

• Before having the students LISTEN FOR MAIN IDEAS, remind them that the listening is on a topic they have been discussing, so they should keep in mind what they know about the topic as they listen.

Explain that when they listen for main ideas, they listen for the most important points, so they shouldn’t worry if they don’t understand everything.

• Play the audio, or video if available Have students complete the exercise individually, and then go over the answers as a class Or, have students check their work with a partner before sharing with the class.

• When the LISTEN FOR MAIN IDEAS exercise is accompanied by a slideshow, ask the students how the visuals helped them understand the main ideas of the listening.

• Before having the students LISTEN FOR DETAILS, explain that for this exercise, they need to listen for specific information Read,

or have a student read the directions and the items in the exercise so that students listen with

a purpose.

• Play the audio Have students complete the exercise individually, and then go over the answers as a class You could also have students check their work with a partner before sharing with the class.

21st Century Skill Working with Multimedia

General Tips for Using Audiovisuals

An audiovisual slideshow presentation accompanies many of the listening inputs in Part 1 to support student learning As students will be exposed to multimedia presentations

of information at school and work, learning how to understand them and determine their effectiveness are essential 21st century skills

Here are some tips for helping students learn with multimedia in the unit.

• Have students watch the slideshow without the audio first to predict the main ideas of the talk.

• After watching the slideshow with the audio, ask the students how the information

on the slides did or did not support their understanding of the listening.

• Have the students work in pairs or small groups to discuss how they might change the slideshow to enhance how effectively it supports the message of the speaker(s).

The LISTENING SKILL explicitly teaches a key

academic listening skill and provides an example drawn from the listening in Part 1 It gives students

a listening strategy to help them better understand the listening in the unit and to develop their overall listening skills The listening skill may come before

or after students LISTEN FOR DETAILS.

TIPS

• Read, or have a student read, the information in the box, and play the audio if included.

• Answer any questions the students may have.

to the follow-up exercises Explain to students that they should focus on practicing the specific skill, and not worry if they miss some other information.

• Play the audio Have students complete the exercises individually, and then go over the answers as a class Alternately, have students check their work with a partner before sharing with the class.

The NOTE-TAKING SKILL explicitly teaches a

key note-taking skill to help students build their repertoire of note-taking strategies It focuses students’ attention on strategies for taking notes that they can apply to the listening input The note- taking skill falls either in Part 1 or in Part 2.

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TIPS

• Read, or have a student read, the information in

the box, and play the audio or video if included.

to the follow-up exercises Explain to students that they should focus on practicing the specific skill, and not worry if they miss some other information.

• Play the audio Have students complete the

exercises individually, and then go over the answers as a class You could also have students check their work with a partner before sharing with the class.

• Emphasize that note taking is an individual skill

and therefore their notes will likely vary from their classmates’ The key to effective and efficient note taking is for students to develop a comprehensible system that works for them.

• Refer students to the online workbook for more

note-taking practice.

The AFTER YOU LISTEN section gives students

the opportunity to think critically about and discuss

the ideas that have been presented It includes

presentation and practice of both a SPEAKING and

PRONUNCIATION SKILL This section also typically

includes the unit INFOGRAPHIC, although it may

fall in Part 2 Students are asked to interpret the

visual and are given the opportunity to personalize

Refer students to the online workbook for more

listening practice.

21st Century Skills Critical Thinking

Tips for Teaching Critical Thinking

Students have ample opportunities for critical

thinking through built-in THINK CRITICALLY

exercises that appear throughout a unit These

exercises ask students to analyze, apply,

compare, evaluate, infer, interpret, personalize,

reflect, support, and synthesize, among other

skills Thinking critically is an essential 21st

century skill Here are some tips for helping

students to think critically throughout a unit.

• Have students think about and share what they liked/didn’t like and agreed/disagreed with about the listening prior to completing the exercises.

• Have students respond to the listening from

a different perspective How would someone much older react to the listening? Much younger? Of a different gender? An elected official?

• Have students make text connections Ask them to relate the listening input and/or follow-up exercises to something in their own lives (text-to-self connection), to another text they have heard, watched, or read (text-to- text connections), and to other real-world events in the past and/or present (text-to- world connections).

The SPEAKING SKILL explicitly teaches a key

speaking skill to help students express their ideas 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.

TIPS

• Read, or have a student read, the information in the box, and play the audio if included.

• Read, or have a student read, the directions to the follow-up exercises Explain to students that they should focus on practicing the specific skill presented.

• Have students complete the exercises individually or in pairs/small groups, as indicated Then, go over student responses as

a key pronunciation skill to help students better understand the listening in the unit Additionally,

it helps them to be better understood by their listeners when speaking and/or presenting.

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TIPS

• Read, or have a student read, the information in the box, and play audio if included.

• Read, or have a student read, the directions to the follow-up exercises Explain to students that they should focus on practicing the specific skill presented.

• Have students complete the exercises individually or in pairs/small groups, as indicated Then, go over student responses as

The INFOGRAPHIC is additional content relevant

to the theme presented visually in a diagram,

chart, graph, or other visual Students interpret and

discuss the information in the visual, deepening

their understanding of the topic It also gives

students the opportunity to build the skill of

interpreting visual information.

TIPS

• Read, or have a student read, the directions.

• Elicit from and/or provide to the students any information relevant to the exercise (such as explanations of key terms, what’s being depicted or compared, what forms of measurement are being used, etc.)

• Haves students work in pairs/small groups,

as indicated, before sharing ideas as a whole class.

PART 2:

TED TALKS PART 2 introduces the TED speaker and idea worth

spreading Students watch a carefully curated and sometimes edited TED Talk to inform, inspire, and excite Using the skills they have learned in Part 1, students are ready to enjoy and be motivated by authentic talks from a wide range of subject areas

Students are encouraged to think critically about the topic and share their ideas about the talk.

build and activate background knowledge about the TED speaker and the idea worth spreading The sequence of exercises loosely corresponds to that

of Part 1, further encouraging students to use the prior knowledge they established in the first part of the unit.

The VOCABULARY section in Part 2 introduces

the target vocabulary, which is chosen according

to the same criteria as in Part 1 All target words are on the audio program so students can hear the correct pronunciation Content-specific words or phrases that are important for comprehension are

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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21st Century Skills Creative Thinking

Tips for Reviewing Vocabulary

In order for students to really learn new

vocabulary words, they need repeated exposure

to and practice with them While students have

the responsibility to study the words at home,

it is beneficial to provide repeated exposure

to the words in class, as well Here are some

suggestions for interactive games that can be

used throughout the unit to review and get

students thinking about words in new ways.

• BINGO: Have students draw a three-by-three

table in their notebooks While they do this,

write nine vocabulary words (from Part 1 and/

or 2) on the board Direct students to write

one word in each box of their table in any

order they want Then, call out the definitions

of the words in random order The first

student to get three words in a row (vertically,

horizontally, or diagonally) calls BINGO! For

an extra challenge, ask the student to use the

three words accurately in sentences.

• Spin a Story: Have students work individually,

or in pairs/small groups, to describe an image

in the unit using vocabulary words from Part 1

and/or 2 For this exercise, the students

should pay particular attention to meaning

and use Set a time limit The winning student

or pair/small group is the one that used the

most words correctly.

• Tic-Tac-Toe: Draw a three-by-three grid

on the board and number each square 1–9

The numbers correspond to nine vocabulary

words you want to review Divide the students

into two teams, Team X and Team O, and pick

one team to go first The first team picks a

number, and you tell them a word As a group,

they must come up with a sentence in which

the word is used and pronounced correctly If

their use and pronunciation of the new word

is correct, they get to mark the box with their

letter (X or O), and then the other team gets

a turn If their use and/or pronunciation is

incorrect, they do not get to mark the box,

and the turn moves to the other team The

first group to get three Xs or three Os in a row

(vertically, horizontally, or diagonally) wins the

game You may choose to have the students

spell the words in this game, too.

The WATCH section in Part 2 presents the TED

Talk, the culminating listening experience that students have been building to throughout the unit In addition to watching for MAIN IDEAS and DETAILS, students also complete exercises in which they apply the skills they learned in Part 1 to help them better understand and take notes on the TED Talk.

TIPS

• Before having the students WATCH FOR MAIN IDEAS, remind them that the TED Talk is on a topic they have been discussing, so they should keep in mind what they know about the topic

as they watch Additionally, explain to them that the TED speaker also exemplifies the language skills they have been learning, so they should apply their knowledge of these skills to help them better understand (and take notes on) the TED Talk.

Explain that when they watch for main ideas, they watch for the most important points, so they shouldn’t worry if they don’t understand everything This is especially important when listening to authentic English delivered at natural speeds Remind them that they will watch the talk more than once.

• Play the TED Talk Have students complete the exercise individually, and then go over the answers as a class Or, have students check their work with a partner before sharing with the class.

• Before having the students WATCH FOR DETAILS, explain that for this exercise, they need to watch for specific information Read,

or have a student read, the directions and the items in the exercise so that students watch with a purpose.

• Play the TED Talk Have students complete the exercise individually, and then go over the answers as a class Alternately, have students check their work with a partner before sharing with the class.

• Before having students complete the remaining exercises, explain to them that some of the exercises are opportunities for them to apply the skills they learned in Part 1.

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When appropriate, elicit from the students which skills from Part 1 they can apply to each exercise (Use the classroom presentation tool

to display the relevant skill boxes from Part 1.)

• Have students complete the exercises individually, and then go over the answers as

a class You could also have students check their work with a partner before sharing with the class.

• Refer students to the online workbook for more practice watching the talk.

opportunities for students to reflect on and

think critically about the idea worth spreading in

the TED Talk, and to deepen and expand their

understanding of the theme of the unit.

TIPS

• Put students in pairs or groups to complete the AFTER YOU WATCH exercises.

to each exercise When appropriate, elicit from the students which skills from Part 1 they can apply to each exercise (Use the classroom presentation tool to display the relevant skill boxes from Part 1.)

• When necessary, ask students to complete part

of an exercise individually before sharing with their partners or group members Then, share ideas as a whole class.

• Refer students to the online workbook for more practice responding to the talk.

EXPAND YOUR VOCABULARY focuses on

additional useful phrases and expressions from

the TED Talk Students watch an excerpt from

the talk and guess the meaning of the phrase in

the Classroom Presentation Tool or in their Online

Workbook While these phrases are not essential

to understanding the talk, they will help students expand their vocabulary with everyday expressions.

TIPS

Before watching the excerpts, have students share the meanings of any of the words or expressions that they already knew or made a guess at while watching the TED Talk.

• From the Classroom Presentation Tool or DVD, play the video Do the activity as a class For individual practice, send the students to their Online Workbook.

• Refer students to the online workbook for more Expand Your Vocabulary practice.

PUT IT TOGETHER gives students the opportunity

to consolidate the ideas, language, and skills presented and practiced throughout the unit

Students are first asked to synthesize ideas from Part 1 and Part 2, a task that helps prepare them for the final assignment The synthesis activity

is often accompanied by a graphic organizer

to help them organize their ideas visually The synthesis activity is followed by two main parts:

COMMUNICATE and REFLECT.

TIPS

• Elicit from and/or provide to the students any information relevant to the exercise (such as set-up of the graphic organizer, what kinds of information go in each part, etc.)

• Have students work in pairs or small groups, as indicated, and then go over their responses as

a class.

end-of-unit assignment and provides the necessary support for students to be successful in their presentation.

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The end-of-unit ASSIGNMENT is a presentation

related to the unit theme and idea worth spreading

The presentation takes different forms, from

individual and group presentations to role-plays

and panel discussions Students use the ideas

from the listening input from Part 1 and the TED

Talk from Part 2 as a springboard for talking about

their personal connection to the topic They apply

the language skills they have learned to make their

presentation more effective.

TIPS

• Read, or have a student read, the assignment

Explain that the assignment is meant to give them a chance to apply the ideas, language, and skills learned in the unit.

• To check students’ comprehension of the

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

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).

The PREPARE section generally starts with the

PRESENTATION SKILL, TED-inspired strategies for

effective communication and presentation These

skills are meant to give students confidence and

specific tools to use in their presentations The

presentation skill is often exemplified in the TED

Talk PREPARE also introduces students to the

evaluation rubric They will use the rubric to provide

feedback to their peers, encouraging them to be

active audience members Teachers may also use

this rubric to provide a more formal assessment of

student work.

TIPS

• Read, or have a student read, the

PRESENTATION SKILL Play any corresponding video examples.

• Provide any other relevant information or

examples.

to the follow-up exercises Explain to students

that they should practice the PRESENTATION SKILL while preparing for their end-of-unit presentation.

• Have students work individually, or in pairs/

small groups as indicated Play the video if included.

• Go over student responses together as a class.

• Have students read the rubric individually, or together as a class.

• To check that the students understand the rubric, ask them what the categories of assessment are, what the highest score for each category is, and how they can use the rubric as a checklist when preparing for their presentation.

• Refer students to the online workbook for a review of the unit.

When students PRESENT, they demonstrate

their ability to discuss a topic related to the theme

of the unit and the idea worth spreading while incorporating the relevant skills and vocabulary learned from the unit.

TIPS

• Organize the order in which students will present through various methods: Arrange presentations in alphabetical order by students’

first or last name (using the earliest letter out

of all of the students in a group for group presentations); have students draw numbers

to get the order of their presentations; or have students choose from available presentation spots on a sign-up list.

• After all the presentations are complete, have students work in small groups to give feedback

to one another on their presentations using the rubric Then, go over the student responses as

a class.

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21st Century Tips Interacting Effectively with Others

Tips for Student-to-Student Feedback

Students need to be able to provide and respond to critique in respectful ways both in class and in the workplace Here are some tips for helping students give and receive feedback

on presentations in effective ways.

Giving Feedback

• Have students ask their classmates how they think they did overall before providing feedback.

• Ask students to use “I” instead of or before

“you” to emphasize that they are expressing their opinions For example, they should say,

“I think you could improve your introduction,”

instead of, “You could improve your introduction.”

• Explain the sandwich method of providing feedback to the students First, they should express something that their classmate did well Next, they present an area for improvement Then, they sandwich the negative feedback with a comment about another thing their classmate did well.

• Ask students to always provide examples

or reasons for their opinions so that their classmates have a clear idea of why they did well, or not so well, in certain areas.

• Have students support their opinions with specific information in the rubric.

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.

• Explain to students that they do not need

to agree with their classmates’ opinions

Ultimately, they decide what feedback

to accept and reject However, it is not necessary to tell their classmates what they plan to do with the feedback.

• Ask students to have an open mind Their classmates view their presentations from many different perspectives, and their feedback will reflect these various points of view Feedback may unexpectedly highlight

an area of strength or weakness for reasons students may never have considered.

REFLECT provides students with an opportunity

to contemplate their progress toward acquiring the skills and vocabulary in the unit before moving on

to the next unit.

TIPS

• Explain that they should make an honest self-assessment so they know what they have accomplished and what they still need to improve.

• To encourage students to continue to improve

on weaker areas, have them write some learning strategies and goals next to the areas they want to develop.

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The classroom presentation tool (CPT) provides a central focus during lessons and a dynamic way

to use the student book material It integrates a variety of teaching resources, including audio, video, and interactive student activities that can easily be used on a computer or Interactive

White Board (IWB) Additionally, 21st Century Communication provides Conversation Starters,

Answers, and Skill Checks to support teachers as they start an exercise, work through an exercise, or

review skills

You can play the audio that accompanies activities directly from the Classroom Presentation Tool

Simply mouse over and click on the audio icon, and

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.

You can play the videos of the Part 1 slideshows and Part 2 TED Talks that accompany activities directly from the Classroom Presentation Tool

Simply mouse over and click on the video icon, and the video player will open Subtitles are available for all videos except the Part 1 slideshows and Expand Your Vocabulary and Presentation Skill 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 slideshow are both available for exercises in Part 1, play the video before doing the interactive activity (described below) Only the audio will be available upon launching the interactive activities.

Interactive activities are available in Part 1, Part 2, and Put It Together for all exercises with discrete answers, such as multiple choice, True/False, and matching questions Students or teachers can click 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

Relevant audio and video accompanies these activities, but only the audio is available with the interactive activities in Part 1 Video accompanies most activities in Part 2.

Conversation Starters are available in Part 1, Part 2, and Put It Together for pair or small group exercises that include, but are not limited

to, students communicating their opinions and ideas, predicting and reflecting on content, and personalizing content They help students start discussions by providing them with a model

exchange before they start communicating in pairs

or small groups Additionally, they model critical thinking.

Answers are available in Part 1, Part 2, and Put

It Together for questions that are more ended These model level-appropriate answers that students can check their own responses

open-against after they finish an exercise Exercises with

Answers include, but are not limited to, responding

to questions about an image, audio, video, or speaker; interpreting an infographic; taking notes;

and synthesizing information.

Skill Checks are available in Part 2 and the beginning of Put It Together for exercises that apply the listening, note-taking, speaking, and pronunciation skills students learned in Part 1 They 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 moment they are needed In the final part of Put It Together, no Skill Checks are provided, affording students the opportunity to make the connections themselves

Using the Classroom Presentation Tool

xiv

Trang 17

Unit 1 explores practical and free

ways that people can adopt new

habits and behaviors that will allow

them to live better lives.

ACADEMIC TRACK

Sociology

UNIT OPENER Time: 5–10 min

Ask questions such as the ones below; encourage students to support their opinions with specific details, reasons, and examples:

• What do you see? (outdoor sculptures of people laughing)

• Do you think the purpose of art is to make people think, or just to provide beauty?

• Do you think that outdoor art makes a city a better place to live?

THINK AND DISCUSS (page 3) Possible answers:

1 It makes me feel like smiling because the artist

has captured the act of laughter well.

2 It means that simple, no-cost things can help

people feel better, just like therapy Being with friends improves my mood, so I would classify it

as free therapy.

PART 1

Upgrade Your Life Slideshow available.

The listening is a podcast in which the speaker discusses practical habits that anyone can adopt to improve his or her life In this episode, she discusses the idea that walking every day for just 30 minutes can improve people’s health and well-being.

BEFORE YOU LISTEN Time: 30–40 min

Audio: 1:19 min

Before students begin, elicit the difference

between infer and imply (Inferring is something that readers or listeners must do if information is implied, or stated indirectly, by a writer or speaker.)

VOCABULARY

C 1.3 (page 5) Audio: 1:34 min

Draw students’ attention to the given parts

of speech Ask how they can identify part of

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2 UNIT 1

speech (Looking at the suffix of a word is a good

way to identify part of speech For example,

words ending with -ment are usually nouns,

but words ending with -al are often adjectives

Context clues in the sentence can also indicate

part of speech If a word is preceded by a, an, or

the, for instance, it is generally a noun.)

EXPANSION Elicit or explain the idea that

learning new vocabulary involves knowing both

the meaning(s) of words and their usage Have

students work with a partner to answer these

questions Allow dictionary use, if you wish.

1 What is the verb form of upgrade, fatigue, and

span? (The same as the noun form.)

2 What is the noun form of adopt, conduct, and

cite? (adoption, conduct/conduction, citation)

3 Are upgrade, criteria, and fatigue countable

or uncountable nouns? If countable, what

are their singular and plural forms? (Upgrade

is countable Plural form: upgrades Criteria

is also countable Singular form: criterion

Fatigue is uncountable.)

4 What collocations are used in sentences c,

e, f, h, and j? (c: a fundamental principle; e:

(make a) firm commitment (to); f: conduct an experiment; h: cite research; j: attention span)

For more practice, go to MyELT.

LISTEN Time: 30–40 min

(page 6) Audio: 5:01 min Video: 5:01 min

Before listening, review WORDS IN THE

PODCAST:

• What phrases or other words do you know

that include cardiac or the prefix cardio-?

• What are some causes of depression?

• Is diabetes a serious problem in your country?

Audio: 1:06 min

EXPANSION If your classroom situation allows,

have students watch the video lecture titled “23

and ½ hours” by Mike Evans You can find this

by searching on YouTube or Google.

Evidence (page 7)

Elicit other details that a speaker might mention when citing supporting studies, such as the reaction of others to the study,

or the number of times the study has been replicated Also elicit the meaning of

anecdotal evidence Encourage discussion

about whether (or when) anecdotal evidence provides valid support for ideas.

G 1.6 (page 8) Audio: 0:42 min

After reviewing the answers, have students refer back to page 7 and compare the kind of evidence mentioned in the skill box with the actual

evidence that the speaker gives Ask whether students think the studies that the speaker cites support her idea well and why, or why not.

AFTER YOU LISTEN Time: 10–15 min

actual podcasts on the topic of upgrading one’s life Play the best ones in class Have students critique any supporting evidence used in the talk.

SPEAKING Time: 50–60 min

J (page 9)

K THINK CRITICALLY Interpret Results.

(page 9)

Have students work in groups to discuss the following questions and then share ideas as a class:

• In general, how accurate are quizzes such as this?

• Do you think this particular quiz gives a realistic assessment of your need to upgrade your life? Why, or why not?

• What could you do to improve this quiz?

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UNIT 1

• renowned: -ed is a common suffix for past participial adjectives

• stimulate: -ate is a common verb suffix

• modify: -ify is a common verb suffix

• competent: -ent is a common adjective suffix

WATCH Time: 35–45 min

learn more (page 14) Ask students to discuss these statements and to support their views.

• There are too many movies, TV shows, and books about superheroes.

• The world would be a better place if real superheroes existed.

• In the future, technology will develop so much that we will all have superpowers.

Before students watch the TED Talk, go over the WORDS IN THE TALK:

• What is the name for a common contagious

disease that people often catch in the winter?

• What is an example of courteous behavior?

• What is an example of a facial expression?

• Which age group is often described as being

affected by hormones?

• What would you do if you won ten grand?

Your Note Taking (page 15)

Elicit and discuss advantages and disadvantages of using visuals from the perspective of the speaker and then the audience.

Video: 1:23 min

(page 10) Elicit additional ways that speakers can emphasize key details Record students’

ideas on the board.

M 1.7 (page 10) Audio: 2:03 min

N (page 11)

O (page 11)

PART 2

The hidden power of smiling

RON GUTMAN’S idea worth spreading is that

smiling—one of the most basic, universal human

expressions—actually helps us live longer and

C 1.8 (page 13) Audio: 1:34 min

have suffixes that indicate their part of speech

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4 UNIT 1

EVIDENCE (page 16) Video: 3:39 min

Before students do the exercise, elicit key

words and phrases in each research study

(1–6) and research finding (a–f) Explain that

key words and phrases are ones that the

speaker is likely to say exactly—repeat rather

than restate For example, Gutman will almost

certainly have to mention “Uppsala University”

and “Sweden” from research study 1, so those

are key phrases In addition, he will probably

mention “frown,” “smiling,” and “contagious”

from research finding b, so those would also be

key phrases.

(page 16) Video: 2:34 min

AFTER YOU WATCH Time: 30–40 min

PUT IT TOGETHER Time: 10–15 min

COMMUNICATE Time: 50–60 min + presentations

about a simple habit or activity that upgrades

your life (page 19)

and record their own podcasts on the topic of

upgrading one’s life, either working in small

groups or alone After students have recorded

their podcasts, play them in class and elicit

and offer feedback.

PREPARE

B (page 19)

(page 20) Ask students to share good sources of visuals, useful apps or programs for modifying images, and/or suggestions they have for using visuals effectively Students can also talk about presentations they have seen that used visuals well and say why those talks were so effective.

Video: 2:16 min

If students are unable to print out images, encourage them to use mobile devices to find suitable visuals that they can hold up and display

at appropriate moments during their talks.

REFLECT BOX (page 21) Rather than having

students check the boxes next to each “I can”

statement, have them shade in the box according to how confident they are about being able to do each skill As they practice each skill more, they can shade in more of each box.

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THINK AND DISCUSS (page 3)

1 Answers will vary (E.g., It makes me feel like

smiling because the artist has captured the act

of laughter well.)

2 Answers will vary (E.g., It means that simple,

no-cost things can help people feel better, just like therapy Being with friends improves my mood,

so I would classify it as free therapy.)

PART 1

Upgrade Your Life

1 Answers will vary (E.g., to go somewhere, to

meet someone, for health reasons)

2 Answers will vary.

3 Answers will vary (E.g., Yes, because most

people are interested in having a better life.)

1 Answers will vary (E.g., to clarify what she

means when she talks about “upgrading”

something)

2 Answers will vary (E.g., to make what she

says more believable; to ensure that her listeners trust what she says; to encourage more people to listen to her podcasts)

3 Answers will vary (E.g., healthy eating,

exercising, avoiding unhealthy habits, etc.)

1 fundamental 2 enhanced 3 commitment

4 upgrade 5 fatigue 6 criteria 7 span

8 cite 9 conduct 10 adopt

Answers will vary.

2

1 Doctor 2 Radio 3 30 4 Canadian

5 Author 6 nature

G (page 8)

1 Japan 2 (the) 1990s 3 (many) health

benefits 4 50,000 people 5 Public

6 shorter life/lives

1 Answers will vary (E.g., She tells a personal story about adopting the habit of walking every day for thirty minutes and how she has benefited by feeling better and healthier, and losing some weight She also references

a visual lecture by Mike Evans about the benefits of walking, and the Web site of David Suzuki about the benefits of spending time in nature.)

2 Answers will vary (E.g., Two symbols are used: an arrow ( ) and an equals sign (=)

The arrow is used to indicate the results of the study; the equals sign is used to mean

something like leads to Several abbreviations are used in the notes: prof stands for

professor; U for University; and S for South.)

3 Answers will vary (E.g., Study could

be abbreviated to stdy; from could be abbreviated to frm or f/; walking could be abbreviated to wlking; work to wrk; conducted

(page 9) Answers will vary.

2 Answers will vary (E.g., from exercise F on page 7: nationalities, roles, ideas)

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An entrepreneur is someone who starts their

own business, makes it grow, and takes the

risk of failure Answers to the other questions

will vary.

Answers will vary.

1 initially, renowned 2 frown, competent

3 fulfilling, well-being 4 mimic, stimulate

5 determine, modify

Answers will vary.

1

7 3 10

6 2

9

5

Answers will vary.

(page 18) Answers will vary.

PUT IT TOGETHER

A THINK CRITICALLY Synthesize. (page 19)

1 Answers will vary (E.g., Yes, she would consider smiling to be a life upgrade because it’s a simple habit that will improve people’s physical, mental, and emotional lives

Additionally, it meets the three fundamental criteria: it’s based on evidence and research, it’s free, and she likely has personal

experience with smiling that she can relate to her listeners.)

2 Answers will vary (E.g., Yes, because it is something that can help people live longer, healthier, and happier lives, just like smiling can.)

B (page 19) Answers will vary.

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Unit 2 raises the issue of what

information people and societies

should make open so that

individuals can trust their leaders

and their caregivers.

ACADEMIC TRACK

Health

Have students read the caption Elicit suggestions for what these children might have been thinking when the photo was taken.

THINK AND DISCUSS (page 23) Write the saying “Every cloud has a silver lining”

on the board and elicit its meaning from students

Have students consider this quote as they answer item 1.

Possible answers:

1 They might become emotionally closer after

getting through a difficult experience by working together and helping each other.

2 They should have the right to know about how

their taxes are spent, or about what pollutants are in their environment.

PART 1

Moving Society Forward Slideshow available.

The listening is an academic lecture about two related social movements—the “right to know”

movement and the trend for transparency in government and business—that have led to positive social change.

B 1.9 (page 24) Audio: 0:28 min

VOCABULARY

C 1.10 (page 25) Audio: 1:34 min

columns on the board Write the following headers

above the first row of columns: noun, verb, adjective, adverb Write controversial in the first row

of the adjective column Elicit the adverb and noun forms, and write them in the correct columns Elicit

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8 UNIT 2

the fact that there is no verb form, and put a dash

in that cell Continue with the other vocabulary

words Allow dictionary use if helpful.

Before doing the activity, elicit what “main

points” are and explain that distinguishing

between major and minor ideas is a valuable

academic skill.

Events (page 26)

To give more practice, ask some (or all)

students to summarize an important date and

event from their country’s history (or their life)

while other students listen and take notes.

Elicit other reasons why speakers might

give multiple viewpoints, and write them on

the board Ask students to discuss the pros

and cons for a speaker of giving multiple

viewpoints Then have them discuss the pros

and cons for listeners.

G 1.13 (page 27) Audio: 2:26 min

H THINK CRITICALLY Evaluate. (page 28)

As an alternative, have each student rank the

three positive changes in order from greatest

to least impact Then ask students to find

someone who came up with a different order

and try to persuade that person to change his or

her view to match theirs.

students work in small groups to write an e-mail

to one of the companies they listed in exercise I

Each e-mail should (a) explain that the writers are concerned consumers, and (b) include at least three questions for the company.

(page 29) Elicit that weather is the topic of the three examples In small groups, have students think of examples of figurative language on a different topic Assign each group a different topic, such as sports, family, health, nature, and food.

For practice with exact quotes and reported speech, go to MyELT.

Important Information (page 30) Audio: 0:46 min

Elicit situations when it is vital to emphasize important information, such as during a job interview or a doctor’s appointment Ask students to discuss if “important information”

means important to the speaker, listener, or both Also have them discuss how they can recognize which information is likely to be important to listeners.

M 1.15 (page 30) Audio: 0:29 min

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UNIT 2

PART 2

What your doctor won’t disclose

LEANA WEN’S idea worth spreading is that

doctors should build trust with their patients

through “total transparency,” which means sharing

their personal values as well as any conflicts of

interest they might have.

BEFORE YOU WATCH Time: 35–45 min

Check comprehension of conflict of interest

by asking what conflicts of interest lawyers or waiters might have.

• Lawyers: not giving the best advice to a client

in order to spend more time with another client who pays more

• Waiters: recommending menu items that are expensive but cost relatively little to make

VOCABULARY

C 1.16 (pages 32–33) Audio: 1:33 min

learn more (page 34) Ask questions, such as:

• Do you have a law like this in your country?

• Do you think this law sounds like a good one? Why, or why not?

• Do you think this law is the perfect way

to prevent conflicts of interest? Why, or why not?

Check comprehension of the WORDS IN THE TALK:

• What activities might be difficult for someone

with asthma?

• How big would the backlash be if a tech

company such as Facebook or Google started charging a monthly fee to use their services?

• Do you think malpractice should also describe

a chef who cooks food that makes people sick? Why, or why not?

• What reasons might make somebody become

a traitor to their country or organization?

EXPANSION Have students look at the last quote

Ask for volunteers to share who their childhood hero was, and why You may first want to model this for students by sharing your own example.

Video: 1:42 min

Before students do the exercise, ask questions

to review the Listening Skill box:

• Why do speakers sometimes give multiple

viewpoints? (to add credibility to their ideas)

• Why do speakers sometimes give opposing

viewpoints? (to present both sides of an issue and/or to argue against opposing views)

(page 36)

(page 37)

Before students do the exercise, remind them that Wen may not use the same words Elicit how each of the ideas could be paraphrased

Write suggestions on the board.

with additional practice categorizing Have them

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10 UNIT 2

work in small groups to discuss whether each

icon on the infographic is a literal representation

(e.g., the calendar icon which signifies

availability to see patients quickly) or a figurative

one (e.g., the open door which signifies a

doctor’s openness).

N THINK CRITICALLY Reflect. (page 38)

B THINK CRITICALLY Reflect. (page 39)

COMMUNICATE Time: 40–50 min + debate(s)

whether the right to privacy is more important

than the right to know (page 39)

debate, have students prepare a solo or pair

presentation about one of the following topics

(or something similar) Students can use the

information in the infographic as a guide For

each quality they give, students should add

details, examples, or others’ viewpoints to

support their views Encourage the use of

figurative language as well.

• What qualities do you want in a teacher?

• What qualities do you look for in a friend?

• What qualities do parents need most?

• What qualities make a city great?

PREPARE

Points of View (page 40)

If your classroom situation allows it, encourage

students to search the Internet for other

people’s viewpoints they could use to support

their point of view A quick, easy way to find

interesting ideas is to search for “quotes about

as a moderator and timekeeper so students are clear about what to expect Depending on how many students you have in your class, you may need to have more than one team debate If so, you may want to ask students not taking part in the current debate to be the timekeeper or moderator You may also want to ask such students to listen for and take notes of examples of the following:

• a speaker mentioning specific dates;

• a speaker giving multiple viewpoints;

• a speaker using figurative language.

After the debate and feedback, call on these students to share some examples they heard.

G THINK CRITICALLY Evaluate. (page 41)

REFLECT

the “I can” statements and think of reasons why these skills are useful for their personal

situation Ask them to share their ideas (I want to study history in the future, so listening for dates and events is really important for

me I like to watch political discussions on TV,

so being able to recognize and understand multiple viewpoints is a useful skill.) Then have

students choose five words from the list of vocabulary that they think are the most useful

Assign them to write three sentences for each word for homework.

Trang 27

1 Answers will vary (E.g., They might become

emotionally closer after getting through a difficult experience by working together and helping each other.)

2 Answers will vary (E.g., They should have the

right to know about how their taxes are spent, or about what pollutants are in their environment.)

PART 1

Moving Society Forward

1 Answers will vary (E.g., It represents women

getting the right to vote in the U.S.)

2 Answers will vary (E.g., movements regarding

environmental protection, race relations, human rights, etc.)

Answers will vary.

2, 3, and 5

1 60s, pblctn (publication) of Silent Spring

2 2004, rqstd (requested) info

3 2008, cllpsd (collapsed), crrncy 50%

(currency fell by half)

4 2014, 40% N Amer cnsmrs (North American

consumers)

G (page 27)

1: Environmentally-concerned citizens 2: Residents of the U.K.

3: The people of Iceland; Politicians in Iceland 4: North American consumers; McDonald’s Canada

H THINK CRITICALLY Evaluate. (page 28) Answers will vary.

Personification–The nation was crippled by the high levels of inflation and foreign debt.)

M (page 30) This transparency initiative only applies to McDonald’s Canada, but I think it’s a step in the

right direction If McDonald’s, a company that isn’t known for being open, is willing to be open

with the public to end mistrust, it shows that the

right to know and transparency movements

are bringing about positive social change.

1 Answers will vary (E.g., She began training as

a teenager; worked at Harvard Medical School;

did research at the World Health Organization;

wrote a book to improve communication

ANSWER KEY Unit 2

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12 UNIT 2

between patients and doctors; her professional goal and personal mission is to practice patient-centered care based on 100% trust.)

1 Answers will vary (E.g., It could be a conflict

of interest because the doctor might prescribe medicines made by the drug company that pays him even if medicines made by another company would be a better, or cheaper, treatment for Wen’s mother.)

3 Answers will vary (E.g., Some doctors might

disagree because they want to protect their privacy; they don’t feel their professional life

is affected by their private life; they don’t want

to lose patients; they don’t think patients need total transparency from their doctors in order

to trust their medical judgments.)

1 goal 2 acting 3 medicine 4 survey

5 relationship 6 money 7 doctor 8 guilty

9 medical 10 weakness

Answers will vary.

Order of quotations: 6, 4, 5, 3, 2, 1 The

quotations that illustrate Wen’s main ideas are

6, 4, 5, and 2.

1 total 2 medical 3 public 4 voluntary

is available to see patients quickly: accessible

is highly qualified: competent

is willing to disclose his values to patients: open does everything he says he will do: reliable explains complex things simply: clear makes decisions based on science, not money:

unbiased makes sure his patients improve: effective

competent, open, unbiased

Training: competent, careful Communication: clear, open Behavior: accessible, reliable, unbiased, effective

N THINK CRITICALLY Reflect. (page 38) Answers will vary (E.g., Friendly: good

at making patients feel relaxed; Honest:

willing to admit mistakes and disclose conflicts of interest; Punctual: on time for each appointment; Sympathetic: good at understanding how patients feel)

Answers will vary.

PUT IT TOGETHER

1 Answers will vary (E.g., better health of society as a whole; more transparency in other professions)

2 Answers will vary (E.g., Useful information about businesses: how they treat their workers

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UNIT 2

(hourly wages, paid time off, sick time, etc.);

how they treat animals; if and where they outsource parts of the business; political connections (which parties or candidates they contribute money to); environmental impact Positive changes from people knowing information: better pay for hourly workers;

better treatment of animals; better animal products sold to consumers; keeping or

creating more local jobs; support for a more inclusive society; decrease in pollution.)

B THINK CRITICALLY Reflect. (page 39) Answers will vary.

Trang 30

Unit 3 explores the idea that

perhaps the path to true

philanthropy (or business success)

lies in finding out what other

people really want, and that the

best way to achieve this might be

as simple as listening.

ACADEMIC TRACK

Philanthropy

Ask questions such as the ones below; encourage students to support their opinions with specific details, reasons, and examples:

• Read the caption What do you think Simone Biles is saying to Coach Aimee Boorman?

• In gymnastics and other sports, who is more responsible for success—coaches or athletes?

THINK AND DISCUSS (page 43) Possible answers:

1 Teachers might say “Listen up” to students at

the start of class

2 An advantage is that the senior person can

impart wisdom on his or her listener A disadvantage is that the senior person may not

be exposed to new and innovative ideas.

PART 1

The Business of Listening

The listening is a radio interview with a successful businesswoman She discusses the extent to which good listening skills have contributed to her success.

B THINK CRITICALLY Evaluate. (page 44)

EXPANSION Write the following list of people on the board: students, teachers, parents, doctors, salespeople, waiters Have students work in pairs or small groups to rank the people in order

of how important it is for them to listen Have students share their list and justify their highest and lowest rankings.

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UNIT 3

VOCABULARY

C 1.17 (page 45) Audio: 1:35 min

Before students do the exercise, ask them to cover the parts of speech and definitions Elicit which part of speech is needed in each blank in

1–10 and reasons why (1 needs a verb because the sentence only has a modal, not a main verb;

also, the word before the blank is an adverb.)

im-, ir-, and il-.) Write these meanings on the

board Elicit some words beginning with this prefix, and have students discuss which prefix meaning they match Write the words under the correct meanings

Audio: 5:47 min

Before doing the activity, elicit why completely

is the most important word in the directions

(Completely suggests that Davies might partially agree with the incorrect answers.) Explain that

the ability to recognize the extent to which

a speaker agrees with an idea is a useful academic skill.

Events (page 46)

Give students a note-taking drill: describe a sequence of events or process with several stages and have students listen and take notes.

Audio: 2:09 min

G THINK CRITICALLY Interpret. (page 47)

Say that “draw a conclusion” is a strong collocation Ask students what other

collocations with conclusion are given in the skill box Write these on the board (come to a conclusion; reach a conclusion) Add “arrive at

a conclusion” on the board Explain that these collocations have the same meaning and can

be used in the same way Write “jump/leap to

a conclusion” on the board Elicit the meaning and explain how it is different and has a negative connotation.

For practice with modals of possibility and inference, go to MyELT.

H 1.20 (page 48) Audio: 1:27 min

J THINK CRITICALLY Reflect. (page 48)

the following questions on the board Have students discuss the answers and prompt them

to provide support for their suggestions as needed.

• How could you recognize the usual listening style that a particular person has?

• How could you adapt your style of speaking

in order to communicate more effectively with somebody who has each listening style?

Have students discuss other possible drawbacks of using humor besides the ones mentioned Ask if they think the pros outweigh

the cons, and why (Other disadvantages:

feeling uncomfortable if people don’t laugh;

spending time on being funny rather than on the main message.)

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16 UNIT 3

Audio: 2:09 min

Lists (page 50) Audio: 0:30 min

Give students extra practice with a quick

drill Ask questions such as the following

You can increase the challenge level by

saying “closed” or “open” at the end of

each question to indicate which type of list

students should say:

• Which countries have you ever visited?

• What are the names of your family

members?

• What are some of your favorite foods?

M 1.22 (page 50) Audio: 0:51 min

PART 2

Want to help someone? Shut up and listen!

ERNESTO SIROLLI’S idea worth spreading is that

helping others must begin with listening to them.

VOCABULARY

C 1.23 (page 52) Audio: 1:27 min

Students may find this exercise more

challenging than similar exercises in previous

units Remind them that looking for context

clues as to which part of speech is needed in

each space will help them You may also want to

write “process of elimination” on the board and

elicit what it means, how to do it (in general), and

how it could apply to this specific exercise

learn more (page 54) Have students share other examples of NGOs that they know about.

• What foods do canneries work with?

• How would you cheer up a distraught person?

• The name Maori is specific to New Zealand

What are some names of native populations

of other countries?

• Describe a time when somebody you know

did a tremendous job helping other people.

Question: What conclusion can you come to from my words? Think about why I said each piece of information

(You mentioned the name and location so that

we could go there, so we can arrive at the conclusion that you are recommending we try the restaurant.)

• Statement: “I can’t wait for lunch/dinner I didn’t have time for breakfast today.”

Question: What conclusion can you reach?

Think about the information I left out

(You didn’t say you were hungry, but this is a conclusion we can draw.)

Encourage students to refer back to the Listening Skill box as needed Have them share any other strategies they used to draw conclusions.

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UNIT 3

being able to draw conclusions while listening and reading is a vital academic skill Have students discuss how the strategies they have learned for drawing conclusions while listening are also valid for making inferences while reading.

Video: 2:30 min

Before students watch segment 6, have them summarize the two ways to be funny.

J THINK CRITICALLY Evaluate. (page 56)

(page 57)

questions in pairs or small groups There is no right answer.

• Do you think the 17 global goals are listed in order of importance, in order of difficulty to achieve, in some other order, or in no order at all? Why? Support your views.

N THINK CRITICALLY Evaluate. (page 58)

O THINK CRITICALLY Identify. (page 58)

how people can benefit when others listen to them (page 59)

ALTERNATE ASSIGNMENT In the listening, the woman mentions a listening expert named Julian Treasure, who is also a TED speaker with many talks on TED.com Assign pairs to watch one of Treasure’s TED Talks and take notes

Then have each pair prepare and deliver a presentation that (a) summarizes the TED talk, and (b) synthesizes the ideas about listening

in that talk and the ideas about listening expressed in the listening and in Sirolli’s talk.

PREPARE

Elicit more examples of each category of gesture

C 1.16 (page 60) Video: 2:13 min

• Listen and note the sequence of events

• Listen and draw conclusions

• Listen for humor

• Listen for intonation in lists

• Watch for gestures Instruct students to pick one of the skills, listen or watch for that skill in others’ presentations, and provide feedback about it after the presentation

After students have focused on the same skill several times, have them focus on a different one

REFLECT

REFLECT BOX (page 61) Have students reflect

on other skills, vocabulary, or grammar items they have used while studying this unit Have them add these ideas to the Reflect box, or write them in their notebooks.

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1 Answers will vary (E.g., Teachers might say

“Listen up” to students at the start of class.)

2 Answers will vary (E.g., An advantage is that the

senior person can impart wisdom on his or her

listener A disadvantage is that the senior person

may not be exposed to new and innovative

2 Answers will vary (E.g., People believe that

learning how to listen is picked up through experience.)

3 Answers will vary (E.g., There would be

greater understanding and compassion among people, leading to fewer conflicts.)

B THINK CRITICALLY Evaluate (page 44)

Answers will vary.

1 appreciate 2 rationale 3 influential

4 conscious 5 recruitment 6 mentor

7 state-of-the-art 8 guidelines 9 invaluable

10 ulterior motive

Answers will vary

1, 2, and 4

Order of events: 6, 1, 3, 2, 4, 5, 7

G THINK CRITICALLY Interpret. (page 47)

1 The abbreviations are shown in parentheses

after the full name or term is used for the first time.

2 It doesn’t mean the same thing, but something similar The symbol $$$ probably means “expensive” the first time and “a lot of money” the second time.

3 The abbreviation f/ probably means from, w/ probably means with, and b/c probably means because.

4 They are abbreviated by writing the words

without any vowels (a, e, i, o, or u)

H (page 48) 1a, 1b, 2b, 3a

Answers will vary.

J THINK CRITICALLY Reflect. (page 48)

1 She discusses content-focused and focused listening styles Her usual style is content-focused.

1 Answers will vary (E.g., Yes, she uses both ways of being funny She tells the amusing story about buying a coffee machine instead

of a copy machine, and she also uses amusing intonation several times throughout the interview.)

Answers will vary.

M (page 50)

1 “My poor listening skills had almost cost me

my job, so I read books about listening,

watched talks about listening, asked people

questions about listening.”

2 “So the acronym RASA stands for receive, appreciate, summarize, and ask.”

ANSWER KEY Unit 3

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3 “This means that I want to hear facts, data,

or evidence so that I can make an informed judgment about what I’m hearing.”

4 “This means that I listen for feelings, for things

I have in common with the other person, and so on.”

1 Answers will vary (E.g., He probably thinks

listening is very important because he uses such strong language.)

2 Answers will vary (E.g., On the one hand,

he is probably serious that it is difficult to really listen to people On the other hand, he

is also joking because he says something unexpected after exaggerating how difficult it

Answers will vary.

1 a 2 e 3 c 4 b

1 first client, three days

2 five fishermen, $15 per kilo

3 one year, 27 projects

4 40,000 businesses, 300 communities

1a C 1b C 2a D 2b C 3a C 3b D

Answers will vary.

1 Answers will vary (E.g., Humorous)

2 Answers will vary (E.g., Both)

5 Answers will vary (Humorous)

J THINK CRITICALLY Evaluate. (page 56) Answers will vary.

O THINK CRITICALLY Identify. (page 58) Answers will vary (E.g., teacher training;

development of materials; development

of infrastructure; educational laws; public funding, etc.)

Answers will vary.

PUT IT TOGETHER

1 TED Talk 2 Both 3 Both 4 Both

5 Both 6 Interview

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20 UNIT 3

Answers will vary.

C (page 60)

Answers will vary (E.g., Pulling hand in towards

chest: symbolic (signifying the idea of attracting

entrepreneurs); counting off on fingers: symbolic

(showing the different points he makes); moving

hands back and forth: descriptive (indicating

smallest to biggest companies); holding up three fingers: symbolic (showing how many points he will make); holding hands in front of chest: emotional (to show passion); pointing:

symbolic (indicating the friends/people he talks about, etc.))

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Unit 4 looks at how the tools of

information science can help not

just businesses to make use of

the huge amount of information

available, but also individuals and

even nations.

ACADEMIC TRACK

Business & Information Science

Ask questions such as the ones below:

• What impression do you have of people who understand computer programming? Why?

• The job of a data scientist is analyzing data, especially large amounts of data, to help a company gain an advantage Do you think you would like to do this job? Why, or why not?

THINK AND DISCUSS (page 63) Have students cover the questions Elicit possible

definitions of big data Ask if the adjective big gives

a positive or negative impression, and why.

Possible answers:

1 Because the photo is dark and we cannot see

the man’s face, the impression is negative.

2 Companies know things such as where I live,

what clothes and music I like, and who my friends are They learn this from my online habits.

PART 1

Datatainment Slideshow available.

The listening is a lecture in a business studies class The professor discusses how big data has had a huge impact on two sectors of the entertainment industry: movies and sports.

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22 UNIT 4

their ability to come up with opinions, reasons,

and supporting examples as quickly as possible

To modify the questions in the book, you could:

1 Replace online with offline; replace most with

all; ask if commerce will exist at all; etc.

2 Replace music with movies, video games,

books, TV shows; replace teens and college age with two other demographics; replace generally with rarely; etc.

students work in small groups Explain that you

want them to answer exercises E and F after

just one listening Give students a short time to

discuss what to do, but don’t explicitly tell them

that some group members should probably

listen for the answers to F Play the full audio

just once After checking the answers to both E

and F, ask students how they approached the

task, and why.

Audio: 3:03 min

Opinions (page 67)

Elicit other specific phrases that a speaker

might use when introducing facts or opinions

Write these on the board.

H 1.27 (page 68) Audio: 1:56 min

I THINK CRITICALLY Evaluate. (page 68)

EXPANSION Ask for volunteers to share an idea

for an interesting or successful book, movie, TV

show, or video game Elicit feedback from other

students about how cool the idea sounds, the

extent to which it follows a formula, and so on.

Relationships (page 68)

Elicit additional words, phrases, and questions that introduce the cause or effect of something Write these on the board.

For practice with present perfect vs simple past, go to MyELT.

K THINK CRITICALLY Analyze. (page 69)

Compound Nouns (page 70) Audio: 0:30 min

Elicit more examples of each type of compound noun Have students identify the stress.

Big data is better data

KENNETH CUKIER’S idea worth spreading is that having more data allows us to see things more accurately and will help us solve the world’s biggest problems.

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UNIT 4

VOCABULARY

C 1.30 (page 72) Audio: 1:42 min

roots of the vocabulary words Ask students:

1 What prefix does transmit have? What does it

mean? What other words have this prefix?

(The prefix is trans-, meaning across or through

Other words include translate or transfer.)

2 What root does process have? What does it

mean? What other words have this root?

(The root is pro, meaning in front of or forwards

Other words include proceed and promote.)

3 What root does static have? What does it

(The root is sta, meaning stand or be firm

Other words include stable and stationary.)

4 What root does dynamic have? What does it

(The root is dyna, meaning power or energy

Other words include dynamo and dynasty.)

5 What root does labor have? What does it

(The root is lab, meaning work Other words

include laborious and collaborate.)

6 What prefix does eliminate have? What does

it mean? What other words have this prefix?

(The prefix is e-, meaning out of or from Other

words include eject and emerge.)

learn more (page 74) Explain that some call the current age the “Information Revolution,” “Digital Revolution,” or

“Knowledge Revolution.” Elicit what students think these terms mean and which one they think is most appropriate.

• Do you think it would be easy or hard to write

an algorithm? Why?

• What prefix does biopsy have? What does it

mean? What other words have this prefix?

• Have you ever seen inscriptions? Where?

What were they like? What did they say?

• What were some primitive forms of technology?

Video: 8:30 min

Video: 1:58 min

OPINIONS (page 75) Video: 2:24 min

Review the specific phrases and other ways

to distinguish fact from opinion noted in the Listening Skill box before watching segment 3.

Explain that sometimes the genre can help with predicting whether facts or opinions are more likely Elicit, for example, whether students are more likely to hear facts or opinions in a news broadcast, a sports broadcast, and an advertisement Then elicit other genres and whether facts or opinions are more likely.

(news – mostly facts but some opinions if a reporter interviews witnesses; sports – a mix of facts about what has happened and opinions about how good/bad it is; advertisement – mostly opinions, but some facts about the product)

Effects (page 76)

Explain that two mathematical symbols can also be used to show causal relationships:

• meaning because (i.e., a cause or reason)

• meaning therefore (i.e., an effect or result)

EFFECTS (page 76) Video: 1:38 min

(page 76) Encourage students to talk about causal relationships in a variety of the ways indicated in the Speaking Skill box.

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24 UNIT 4

(page 78)

A THINK CRITICALLY Synthesize (page 79)

how big data has helped solve a problem or

improve a situation (page 80)

present case studies individually or in pairs

about how big data has helped a specific

organization or government solve a problem

Alternative Topics: The student book has

notes about two topics that students could

present on: education and transportation

This teacher’s guide has two extra topics on

page 25.

PREPARE

Organization (page 80)

Elicit examples of each type of organization

that students have heard or seen.

• Facts or opinions

• Causal relationships

• Compound nouns After each talk, use any notes you made to ask appropriate questions, such as:

• When Daisuke said , was he stating a fact

or expressing an opinion? How do you know?

• When Maria said , was she discussing the cause or effect of something? How do you know?

• Ahmed used this compound noun How should it be pronounced?

REFLECT

the “I can” statements and make a list of some specific self-study activities they will

do to practice the skills they think need more work and to learn the vocabulary they think

is most useful Each item on the list should include not just what the student will do, but also when, and for how long.

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